Our Curriculum

Our Curriculum intent: The intent of our curriculum is to provide a broad range of rich, engaging, high quality learning opportunities and experiences to develop children’s confidence, resilience, skills and knowledge across the curriculum. Children will develop their cultural capital through a range of enrichment. Our curriculum is designed to support our children in producing a range of high quality outcomes across the curriculum which they can celebrate and be proud of. The key drivers of ‘PSE’, ‘Equalities’, ‘Celebrating London’ and ‘Eco-action’ will equip our children to navigate life successfully through: developing personal resilience, social skills, emotional literacy and a strong sense of self; valuing diversity, tackling discrimination, promoting equality and fostering good relationships between people; building a strong sense of community and their identity as Londoners as well as being inspired to be ambitious by all that London has to offer and understanding how to be a responsible citizen of the local area and the wider world, including how to take action to protect our environment.

"Pupils' artwork on display around the school is impressive" "An outdoor environment that gives pupils confidence and independence" Ofsted report May 2018

Here at Hargrave Park, we have the highest aspirations for our children. This begins in our Children’s Centre and develops in Nursery and Reception. We aspire for our learners to be confident, independent and inspired by the world. We believe the best way to achieve this for our learners in the EYFS is through an engaging and challenging environment where children are supported to learn through play. We understand the power of high-quality interactions in the development of outstanding teaching and learning. Together with the right environment and positive relationships, we aim for the highest levels of well-being and involvement. Our teaching begins with the child and as Froebel said, “We start where the learners are, not where we want them to be.” We have a research-based approach, dedicated to the continual development and improvement of our curriculum and practice. We believe the only way to achieve this vision is in collaboration with our community, as relationships underpin everything we do.

This policy accepts the definition of SEN as set out in the SEN Code of Practice. It reflects the new approach to and arrangements for SEN outlined in the Children and Families Act 2014.

Assessment For Learning is ongoing and happens through observations, discussions and marking work alongside the child. This information gathered by teachers and support staff during lessons feeds directly back into planning to ensure misconceptions are addressed swiftly and there are appropriate levels of support and challenge for all.

Our school embraces the 16 ‘Habits of Mind’ as a way of clarifying educational aspirations and targets for our pupils. They provide a framework and common language for students, teachers, school leadership, parents and the wider school community to share when discussing and planning for the development of our thinking.

The Language of Learning has been constructed by all staff

Home learning provides opportunity for children to reinforce and strengthen skills learned in school. We use online platforms: Tapestry, Seesaw and Doodle, as well as providing home reading books.