NEPS Curriculum StatementNorth Ealing Primary School
At NEPS we inspire and nurture all our children to become aspirational life-long learners through an inclusive, ambitious and engaging curriculum.
We expect everyone to strive to develop a mindset to reach their potential. We foster our vision through a culture in which our NEPS Learning Values shape all of our interactions, are explicitly and implicitly taught through a curriculum underpinned by our four core principles:
focusing on wellbeing and relationships and sustainability
listening carefully to others, learning together for the benefit of all
enjoying and appreciating the simple things. Behaving in a loving and caring way.
Our four Core Principles underpin the organisation of our curriculum:
Underpinned by our Learning Values, we develop every child so that they can experience life to the fullest and are ready for the next stage of their education.
With big questions, big ideas and an investigative nature, we allow children to generate their own questions, think critically, forge and develop meaningful connections of the key concepts.
We have an understanding of concepts we want children to know at the end of each year. And we believe in making all learning purposeful by making links, providing context and relevant enrichment.
A considered way of life – caring for the environment and each other is embedded across our curriculum with real-life implications being taught in many areas of the curriculum and addressed via SMSC, British Values and teaching of UNICEF Rights.
NEPS Curriculum Statement
Our coherent curriculum at North Ealing, based on the National Curriculum and the EYFS development matters guidance, places our children at the centre of their learning and is designed to provide an enquiring, broad and balanced education that constantly builds on and deepens our children’s knowledge, understanding and skills. It provides opportunities for all children to acquire independence, develop as well rounded, curious, lifelong-learners, with high aspirations and an understanding of how to make a positive contribution to their community and the wider society.
Our curriculum is inclusive and carefully sequenced to provide all children (whatever their starting point) with a rigorous foundation for future progression. It engenders high expectations and challenges in order to build children’s resilience and self-belief. We promote mental well-being through the formal and informal curriculum as this is a key element that supports the development of the whole child and a positive and happy attitude to learning.
Our curriculum celebrates and promotes British Values, embraces diversity and utilises, as well as contributes to, the skills, knowledge and cultural wealth of our community while supporting our children’s spiritual, moral, social and cultural development. We want children to have the requisite skills to be successful, independent and motivated learners in readiness for their next stage of their education.
Impact and Evaluation
Impact on children
- Are children confident & successful life-long learners with clear understanding of UNICEF Rights?
- Do they think critically about their learning & ask deep & thought-provoking questions?
- Do they demonstrate the NEPS Learning Values and behaviours daily?
- Are children engaged, keen to learn & see purpose in their learning?
- Do they remember well and are they able to apply their knowledge and skills in different contexts?
- Do they impact our world now, and leave with skills to impact our world for years to come?
Impact on data
- Do the children make solid progress in their learning?
- Is the attainment and progress gap between vulnerable groups and their peers diminishing in all areas of the curriculum?
- Is attainment of vulnerable groups above or at least in line with national expectations?
- Are opportunities to achieve at greater depth regularly & consistently available?
- Are assessment opportunities used effectively?
Evaluation of curriculum
- Does the curriculum sequence build understanding, allow for solid progress and concepts to be deeply embedded?
- Is the curriculum offered exciting and challenging and appropriate to every child?
- Are their ambitious expectations for all?
- Do children experience enjoyment in their learning?
- Are children placed at the centre of the learning and challenged to think and evaluate?
- Is subject knowledge of teachers secure & are they exposed to effective CPD?
Evaluation of impact on the world
- Does the curriculum engage the children so they become life-long learners?
- Do the children have high aspirations?
- Are the rich resources within the local community & environment being maximised?
- Do children share their learning enthusiastically with others in their community?
- Are children able to link local, national & global contexts to their learning and understand how they might impact on this?
- Can children make connections between what they have been taught and UNICEF Rights?