Mountbatten Primary School
Curriculum Purpose
Curriculum Intent
At Mountbatten Primary School we carefully design, plan and implement an ambitious curriculum to provide breadth, depth and balance for every pupil.
Our balanced approach to the curriculum is not at the expense of high standards in core subject areas and ensures that all pupils access the full curriculum. High standards and enabling all pupils to reach their potential is of vital importance if they are to succeed at the next stage of their education, and to go on to achieve in their chosen career path.
Through careful sequencing of the curriculum, we build in many opportunities to build on prior learning of knowledge, skills, vocabulary and understanding in every subject. This ensures that pupils are able to know more and remember more by making links between prior learning and new learning; and gradually develop a deeper understanding of the skills and processes within subject, at their own pace and in the best way possible for each individual child.
Our full and rich curriculum, with its excellent range of experiences, ensures that every pupil at Mountbatten Primary School makes excellent progress academically and personally, while ensuring that every child is given the opportunity to shine and flourish.
Curriculum Implementation
Our Curriculum Elements document outlines all of the aspects that are used during the implementation of the Mountbatten Primary School curriculum (see below).
Curriculum Impact
The impact of the Mountbatten Primary School curriculum is evidenced through the outcomes of all pupils, and the progress they have all made both academically and personally during their time at the school.
Curriculum Enhancements
We offer a range of experiences which contribute to all pupils receiving a full and rich curriculum and providing opportunities to develop basic life skills, which they may not have access to at home. These also enable pupils to develop and discover their interests and talents.
For this reason, a key part of our curriculum enhancements is ‘Mountbatten 50′. These experiences involve real life experiences designed to enhance our pupils’ lives and raise aspirations. We are proud that our curriculum gives our children the skills, confidence and self-belief to lead a happy and fulfilled life by encouraging them to aim high and work towards their goals and dreams in life.
The range of experiences we offer support and champion our culture, and ensures that our children benefit from a full range of academic, spiritual, moral, social and cultural activities.
SMSC and Values
We strive to deliver a mindful approach to PSHE and SMSC for pupils across the school through a planned programme of learning to enhance and develop their personal development. Through this, pupils acquire knowledge, understanding and skills they need to manage their lives now and in their future, whilst also developing resilience, confidence and independence. Opportunities are taken to teach pupils about the values needed to be a citizen of modern Britain.
Curriculum Subject Leaders
At Mountbatten Primary School, we have subject leaders who oversee, develop, monitor and evaluate the effectiveness of their subject across the school. They have worked collaboratively to develop a coherently sequenced curriculum for each year group.
If you require more information about our Curriculum, please contact the school office in the first instance.
Curriculum Elements
Curriculum and Learning Policies
Curriculum Information
If you would like any further information about the Mountbatten Primary School curriculum, please email MB-Admin@vennacademy.org
“Adults help pupils who fall behind.”
“Pupils access a range of visits and activities beyond their own experiences.”
“There are respectful relationships between adults and pupils.”
“Staff welcome the highquality training they receive. They feel proud to work in the school.”
” Some teachers check carefully to find out which pupils are stuck and which pupils need further challenge during lessons.”
“Pupils enjoy learning about a wide range of subjects.”
“Leaders have considered what pupils might need to know to broaden their understanding of the world around them.”
“The residential visit to Robinwood encourages pupils to experience new challenges and work collaboratively with their friends.”
“Staff work closely with professionals from external agencies to provide support for pupils with SEND.”
“Staff are well trained in teaching children to read.”
“Teachers appreciate the support they receive from subject leaders to help them improve their teaching.”
“Pupils recommend the school to their friends.”
“Subject leaders are knowledgeable about their subjects.”
“The early years environment is inviting and well organised.”
“Leaders have thought carefully about the curriculum plans they have introduced.”
“Senior leaders, alongside the multi-academy trust, have provided subject leaders with training.”
“There is a strong team culture within the school.”
“Children start to learn to read as soon as they enter the school.”
“The school enjoyed recent success when the computing club won a local area competition using their coding skills.”
“There are a wide range of school clubs.”
“Pupils listen carefully to what adults say. They join in class discussions enthusiastically.”
“The school is calm and orderly. Pupils walk around school sensibly and are courteous to one another.”
“Pupils say that behaviour is good.”
“Pupils enjoy attending school.”
“Curriculum plans are well sequenced.”
“Leaders and teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.”
“There is a clear focus on the teaching of early mathematics and reading.”
“The ‘Mountbatten 50’ challenges pupils to complete a range of interesting activities
before they leave the school.”
“Pupils say they feel safe in school.”
“Pupils support each other well when they are completing their work.”
“Leaders work well
with members of the multi-academy trust to support staff.”
“Children settle into school quickly.”
“Teachers who are new to the school welcome the support they receive.”
“Pupils learn how to keep safe when using the internet.”
“Teachers check what pupils have learned and remembered each term.”
“Staff encourage
pupils to be independent from an early age.”