NEPS Curriculum Statement


Curriculum Vision

NEPS Vision

At NEPS we inspire and nurture all our children to become aspirational life-long learners through an inclusive, ambitious and engaging curriculum.

Our Values

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, and are explicitly and implicitly taught through a curriculum underpinned by our four core curriculum principles:

Nurturing Values:

focusing on wellbeing and relationships and sustainability


questioning, listening carefully to others, learning together for the benefit of all

Purposeful learning:

Always making connections, working hard and developing a growth mind-set and metacognition


enjoying and appreciating the simple things. Behaving in a loving and caring way

Curriculum Principles

Our four core principles underpin the organisation of our curriculum:

Nurturing Values:

Underpinned by our Learning Values, British Values and the articles taken from the UN rights of the child, 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 investigative nature, we allow children to generate their own questions, think critically, forge and develop meaningful connections of the key concepts.

Purposeful Learning:

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 the 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 Value and articles from the UN Convention on the Rights of the Child. We embed relationship education not only across our Personal, Social, Health and Economic Education framework but include it in other areas of the curriculum as we constantly aim to promote the values of respect and tolerance. Our curriculum 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.

We have created a series of guidelines and schemes of work designed to aid consistency and equity of curriculum delivery. These have been formulated to ensure delivery is clearly sequenced, teaching is focused around enquiring and questioning and explicit links are made to prior learning. Creativity and teacher expertise are woven into the curriculum with specialist teachers teaching a number of subjects throughout the school. Working walls are used to reinforce and consolidate children’s knowledge and understanding, helping them to become more independent and reduce working memory overload.

We ensure that pupils have plenty of opportunities for practical, ‘hands-on’ learning and that they are taught to speak clearly, precisely and audibly. We continually support and promote pupils to read widely, take on responsibilities and engage in sport and physical education on a daily basis.

Impact on children

Children are confident & successful lifelong learners with a clear understanding of Unicef Rights. They think critically about their learning & ask deep & thought-provoking questions. They demonstrate the NEPS Learning Values and behaviours daily. The children are engaged, keen to learn & see purpose in their learning. They remember well and are able to apply their knowledge and skills in different contexts. They impact our world now and leave us with skills to impact our world for years to come.

Impact on data

The children make solid progress in their learning. The attainment and progress gap between vulnerable groups and their peers is diminishing in all areas of the curriculum. Attainment of vulnerable groups is above or at least in line with national expectations. Opportunities to achieve a greater depth are regularly & consistently available. Assessment opportunities are used effectively.

Evaluation of curriculum

The curriculum sequence builds understanding, allows for solid progress and concepts to be deeply embedded. The curriculum offered is exciting and challenging and appropriate to every child. There are ambitious expectations for all. Children experience enjoyment in their learning. Children are placed at the centre of the learning and challenged to think and evaluate. Subject knowledge of teachers is secure & are they exposed to effective CPD.

Evaluation of impact on the world

The curriculum engages the children so they become life-long learners. The children have high aspirations. The rich resources within the local community & environment are being maximised. Children share their learning enthusiastically with others in their community. Children are able to link local, national & global contexts to their learning and understand how they might impact on this. Children make connections between what they have been taught and Unicef Rights.

Curriculum by Subject