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Curriculum statement


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:


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.

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.

Pupils at a desk looking to camera and smiling
Photo of pupil looking to camera at her desk


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