Curriculum Statement


At St Stephen's our curriculum has been developed with the values of our school at heart. It is ever changing and constantly under review by teachers and subject leaders, adapting to children's needs and world events. Subjects are woven together where applicable, with links to English and reading enhancing the Curriculum areas. Our Key Stage Overviews show topics covered in each cycle and has phase expectaions from each subject embedded


At St. Stephen’s, we are proud that we all ‘Aspire to Greatness’ in our distinctively diverse school - where cultures
and faiths come together to learn with each other, about each other and from each other. Within this unique
environment, our curriculum enhances learning opportunities for all children including the most disadvantaged
pupils. This is achieved through our distinct Christian ethos, a broad and balanced and cohesive curriculum, a firm
belief in providing our children with experiences to enhance their cultural capital and quality first teaching.
Entwined in our schemes of work, are opportunities for children to experience learning inside and outside of the
classroom, in our local community and beyond it. We celebrate each other’s faith practises, have opportunities to
enhance learning though a wide menu of enrichment activities and have the freedom and independence to develop
empathy and kindness through our courageous advocacy programme. Our distinctive school has a distinctive curriculum which meets the needs of our children in our current local andsocial climate. At the same time, we work within National Curriculum  Requirements for all Key Stages issued by the Department for Education.


Lessons are taught using systematic and progressive sequences which build upon what the children have previously
learnt. This happens in all subjects and ensures progression and differentiation in children’s learning. Clear
outcomes are worked towards and learning is checked regularly, in line with our marking and assessment policy,.
This enables staff to address misunderstandings and correct these as appropriate and which informs a teaching
ethos where children are supported to learn and progress at an appropriate pace for them. Our aim is to ensure the
transference of fluent knowledge and skills into children’s long-term memories in the most effective ways possible.
To ensure coverage, we have a dedicated time allocation for each subject. Our core subjects of English and Maths
are taught daily and Science and R.E. on a weekly basis. Foundation subjects are taught in short blocks over each
term so that by the end of each term a review and assessment of learning can be undertaken. Timetabling maximises
the opportunity for subjects to be linked to Literacy lessons and we endeavour to make cross curricular links
wherever possible. ICT, Maths and Literacy are particularly linked into the learning of other subjects and regular
reading for enjoyment and purpose is highlighted as a priority for our pupils. Through the implementation of our curriculum, teachers and school leaders establish a culture for learning where no child is disadvantaged.


At St. Stephen’s delivering a curriculum with impact is a priority. This impact is vital in order to enable our children to
‘Aspire to greatness’. To facilitate this - particularly for the most disadvantaged children - we recognise the
That the broad, balanced and progressive curriculum we provide, the development of our children’s vocabulary and
the opportunities we provide for enhancing cultural capital are all essential for raising standards in teaching and
learning in our unique school. Significantly for our children, this means that they will become life-long learners who
take responsibility for themselves and others, living out our values as they mature. We endeavour for them to
achieve academic success which matches their potential and to be prepared for their next steps in education and
work life so that their life chances will be significantly improved as a result.This impact is measured on all levels. Subject leaders measure the impact of teaching through tracking standards in their subjects. Formative assessments, pupil and teacher reviews, work evidence and standardised assessments all build a picture of the children’s understanding. However, we believe that impact is also seen in the personal and social skills of pupils who foster a love of learning, a will to solve problems and who can develop the resilience to have a go at fresh challenges.
Everything we do in our school impacts on our children and their futures. At St. Stephen’s we aim to make this
impact with an inspirational and cohesive curriculum, accurate assessment of outcomes for children, a rich balance
of opportunities to develop cultural capital and faith in the knowledge that our whole school community truly can
‘Aspire to Greatness’.

Equality and diversity

 At St. Stephen’s our Christian values are interlaced throughout our curriculum. Children of all faiths and cultures are encouraged to follow our ‘Aspire to Greatness’ philosophy in all lessons, at playtimes, through our worship, at home and in our local community. Staff from all faiths model these behaviours and encourage them in the everyday running of our school. Democracy, rule of law, individual liberty, mutual respect and tolerance of those with other faiths are described by the government as Fundamental British
Values. At St. Stephen’s our curriculum and school ethos encapsulate these values and actively promote them through schemes of work.   Our curriculum maps identify where these are taught and the whole school community follow and celebrate them through the teaching and learning process and also personal and professional conduct at all times. Throughout all our subjects, we offer children a range of role models, texts and experiences in which they can see their own lives, whether that be through race, faith, disability or gender.Therefore, ensuring a commitment to equality for all.

Access for all

Our school community recognises that children progress at different rates and our curriculum ensures that all
children are supported by a systematic sequencing of skills progression. This enables teachers and support staff to
ensure that learning is accessible for all - regardless of ability. At St. Stephen’s, we place extremely high value on
language acquisition and its ability to close gaps in learning. This means that our curriculum schemes of work have
this at their centre. Consequently, all children benefit from developing a rich and varied vocabulary which we
believe contributes significantly to their future life chances.


Assessment for learning is continuous throughout the planning, teaching and learning cycle.
Assessment is supported by use of the following strategies:
● Observing children at work, individually, in pairs, in a group and in class during whole class teaching.
● Using differentiated, open-ended questions that require children to explain and unpick their understanding.
● Providing effective feedback and providing opportunities for self-assessment, consolidation, depth and target setting.
● Book moderation and monitoring of outcomes of work
● The use of assessment ladders showing substantive and disciplinary knowledge which are shared with children.

Aspire to Greatness