Curriculum Statement

Statement of Curriculum Intent

At Dudley Infant Academy we deliver a high quality and purposeful curriculum that provides a broad and balanced education which meets the needs of all pupils. It is designed to give them the skills, knowledge and understanding to prepare them for their future lives. Its implementation is intended to provide children with ambition, learn new and exciting concepts and deepen subject knowledge through a progressive model. Its equitable delivery ensures academic success, creativity and problem solving, reliability, responsibility and resilience. In addition, physical development, well-being and mental health are key elements that support the development of the whole child and promote a positive attitude to learning. Our curriculum celebrates diversity and utilises the skills, knowledge and cultural wealth of the community while supporting the pupils’ spiritual, moral, social and cultural development. The impact will be on our learners developing detailed knowledge and skills across the curriculum and, as result, achieving well and going on to destinations that meet their interests and aspirations. Pupils will learn the curriculum successfully and with parity for all. Our drivers for curriculum intent are as follows:

  • COMMUNITY AND LOCATION - Develop our learners understanding of their place in the community and wider world: Who we are and the differences we can make. We are a community of learners and we will work together to maintain a safe and stimulating learning environment, develop an awareness of wider global issues and through our curriculum make strong links with our local and wider communities.
  • ADVENTURE AND INTRIGUE - Develop a passion for learning through an exciting and engaging curriculum: awe and wonder. Our children will be engaged by a curriculum that is rich in learning opportunities which excite the imagination. Their knowledge and understanding will be developed through a wide range of creative, physical and expressive activities that will broaden their horizons and enrich their experiences of life.
  • NURTURING YOUNG MINDS - Develop our learner’s learning: Our head and body - what we learn. To develop the appropriate subject specific knowledge, skills and understanding as set out in the National Curriculum, so that children can flourish, reach and achieve their potential academically, physically and artistically. To develop the behaviours that learners need to succeed in the world such as concentration, perseverance, imagination, co-operation, the enjoyment of learning, self-improvement and curiosity.
  • MORAL VALUES AND DIVERSTIY - Develop the character of our learners: Our heart and character - who we are when we learn. To develop learners to have a holistic set of values that prepares them for life in the modern world in a diverse and ever changing community. To understand spirituality in themselves and others, develop social skills and understand society, build a firm set of personal morality, and to engage in the culture they live in and understand the cultures of others.
Statement of Curriculum Implementation

Our ambitious curriculum is implemented through successful subject leadership, secure subject knowledge, detailed curriculum planning and is delivered via a progressive model in a non-discriminatory manner.

At Dudley Infant Academy we offer a curriculum which is broad and balanced and builds upon the knowledge, understanding and skills of all children as they progress through our academy, whatever their starting points. The curriculum incorporates the statutory requirements of the National Curriculum 2014 and other experiences and opportunities which best meet the learning and developmental needs of the pupils in our academy. The aim of our curriculum is for pupils to have the requisite skills to be successful, independent and motivated learners in readiness for their next stage of education.

The Early Years Foundation Stage is separated into seven areas of development. There are three ‘Prime Areas’ and four ‘Specific Areas’. The Prime areas are fundamental skills and work together to support development in all other areas of development. Children are assessed against Early Learning Goals which builds a profile towards achieving an outcome defined as a good level of development (GLD). At this stage of their development, there is a balance of self-initiated learning which is enhanced by the formalised approaches of Talk for Writing (TfW) and The White Rose Maths Scheme. Throughout this period and beyond, all children develop their phonic knowledge through the Letters and Sounds Program which supports their reading progression.

The National Curriculum is delivered using an integrated topic approach and assessed using Target Tracker (our online assessment system) statements. These are in line with National Curriculum expectations and are used as a basis to ensure coverage and progression throughout the school. The more able pupils are challenged further in their learning and children who find aspects of their learning more difficult are appropriately supported so that they too are enabled to experience success. Curriculum overviews are mapped out as a whole academy and individual year groups then plan the curriculum delivery for their pupils accordingly.

The curriculum is underpinned by our academy’s and The University of Brighton Academies Trust core values (Excellence, Innovation and Integrity). These are taught through other areas of the curriculum such as assemblies, PSHE and RE. The spiritual, moral, social and cultural development of our pupils and their understanding of the core values of our society are woven through the curriculum. We want excellence for our pupils and their families, our staff, and our academy community. We believe that education transforms lives, which is why our academy has a rich curriculum to ensure that pupils meet their potential and are inspired to continue learning. We work with integrity. We recognise the unique character of our academy and tailor the support we provide to suit the needs of our pupils. We respect all cultures and beliefs, and believe in honesty and openness. Innovation is key. We constantly strive to improve. Our pupils’ experience is enriched by the ambitious and creative curriculum that we deliver.

The English curriculum is delivered via a process called Talk for Writing (TfW) which develops children’s writing skills through imitation, innovation and independence. In addition, children experience lessons on grammar, punctuation, spelling and handwriting. Children undertake daily guided reading sessions and use the Bug Club online program to support and enhance learning in this area. At Dudley, we also use a range of reading schemes such as Oxford Reading Tree and Rigby Rockets. These are organised into book bands to support progression in reading. Children also have access to a library with a rich variety of picture books that they can borrow to support their reading.

The mathematics curriculum is delivered through a framework entitled The White Rose Scheme of Work. We utilise the White Rose planning schedule to develop a teaching for mastery curriculum which enables children to develop their reasoning, investigative and problem solving skills.

External specialists and providers are also used to enhance and enrich delivery of some curriculum areas. Subject leaders are given training opportunities to keep developing their own subject knowledge, skills and understanding so they can support curriculum development and their colleagues throughout the school. Theme weeks, whole academy activities and opportunities within and outside the academy enrich and develop the children’s learning. After school clubs and events extend these opportunities further. Additional whole school programs and approaches support quality first teaching and learning and the academy is well resourced in terms of learning materials, books and technology.

The outdoor environment and the local community are considered an opportunity for active learning for all our pupils. The academy grounds have been developed so they can enrich different curriculum areas. Pupils have opportunities to share their learning with each other, their parents and carers and other learners through academy organised events. This develops their independence, resilience and motivation as learners and also their sense of responsibility as future citizens. This is at the heart of all our teaching and learning.

Statement of Curriculum Impact

Through our drivers for curriculum intent, our curriculum impact will be as follows:

  • COMMUNITY AND LOCATION - Develop our learners understanding of their place in the community and wider world: Who we are and the differences we can make. We strive to ensure that our children’s attainment in core and foundation subjects is in line with or achieving their potential when we consider the varied starting points of children. We measure this carefully using a range of materials, but always considering Age Related Expectations. We intend that the impact is that children will be academically and physically prepared for life in further education and in Modern Britain and the world.
  • NURTURING YOUNG MINDS - Develop our learner’s learning: Our head and body - what we learn. The impact will be that our learners will have fully rounded characters with a clear understanding of complex values such as equality, friendship, trust and many others. Only by really learning what these mean will our learners be able to develop a character that prepares them for living in the community demonstrating tolerance and equality. We measure this not just by the work our children produce, but in the behaviours we see each and every day in all learners on the playground, in corridors, and in the many roles we give them. The impact of this intention is seen in the daily interaction of all members of our community, including staff and children.
  • ADVENTURE AND INTRIGUE - Develop a passion for learning through an exciting and engaging curriculum: awe and wonder. Through exciting curriculum design, pupils will acquire a deep body of learning over time. They will have been provided with opportunities to make interconnected links to prior knowledge and showcase their understanding. Our children will have developed detailed knowledge and skills across the curriculum and, as a result will achieve well and go onto destinations that meet their interests and aspirations.
  • MORAL VALUES AND DIVERSTIY - Develop the character of our learners: Our heart and character - who we are when we learn. Our learners will be motivated by a strong personal sense of morality. They will make decisions for the right reasons and in the best interests of their community. They will be able to decide what is right and what is wrong, and will be resilient to the influence of others. They will go out into the world and make a difference in their own life and to others. The impact we intend to achieve by developing this intention is seen by how the children approach challenges every day. This could be on the playground, in a game or disagreement, or in class in a complex learning challenge. The impact should be that children don’t give up, are highly motivated to succeed and achieve and are equipped with all the personal skills to do this. Our learners will be the owners of their own destinies.