Curriculum - Mersey Park Primary School

Mersey Park Primary School

Curriculum Intent Statement

Intent

The aim of Mersey Park Primary School is to provide opportunities for children to develop as
independent, confident, successful learners with high aspirations who know how to make a positive
contribution to their community and the wider society. We use the Early Learning Goals and the
National Curriculum as milestones throughout school. There is a high focus on developing children’s
knowledge in all subjects in progressive steps. Alongside this, there is a focus on moral, spiritual,
social and cultural understanding.
We aim for all learners to enjoy their education and to make very good progress in all areas of
learning. We will help all children retain new knowledge and make links in their learning. Those who
are most able are challenged and supported through appropriate extension activities. Those who
struggle, including children with additional special needs, are given targeted support to embed
knowledge and skills and to learn in a style that best suits their individual needs.
The school’s focus on curriculum development has been carefully designed to ensure coverage and
progression with frequent opportunities to embed prior learning. It provides pupils with memorable
experiences, in addition to diverse and rich opportunities from which children can learn and develop
a range of transferable skills. The children’s own community is frequently used as a starting point for
engaging interest. A primary focus of our curriculum is to raise aspirations (Mersey Park Mindset),
engender a sense of personal pride in positive characteristics and achievement, and provide a
purpose and relevance for learning. As the school serves a community where there is a high
percentage of disadvantaged pupils, we provide activities that children may not otherwise
experience. The development of communication and language and increasing children’s vocabulary
is high priority. We recognise that the children need both a sense of valuing themselves, and
developing aspirations for their future and for their community.

Implementation

Subject leaders play an important part in the success of the curriculum by leading a regular
programme of monitoring, evaluation and review. They regularly hold pupil interviews in order to
check on knowledge and skill acquisition and retention. Subject leaders are provided with regular
opportunities to further improve their own subject knowledge through CPD opportunities and
attending local cluster group meetings.
Subjects are planned to ensure progression of knowledge and skills throughout their primary
education. Key vocabulary is taught progressively and re-visited at regular intervals. The curriculum
design ensures that the needs of individual and small groups of children can be met within the
environment of high quality first wave teaching, supported by targeted, proven interventions where
appropriate. In this way, it can be seen to impact in a very positive way on pupil outcomes. Shared
Reading is encouraged through all subject areas as a great way to teach key knowledge and
introduce new vocabulary. Enjoyment of the curriculum promotes achievement, confidence and good behaviour. Creatively produced topic books and displays give children a sense of pride in the
presentation of their work. High quality visits and visitors enhance the curriculum and make learning
memorable. Our own knowledge organisers, linked to our planning, along with regular quizzes help
the children to retain new knowledge and recall previous learning.
Assessment, linked to planning is used regularly to gauge knowledge retention and understanding.
This helps us to prioritise future teaching or intervention.
To promote physical health and wellbeing, a range of extra-curricular clubs gives learners an
opportunity to access a variety of sports clubs after school hours. Our PSHE scheme (Jigsaw)
provides children with opportunities to discuss and learn about personal health, wellbeing, safety,
relationships (including anti-bullying work), differences and aspirations. Our whole school work
within ‘My Happy Mind’ supports mental health in order that all children are able to learn more
effectively. Philosophy for Children (P4C) is embedded into the school curriculum and offers our
children the chance to raise questions, discuss important issues, learn to listen to others views and
share their own thoughts. They are given the opportunity to discuss the Rights of the Child articles
and share their views. Our diversity work, enhanced through ‘No Outsiders’ themed work, helps
children to realise that everyone is special and unique and we should celebrate differences and
different kinds of families.
In recognising the development of the whole child, the pastoral support given to children so they can
access the curriculum is very strong. Various programmes of support are provided for children where
a need has been identified such as self-esteem, anger management and bereavement.
Individual mentor meetings are provided for pupils with their class teacher each term to discuss
their learning and what they need to do to make further progress.

Impact

The impact of our curriculum is seen in the progress that the children make from their starting
points to the time they leave Mersey Park.
In 2019 Ofsted said;
“The well-designed and highly engaging curriculum is a significant strength of the school. Skilful
planning ensures that teaching deepens pupils’ knowledge, skills and understanding in all subjects
exceptionally well. High quality opportunities to develop pupils’ skills in reading, writing and
mathematics. Consequently, pupils of all abilities make substantial and sustained progress across a
wide range of subjects.”
In Early Years Ofsted said:
“Leaders check children’s progress closely and adapt learning to maximise their development in all
areas of the curriculum. As a result, children make tremendous gains from their starting points.”
In Key Stage 1:
“Pupils in Key Stage 1 make excellent gains in learning from their different starting points.”

In Key Stage 2:
“Pupils make excellent progress throughout Key Stage 2.”
In 2023 67% of Year 6 pupils left school having reached the age- related expectation in Reading,
Writing and Maths.
Our Principles for Learning and Teaching

• All children are entitled to be engaged in their learning and to be active learners; discovering
and finding out.
• All children are entitled to understand what they have achieved and know what to do to
make progress.
• All children are entitled to be independent, enthusiastic and self-motivated learners; raising
their own questions.
• All children are entitled to time to evaluate and reflect on their learning.
• All children are entitled to teaching that inspires their learning.
• All children are entitled to teaching that encourages them to be creative.
• All children are entitled to be challenged and enjoy learning, as well as encouraging problem
solving.
• All children are entitled to develop spiritually, morally and as considerate members of their
community and the wider community.