Curriculum Strategic Plan 2020-2023

Values: Respect, Fairness, Effort



Our vision for Bardsey Primary School reflects a passionate commitment to enable all our children to achieve their fullest potential by providing high quality education in partnership with parents and the local community, in a nurturing and inclusive environment. We provide a creative learning journey for all our children, empowering our pupils to acquire knowledge and skills to equip them to succeed in a modern, changing world.



This document sets out the three-year strategic plan for the curriculum at Bardsey Primary School. It sets out the key strategies needed and the goals we intend to achieve as the Bardsey team. Our overarching goal is to have a broad, balanced curriculum which develops the school as a learning community where the best possible outcomes for all our children are achieved. This will drive as Bardsey Primary School to be the first choice of all our parents in our catchment area. Leaders have also produced an operational Curriculum Action Plan which is updated every year and details the ongoing objectives and timescales.


Our Curriculum Aims

Our wish is that each child at Bardsey will:

  • be entitled to an ambitious and coherently planned and sequenced curriculum which will give children the knowledge, skills and cultural capital to succeed in life

  • attain and achieve at their highest level

  • have high quality learning opportunities which meet the needs of all our pupils and lead to high standards

  • be able to learn in a happy and safe environment where children are encouraged to have a voice

  • become confident, independent learners with an enthusiasm for acquiring knowledge and skills

  • understand the links with our school and the wider community

  • nurture self-esteem through experiencing friendship, positive praise and being part of a culture of honesty, fairness and tolerance.

  • have an equal opportunity to learn and succeed and individual achievements will be celebrated

  • build strong emotional, mental and physical health

  • build resilience, respect and empathy and a willingness to share and co-operate, promoting equality and respect for identity

  • benefit from the school working closely with parents to nurture each child academically, personally and socially, learning essential life skills and laying a firm foundation for future learning.

These will be achieved through:

  • ensuring children are at the centre of every decision

  • nurturing children

  • developing strong values

  • effective leadership and governance

  • excellent teaching and learning

  • an adventurous and inspiring curriculum

  • use of the outdoor environment

  • a successful partnership between home and school

  • strong local and international links

  • a school community that is prepared to take risks in order to enhance learning

  • effective self-evaluation leading to continuous improvement

Bardsey Curriculum Development Plan priorities 2020-23

  • To develop outstanding practice across the school

  • To ensure pupils make good or better progress consistently

  • To develop effective assessment systems for core and foundation subjects

  • To deliver a broad and balanced curriculum which is creative and challenging for our pupils

  • To develop curriculum vision and intent

  • To develop/effectiveness of leadership and management across the school

  • To improve outcomes so that the proportion of pupils attaining the higher standard or greater depth is consistently above the national average


Influences on the Curriculum

Impact of new technologies – At Bardsey, we want to ensure that our pupils receive opportunities to become fully ‘up to speed’ with advancements in technology. It is important for our children to be ‘tech savvy’ and this will be facilitated by wider resourcing the use of new technologies in the school. Bardsey Primary will keep pace with the continuous need to increase the proportion of resources invested in technology in order to keep up-to-date with changes. Mobile and cloud technology means most children are able to access ever increasing amounts of information when and where they want. Access, and the knowledge and skills for appropriate use, will give our children significant educational advantages.

Raising standards and developing staff - The knowledge based curriculum means that we develop teachers who have expert knowledge in every subject they teach. Staff are supported to address any gaps so that pupils receive effective teaching. At Bardsey we broaden our curriculum so that it is not just about academic standards but about wider experiences as well.  Teachers will enable pupils to understand key concepts by presenting information clearly and by encouraging worthwhile discussion. The subject curriculum is designed and delivered so that pupils can transfer knowledge to their long term memory and assessment checks pupils’ understanding. Teachers will show pupils how to connect new knowledge with existing knowledge. We prepare children for the real world and ensure they are ready to face the times they are going to live in. Recruiting, retaining and developing high quality teachers and support staff is a priority of the school and strong leadership in the school facilitates this.

New social challenges - We give all the children at this school the access to resources and enrichment activities to ensure the attainment gap is narrowed at Bardsey Primary School. At Bardsey, we ensure cultural capital is a priority so that all children know a lot about a varied amount of things. Pupils leave Bardsey with the essential knowledge to become confident young people no matter what social background they are from.

Resources – Effective resourcing of curriculum areas is one of the prerequisites to effective teaching and again, subject leaders have a major responsibility in this decision making. At Bardsey, we acknowledge the importance of balancing spending on resources with other areas of school expenditure. Resources are used and purchased which is felt enhance the learning opportunities for the children and support effective teaching and learning. Resources are reviewed by subject leaders and other members of staff on a regular basis so if it is felt a change of resource provider is necessary, then this decision is followed through. In particular, this is the case with online resources to support teaching which are reviewed and evaluated regularly.

Environment and sustainability - Bardsey is a school blessed with an enormous amount of space and it needs to be utilised effectively. The curriculum has been designed with opportunities for outdoor learning given a high priority. Teachers are encouraged in our curriculum to take advantage of our open green spaces and well-placed woodland to take the learning outside as frequently as possible and utilise of our hill-top environment. By doing this, our children will develop a greater awareness of environmental issues and realise the need more fervently to protect and save our planet. Our school is run so that energy management, recycling and responsible maintenance are part of everyday life at school and children learn to appreciate and develop a greater understanding of its importance in everyday school life.

Community – The community is an integral part of our curriculum. Opportunities to utilise community links in schoolwork are essential so that our pupils understand the area they live in and their part in it. This driver for our curriculum helps to make children’s learning more relevant as children understand that not only are they a pupil in a village school, but part of a village, near a town, not far from a large city and part of a vast county in the UK. The school creates curricular links to all of these places. Our community needs to be a ‘thread’ intrinsic in subject areas and a constant theme.

Senior Leadership Team

The main remit of the senior leadership team is quality assurance. This is achieved by monitoring Teaching and Learning. Regular and accurate monitoring of teaching and learning in all subjects ensures that children are receiving a high quality education and that learning is progressive and sequential. Each year a calendar of monitoring activities is followed. Outcomes are evaluated by the senior leadership team and the governors. Any necessary improvement actions or catch up programmes are planned and implemented in a timely manner.


Our Intent

  • To provide a rich and varied curriculum which is rooted in our school values of Respect, Fairness and Effort.

  • To give all children the knowledge and cultural capital that they need to succeed in life

  • Our core provision is the National Curriculum with all planning and assessment based on this.  At Bardsey we go over and above the academic standards listed in the National Curriculum.

  • To deliver a broad and balanced curriculum which is well planned and the meets the needs of all our pupils with a wide variety of learning experiences and an equitable education for all

  • To provide an engaging curriculum which is planned sequentially, allowing children to build on previous learning and securing firm foundations for the future

  • To follow a theme-based approach to teaching and learning using key resources such as Letters and Sounds (Phonics), a school-wide approach to reading using VIPERS (Reading) and White Rose Maths for problem solving and reasoning

  • To excite, inspire and empower children through a range of cultural experiences alongside offering a range of literature that reflects our values and validates their realities

  • To promote a sense of community for the children, parents and the wider community

  • To prepare older pupils for life in our British Society by fostering in them attitudes and qualities which enable them to become confident, caring, responsible citizens


  • Teachers take a theme-based approach to classwork with an annual rolling programme. Each theme starts with questions to give context and meaning to the curriculum and to enable connections to be made with different subjects. Knowledge organisers are used to show clearly what the learning will be and these inform lesson planning.

  • The teaching materials and resources selected reflect Bardsey’s ambition to support the intent of a coherently planned curriculum, sequenced towards the cumulative acquisition of skills and knowledge, without creating unnecessary workload for staff

  • High quality texts are used from Reception to Year 6 building on the foundations of excellent teaching of phonics. These texts are used to enable a cross-curricular approach where it is effective and there is connectivity with other subjects. This highlights the high status given to reading in the school.

  • Teachers have good subject knowledge and will be supported to maintain and improve this knowledge through training, observing best practice and undertaking relevant research

  • Teachers ensure their own speaking and listening, reading and writing of English modelled in class supports pupils in developing their own language and vocabulary as well

  • Teachers and Leaders use assessment effectively to help pupils embed and use knowledge fluently. It is used to check understanding and inform teaching.

  • Subject leaders provide colleagues with support for planning, resourcing and teaching and will monitor the impact

  • Lessons incorporate examples; retrieval practice and, over time, revisit teaching and knowledge skills

  • Challenge plays a major part in lessons to add depth to learning

  • The school curriculum map is planned to ensure that teaching is sequential with the teacher ensuring that knowledge and skills are taught in a logical and progressive order. This ensures pupils will know more and remember more.

  • Training, coaching and mentoring is given to staff to ensure effective professional development

  • The teaching of key vocabulary is primary feature in all subjects

  • Trips are planned to enhance learning effectively


The impact of our curriculum is evaluated through end of term assessments such as termly Reading and Writing Assessments, Unit or End of Block Assessments in Maths, Science and other Foundation Subjects. In certain Foundation Subjects such as Art and Design and Technology, assessment will take a more practical approach. End of year assessments and government tests also take place. The frequency of assessment is mindful of staff well-being. Impact is also evaluated through governors’ meetings, visits and through internal monitoring of teaching, learning and pupil voice by subject leaders and the senior leadership team. The outcomes of external monitoring also feed into the evaluation of the impact of the curriculum.

We strive for the following:

  • All children achieve well by developing knowledge and skills on their journey through school. This is demonstrated through outcomes at EYFS, Phonics (Year 1), Key Stage 1 and Key Stage 2 and in National Tests

  • The proportion of pupils attaining at higher levels or greater depth is consistently above the national average

  • Strong, positive relationships are built between pupils and staff which is conducive to effective learning

  • Pupils read widely and often with fluency and comprehension appropriate to their age or above. Pupils become enthusiastic about reading and strive to read more in order to satisfy their thirst for knowledge and love of specific authors

  • Following foundations in learning or progression with an individual talent, children leave Bardsey to further these skills and be able to flourish

  • Good progress is made throughout the year and work is planned to address misconceptions to enable positive progress. Gaps in learning are identified through assessments

  • Pupils’ work across the curriculum is of a consistently good quality

  • Children with SEND achieve the best possible outcomes and are monitored by school leaders and governors

  • Children leave Bardsey Primary ready for a successful transition to secondary school

  • All our pupils to leave Bardsey respectful, skilful, ambitious and with a thirst for what life has to offer

Updated March 2021