Curriculum Impact Statement

Greenford School – Curriculum Statement

Preparing a climate for change


The curriculum at Greenford School is designed to provide a broad and balanced education meeting the needs of all children.  Our aim is to ensure that children develop as independent, confident and successful learners, with high aspirations towards making a positive contribution to their community and the wider society.

Our curriculum ensures that academic success, creativity, problem solving and resilience are key elements that support the development of the whole child.  This alongside physical development, well-being and mental health promote a positive attitude and confident attitude to learning.  Pupils are given a voice in school through school councils, eco groups where they learn about and take an active part in promoting sustainability.  The curriculum overall celebrates the diversity and utilises the skills, knowledge and cultural wealth of the community while supporting the children’s spiritual, moral, social and cultural development, ensuring that children are well prepared for life in modern Britain.

At Greenford School we believe it is essential to integrate sustainable development within our development plans.  We have incorporated using the skills and knowledge from those within our community to support this area of our curriculum.  We are committed to giving all pupils the opportunity to learn about and take an active part in promoting sustainability within the school and beyond, through membership of school councils, eco councils and other groups, giving them  the opportunity to put their understanding of local issues into a global context, so that they see how their decisions can have an impact on others now and in the future.


The curriculum at Greenford School provides children with memorable experiences, in addition to diverse and rich opportunities from which children can learn and develop a range of transferable skills.  A primary focus of our curriculum is to raise aspirations, engender a sense of personal pride in achievement, and provide a purpose and relevance for learning. The school takes pride in providing a highly inclusive environment, where learners demonstrate high levels of enjoyment in their education and make very good progress from their individual starting points.

The curriculum incorporates the statutory requirements of the National Curriculum 2014 whilst providing experiences and opportunities which best meet the learning and developmental needs of the children in our school.  An investigative topic approach has been implemented at the school to ensure coverage and progression within all curriculum areas.  This approach enables project based learning, fostering each child’s curiosity and interest and also enabling the achievement of depth in knowledge and skills.  Opportunities for child voice are planned at the beginning and end of each new topic and this is used to inform the learning for each topic to ensure relevance of learning and accuracy in assessing progress.

The children’s immediate community, its heritage and traditions are frequently used as a starting point for engaging interest.  Alongside the historical context we also ensure that the natural outdoor environment of the school grounds and the community is used to enhance our curriculum through our forest school programme, our garden area and the projects and links we have developed with our community.  Using the outdoors as a classroom is fundamental to our values and this can be school based or with enrichment visits to other locations including Hooke Court.  Trips/activities and experts are all vital to the enhancement of the learning opportunities we offer our children.

We also promote healthy life styles using a well designed PE curriculum which incorporates children developing excellent skills and accessing competitions in a range of local and West Dorset collaboration of school tournaments.  Coaches promoting a wide range of sports, including Football, Cricket, Tag Rugby and Dance ensure that all children are encouraged to be more active through excellent coaching in P.E sessions.  The school also promotes healthy eating during snack time and this is echoed through a healthy tuck shop run by the parent FOGS group each week.  Peer mediators at play time offer peer to peer support with playtime difficulties and support the lunch time supervisors in setting up and maintaining structured playtime games and social skills activities.

Subject leaders play an vital part in the success of the curriculum by leading a regular programme of monitoring, evaluation and review.  As leaders of their subjects they plan inspiring lessons using a range of imaginative activities; celebrating  good practice and contributing to the ongoing commitment to evolve and improve further (for example the collaboration maths project).  All subject leaders access training and the opportunity to keep developing their own subject knowledge, skills and understanding, so they can support curriculum development and their colleagues throughout the school.


At Greenford School we carefully balance the requirement for pupils to reach national expectations in core subjects with our wider curriculum aims of providing full spectrum of thoughtful and enriching experiences.  Alongside offering our children a carefully mapped progression of skills within all curriculum area, we try to enable the children to practice and incorporate these skills across all subjects; giving them the opportunity to express their learning in a variety of ways.  Our curriculum is carefully organised for depth as we aim to support children in gaining a deeper and more insightful understanding of the matters, skills and processes within subjects.  All staff monitor and evaluate the impact of our curriculum through a range of assessments, tasks and pupil and parent questionnaires.

The planning of inspiring and imaginative activities promotes enjoyment of the curriculum which in turn positively impacts on achievement of children, confidence and attitude to learning. Developing the independence and motivation as learners for children is crucial alongside building a sense of responsibility as a future citizen is at the heart of all our teaching and learning.  As children move through their educational journey at Greenford our aim is that they will be engaged and inspired by their learning, posing their own enquiry questions, taking initiative and co-constructing their own learning pathway.  Children have opportunities to share their learning with each other, their parents and carers and other learners through school-based celebration assemblies, performances, competitions and events involving other schools.

As a Church School we hold a strong Christian ethos permeating through daily life which gives the children a safe and nurturing environment where children access a well-planned and embedded programme incorporating spiritual, moral, social and cultural development.  Daily collective worship, delivered by the Melbury Clergy team and class teachers gives children the opportunity to discuss their thoughts and feelings within a framework of Christian school values.