Our Curriculum Intent:

It is our intent, that we offer a clear, coherent and well sequenced curriculum that provides an outstanding quality of education to meets the needs of our learning community.

This broad and balanced curriculum is based on our vision and incorporates our core values:

 Believe - Discover - Aspire

We believe in building each other,

in discovering the potential of our world and in ourselves;

we aspire to be the best that we can be.

(Our vision is rooted in Romans 12:8 - to transform ourselves and

to be the person God would want us to be.)

Our aim to ensure that the curriculum we offer is meaningful and relevant in the context of the school community, through a process of consultation, evaluation, collaboration and review, working with key stakeholders. Each stage continues to feed into the development process, allowing for re-evaluation to take place and improve our provision.

The impact of this process is a curriculum that meets the needs of all our pupils and wider school community, enabling them to believe in themselves and others, discover their potential and the potential in the world around them, and aspire to be the best they can be.

Our Curriculum Implementation:

• A clear, coherent, sequenced curriculum that reflects the core visions and values of our school.
• Attainment and pupil progress will be at least at expected level or better for all pupils, regardless of their starting point.
• All pupils will be engaged with and challenged by the curriculum provision.
• Progression of key knowledge and skills within year groups, between year groups and across key stages. It will be visible throughout all areas of teaching and learning.
• Teaching and learning that is: informed by the curriculum; accounts for the starting points of pupils; and is responsive to the changing needs within and between the sequence of lessons.
• The use of assessment will be embedded in the planning, teaching and learning process. It will reflect both formative and summative methods and will be used to respond to emerging needs, misconceptions, errors and gaps in knowledge and skills.

Our Curriculum Impact:

A broad range of evidence is used to measure the impact of our curriculum:

• Pupil progress data
• Progress in pupils’ books and work samples
• Collaborative team feedback and evaluations
• Monitoring, evaluation and feedback cycles of teaching and learning
• Appraisal meetings
• Link Governor visits and feedback
• Pupil voice

More details of the Curriculum Intent, Implementation and Intent can be found by clicking on the link below:

We believe in keeping our curriculum structure and policy under review to ensure it is meeting the needs of our learners and our school community. Each curriculum area has developed an overview of the intent, implementation and impact, which is reviewed regularly. Specific goals and aims are reviewed termly. These can be accessed by clicking the links below. You can explore each year groups curriculum by clicking on the 'Children' link and then 'Class Pages'. Long Term plans and termly curriculum overviews, as part of the class newsletters, can be found on each class page.

National Curriculum guidance can be found here:

• English
• Phonics - Please see details below 
• Mathematics
• Science
• History
• Geography
• PE
• Art and Design
• Design and Technology
• Modern Foreign Languages
• Computing
• RE

Learning Behaviour at Stalbridge

At Stalbridge, pupils learn about the skills and attitudes needed to be a good learner. They do this through the school vision: We believe in building each other up, in discovering the potential of our world and in ourselves; we aspire to be the best we can be, through God'

We also promote a ‘Growth Mindset’ where pupils are encouraged to have a positive open mind about their abilities, understand the process of feeling stuck or making mistakes and reflect on the process of learning.

Phonics at Stalbridge 

At Stalbridge Primary School we use the Sounds-Write phonics programme to teach our children to read, spell and write.   Sounds-Write is effective in teaching pupils to read, spell and write because it starts from what all children know from a very early age – the sounds of their own language. From there, it takes them in carefully sequenced, incremental steps and teaches them how each of the 44 or so sounds in the English language can be spelt.

The words used in the teaching process and the conceptual knowledge of how the alphabet code works are introduced from simple to complex, in accordance with the fundamental principles of psychological learning theory. For example, at the start, simple, mutually implied (one sound, one spelling) CVC words (consonant, vowel, consonant) only are introduced. Pupils quickly learn to read and spell words such as 'mum', 'dog', 'jam' and 'sit'. When all the single-letter sound-spelling correspondences have been introduced and established, Sounds-Write initiates the concept that the sounds '', '', '' and '' can be spelt with the two letter-spellings '', '', '' and '', respectively.

As the programme progresses, the complexity of one-syllable words is carefully increased through a variety of VCC, CVCC, CCVC, CCVCC and CCCVC words, such as, for example, 'elf', 'hand', 'swim', 'trust' and 'scrub'.

After this, pupils' understanding of the concept 'two letters - one sound' is further developed through the introduction of the most common consonant two-letter spellings: '', '' and '', in words like 'shop', 'chimp' and 'thin', for example.

Finally, two, three and four letter spellings of the vowels are introduced and pupils are taught how to read and spell polysyllabic words, starting with simpler words (such as 'bedbug') and gradually moving to the more complex (such as 'mathematical').

All of this is taught within a well-structured, incremental and coherent framework based on the knowledge - both conceptual and factual (see below) – on which the alphabet principle and thus the writing system is based and the three key skills needed to enable learners to use the principle effectively.

Our approach teaches the conceptual understanding needed to become an effective reader:

• that letters are spellings of sounds: visual language is a representation of spoken language
• that a spelling can contain one, two, three, or four letters - examples are: s a t, f i sh, n igh t and w eigh t
• that there is more than one way of spelling most sounds: the sound 'ae', spelt as in 'name', can be represented as in 'table', in 'rain', in 'eight', in 'play', and so on
• that many spellings can represent more than one sound: can be the sound 'e' in 'head', 'a-e' in 'break', or 'ee' in 'seat'

Within this conceptual framework, we teach the factual knowledge required to become an effective reader and speller: the approximately 176 spellings that represent the 44 or so sounds in English, starting with the most simple one-to-one correspondences.

Reading and spelling also requires expertise in the skills necessary to make use of the alphabet code and pupils need to be able to:

• segment, or separate sounds in words
• blend, or push sounds together to form words
• manipulate sounds: take sounds out and put sounds into words

Sounds-Write provides opportunities for practising these skills on an everyday basis until pupils achieve the automaticity required for fluent reading and spelling.

Alex saying the sounds Sounds-Write Initial Code - YouTube

Our maths teaching comprises of resources from White Rose and the NCETM.  

Teaching Modern British Values

At Stalbridge Primary School, we recognise our responsibilities to teach the children according to Modern British Values. We use these throughout the curriculum and alongside our Christian Values. Staff are well informed in respect the statutory duties with regard to the 'Prevent' programme.