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Curriculum Policy


Statement of intent


 intent, implementation and impact


At Wolverley Sebright Primary Academy we strive to ensure all our pupils reach their full potential by developing a curriculum that encompasses our motto to ‘Learn, Grow and Achieve’. We want to help each child to be confident, caring and independent learners.


We achieve this through an inspiring curriculum, which supports all their needs, guides those needing direction and excites the learner’s curiosity, driving their learning and ambition to achieve both in school and succeed in life afterwards. By working with our families we have created an aspirational school community with a strong family ethos in which everyone is valued and respected.


Methodology for Curriculum at Wolverley Sebright Primary School


We have worked hard to develop a rich curriculum that meets the needs of all of our learners. We believe that the best way to prepare our children for the future is to enable them to acquire knowledge whilst developing skills and understanding. This means that we make cross-curricular links, where meaningful, so that children develop transferable skills, which can be used in any subject.

We encourage children to think for themselves, to discuss ideas and to use reasoning when justifying their ideas. Many of our themes start with a ‘wow’ factor to hook the children in and they will work towards purposeful outcomes for all to enjoy, which allow us to celebrate learning, whilst developing lifelong learning behaviours such as pride, resilience and team work.

National curriculum statutory requirements are fulfilled whilst our enriched learning experience ensures opportunities are broad, balanced and deep. We expect student’s to leave as broad, balanced individuals, with an appreciation and understanding for others to succeed in our every changing world.


Wolverley Curriculum: Expectations for delivery

  • All sequences of learning are based on the use of quality texts. This enables children to have a model for what good looks like and a contextualised stimulus to develop deeper, rigorous understanding. This feeds into a culture where reading is valued and fluency and comprehension as well as an enjoyment of reading are celebrated.
  • The sequence of learning is designed around the writing and reading skills of the learners, but the breadth and depth of learning is ensured through creative inputs.
  • Learning is designed to flow through knowledge, skills and understanding. Spelling, punctuation, grammar and handwriting are endorsed at every opportunity also helping to create a conceptual understanding.
  • Wherever possible we include a ‘wow’ factor such as a trip, visit or experience, which hooks the learners into the topic and provides a real reason for their learning.
  • Planning is coherently sequenced towards a clear, transparent outcome, learner’s study the full curriculum and topics are revisited in greater depth and breadth to ensure a progression of skills and knowledge.
  • Confident subject knowledge and effective support ensures subject matter is presented clearly, promoting discussion where appropriate and meta-cognitional principles, as the learners themselves plan, develop and evaluate during the learning process.
  • Direct feedback and assessment is used to inform learning and develop next steps for the future.
  • Learners develop detailed knowledge and skills across the curriculum and achieve well.


Early Years (Age 4-5)

Children in Reception class follow the Foundation curriculum. Learning is very much play based and although our children will tell you that they play all day we can assure you that this play is skilfully planned for by a team of highly trained Early Years professionals. This stage of your child’s education builds on their early learning at home and creates the strong base upon which all other learning sits and as such is the most important stage of your child’ s development.


Key Stages One & Two (Age 5 -11)

Children from years one to six follow the National Curriculum, which provides objectives which are covered throughout the year and sets out the standards required.  

Whilst the curriculum is quite prescriptive in terms of content it does not specify how it needs to be taught.  This allows our staff to use their wealth of expertise and professional judgement to decide how best their children learn.

 Consequently subjects are taught both on their own but also in a cross-curricular ‘topic’ approach so that children have the opportunity to apply their learning in other subjects. Our teachers plan for a half term and then assess plan and review on a weekly and daily basis to ensure that children are being appropriately challenged and supported in their learning.

We provide a broad and balanced curriculum, built on an ethos that believes in the education of the whole child or person. Our curriculum provides an opportunity for our children to develop strengths in sports, the arts, music and media.

Our school does not have a religious character but is underpinned by strong moral and family values. Although religious education is not part of the National Curriculum we are provided with a statutory, local syllabus. The syllabus reflects that the religious traditions in England are, in the main, Christian but also provides for a comprehensive overview of the other principal religions represented in England.   The spiritual, moral and social development of our children is very much a strength of our school and one that our parents value. Our children are well mannered and caring, supportive of each other and well behaved.

Assessment for Learning

Our children are very much included in their own learning through our approaches to assessment. Teachers set our very clearly what they aim to achieve for each child as part of their day to day teaching and this is shared with their children in a variety of child friendly ways. 

Children are asked to consider how well they have achieved and what they could do to improve, and their progress is shared with them.  This empowers our children to make decisions about their own learning and prepares them for greater degrees of independent study as they progress through our school and into secondary school.


To view the curriculum policy in its entirety and subject policies please follow the links below.

From 2019, Ofsted will be shifting its emphasis away from data and progress scores to the very thing that creates great progress: the curriculum. In a recent speech, Amanda Spielman HMCI said:

"I also believe that a focus on curriculum will help to tackle excessive and unsustainable workload. For me, a curricular focus moves inspection more towards being a conversation about what actually happens in the day-to-day life of schools. As opposed to school leaders feeling that they must justify their actions with endless progress and performance metrics. To that end, inspecting the curriculum will help to undo the ‘Pixlification’ of education in recent years, and make irrelevant the dreaded Mocksted consultants. Those who are bold and ambitious for their pupils will be rewarded as a result."

Enriched curriculum

We are excited to offer activities chosen after consultation with our school council as enrichment opportunities for all key stage two children. These take place as a termly rotation on Friday afternoons. So far this year the children have been able to experience Forest Schools, Art and Design, Computing and Music.


Please see our photo gallery of us all having fun!

Amazing Opportunities

Curriculum Statements


The curriculum statements provide a brief overview of the key features for each subject and what we cover from Reception through to Year 6.

Progression of skills, knowledge and understanding is developed within all our children as they take ownership in their Learning Journey .





Calculations Policy - How we teach Maths...

The National Curriculum

Early Years Framework

Key Stage 1 Curriculum Map

Key Stage 2 Curriculum Map

National Curriculum Programmes of Study

Spiritual, Moral, Social and Cultural Development

In our school we use a PSHE scheme of work (listed below) which provides an additional resource to the school Values and Characteristics of an Effective Learner. 


Emotional and Mental Health in the Curriculum

Children are encouraged to build resilience and learn to take care of their personal wellbeing as part of our School Values. We also refer to Chris Quigley Essentials eight Areas of Success and teachers choose the most appropriate way to address these for their year groups.



As well as covering e-safety as an integral part of our curriculum we also have a separate scheme of work that directly teaches each year group what they need to know to stay safe online. This scheme can be viewed here

SMSC, British Values & PHSE Audit 2017

Characteristics of an Effective Learner 


In order for our children to achieve we focus on developing the characteristics of an effective learner (CEL) throughout our school.

We reinforce positive learning behaviours through the planning of activities that develop key features in all our children.

Characteristics of an Effective Learner (CEL)

Learn Grow Achieve