Curriculum Vision Statement
“Whatever you do, work at it with all your heart”
Our curriculum at Amesbury CE Primary School strives to build resilient and reflective pupils whose learning experience is rooted in the strong Christian ethos of our school to work with all our heart. Pupils will be taught to develop and use the essential skills that enable them to communicate and apply their knowledge in a range of meaningful contexts, both within and beyond, their education career. We equip our pupils with the rich language that they need to explore and ask questions about their understanding. Drawing on a wealth of deep-learning built on prior knowledge, pupils make relevant links within, and across, subjects.
Our curriculum is designed to enable all pupils to achieve and prepare them for the next stage in their education by ensuring they are proficient in the knowledge and skills that they need to be successful. Learning is planned to value - and be part of - the strong local community as well as the wider world, taking advantage of the learning opportunities that these can provide.
We achieve this by providing a well-planned, progressive curriculum that motivates and inspires a thirst to learn more and is informed by the pupils’ own enquiry. Pupils are encouraged to work collaboratively to utilise their growing vocabulary and embed learning.
The basis for our curriculum is inspired by our school’s three core Christian values: dignity; endurance; kindness. Pupils take a pride in their learning and this is demonstrated by the learning behaviours seen in class as well as the presentation of work in their books, showing that they have dignity for themselves and their learning. Our challenging curriculum does not deter our resilient and determined pupils, who foster endurance to try their best and keep going in all aspects of school life. Through a carefully planned curriculum, we ensure that pupils develop empathy, understanding respect for all, including those different to them – the value of kindness is nurtured by a curriculum that enhances the cultural literacy of all of our pupils, nurturing tolerance and understanding of others.
We are a primary school maintained by the local authority that was created following the merge of Amesbury Infant and Amesbury Junior schools in 2006. In our two-form entry primary school over 90% of pupils are of white British heritage; 14% of our pupils are from service families; and 20% of our pupils have SEND. The leadership of the school has changed a number of times since 2017 and this has caused unrest in the wider school community, contributing to decreasing pupil numbers on role: In the academic year 2018-2019, 71 pupils left the school through in-year transfers and in the first 3 terms of the academic year 2019-2020, 25 pupils left the school. We serve a community where social mobility and aspirations are generally low. However the potential of our students is incredibly high and therefore we must ensure that our curriculum equips pupils with the skills and knowledge that they need, as well as to inspire them to be aspirational for themselves. Approximately 80% of our pupils leave Year 6 to attend the local secondary school, The Stonehenge School. Our curriculum, therefore, must be delivered by adults who provide positive role models and have aspirations for the pupils. Staff-wellbeing and reducing unnecessary workload is crucial to achieving this; therefore our curriculum is carefully constructed to ensure that planning is efficient and effective, without the need to impact on staff work-life balance.
We are on the edge of a historic cathedral city with a vast array of local facilities and points of national and cultural interest. Locally, we have an unusually rich historical heritage and a significant military presence. We serve some of the most deprived wards in southern England, but also wards that lack ethnic diversity. Amesbury has been in the headlines recently around the Novichok poisonings, but also the county lines drug trafficking story.
Students joining us in September 2020 who go on to university will be entering the job market in 2041. They are likely to live through a time of unprecedented social, political, environmental and technological change and challenge, which we must acknowledge in our curriculum provision. We need to confront the challenges of social media and the internet head-on. Young people’s mental health has to be a major consideration of our decision-making.
As a result our culture should be one that creates students who are socially, politically, technologically and environmentally aware – as well as self-aware. These themes therefore run throughout our curriculum and are reinforced by the Christian values of our school.