Weston Village Primary SchoolCurriculum
Be the Best You Can Be
At Weston Village Primary School, our curriculum is designed to help every child develop the knowledge, skills, understanding and confidence they need to succeed in school and beyond.
Our school vision is:
Success for All is Desirable, Demanded and Achievable.
We have high expectations for every child and are committed to ensuring that all pupils can participate fully in learning, including children with SEND, disadvantaged pupils and those who may experience other barriers to learning.
What We Want Our Curriculum to Achieve
Our curriculum is designed to:
build secure knowledge and understanding across a broad range of subjects
develop strong foundations in reading, writing and mathematics
help children remember, connect and apply what they have learned
develop curiosity, independence, resilience and confidence
give children opportunities to think, question, create and solve problems
help children understand their local community and the wider world
prepare pupils well for the next stage of their education
enable every child to access ambitious learning and experience success.
How Our Curriculum Is Organised
Our curriculum is carefully planned from Reception to Year 6 so that children build on what they already know and are prepared for what comes next.
Each subject has a clear progression of knowledge, vocabulary and skills. Teachers make meaningful connections between areas of learning where this strengthens understanding, while ensuring that the distinctive knowledge and ways of thinking within each subject are taught clearly.
From September 2026, Weston has seven single-age classes, one for each year group from Reception to Year 6.
Teaching at Weston
High-quality teaching is at the heart of our curriculum.
Across the school, teachers use a shared set of approaches that help children understand new learning, practise successfully and become increasingly independent.
This includes:
revisiting important prior learning
teaching new material in manageable steps
explaining and modelling clearly
asking purposeful questions
checking understanding frequently
giving children supported practice before expecting independence
using scaffolds where they are helpful
gradually removing support as children become more secure
providing opportunities to practise, retrieve and apply learning.
These approaches are reflected in our Teaching and Learning Policy and provide children with consistency as they move through the school.
Our Four Universal Routines
As part of our approach to Ordinarily Available Inclusive Provision (OAIP), we use four simple routines across subjects and year groups.
They are designed to make high-quality teaching accessible to everyone as part of normal classroom practice.
I → We → You
Teachers first model new learning, then pupils practise with support, before completing a short independent attempt.
This gives teachers an immediate opportunity to see who is secure and who needs further explanation or support.
Scaffold → Fade
Children may initially be supported by resources such as vocabulary, visuals, worked examples, prompts, practical equipment or structured steps.
These supports are gradually reduced as pupils become ready, helping children to develop independence rather than dependence on support.
Retrieval, Little and Often
Children regularly revisit previously learned knowledge through short, low-stakes activities.
This strengthens memory, helps teachers spot misconceptions and ensures that new learning can build securely on what has come before.
Words and Visuals
Important vocabulary is taught explicitly and supported by clear visual representations where these help understanding.
This supports all pupils in accessing the language and concepts of each subject.
Together, these routines create a predictable approach while allowing teachers to respond flexibly to individual needs.
Inclusion Through High-Quality Teaching
Our starting point is that inclusive teaching should be ordinarily available to every pupil, in every lesson.
This does not mean every child receives the same support. Instead, teachers anticipate barriers, adapt teaching and provide appropriate scaffolds so that pupils can access the intended learning.
Where children need additional support, adults aim to prompt rather than take over, helping pupils to participate successfully while building independence. The universal routines were specifically designed to be helpful to all pupils while being particularly important for some.
This approach sits alongside more personalised provision for children whose needs require it.
Strong Foundations
We place particular importance on the knowledge and skills that allow children to succeed across the curriculum.
These include:
language and communication
phonics and reading fluency
vocabulary
handwriting and spelling
sentence construction and writing
number fluency and mathematical understanding.
Where gaps are identified, teachers respond through teaching, additional practice and targeted support.
Reading and Writing
Reading is central to learning at Weston.
Children are taught to read through a structured approach to phonics and develop fluency, comprehension and a love of reading as they move through the school.
In writing, children learn to communicate clearly, accurately and effectively. We place particular emphasis on sentence construction, grammar, spelling and transcription, alongside opportunities to write for a range of purposes and audiences.
Learning Beyond the Classroom
We believe children learn from experiences as well as lessons.
Learning is enriched through:
educational visits and visitors
Forest School and outdoor learning
practical investigations and fieldwork
music, sport and performance
workshops and themed experiences
opportunities within our local community
clubs and wider enrichment.
These experiences are chosen to deepen learning, broaden children's experiences and give them opportunities to apply what they know.
Developing Successful Learners
Our Secrets of Success give children a shared language for the attitudes and habits that support learning:
Try New Things · Work Hard · Concentrate · Push Yourself · Imagine · Improve · Understand Others · Don’t Give Up
They are reinforced throughout school and help children understand how to respond to challenge, work with others and become increasingly independent learners.
How We Know Children Are Learning
Assessment is part of everyday teaching.
Teachers use questioning, discussion, observation, children's work and short checks of understanding to decide what pupils have understood and what needs to happen next.
We also use:
regular formative assessment
more formal assessment where appropriate
pupil progress discussions
subject leader monitoring
scrutiny of pupils' work
discussions with pupils
analysis of attainment and progress information.
The purpose of assessment is not simply to record attainment; it helps teachers adapt teaching, identify gaps and plan what pupils need next.
Explore Our Curriculum
Each subject has its own page where you can find more information about what children learn and how knowledge and skills develop as they move through school.
If you would like to know more about our curriculum or how we support your child, please contact the school office.