Curriculum Statement

At Westminster Primary Academy, we provide a highly inclusive environment where virtually all learners enjoy their education and most make very good progress in most subjects and areas of learning.  We continually strive to improve standards in reading, writing and maths through the offer of a bespoke, broad and balanced curriculum which gives children the experiences and opportunities to improve their aspirations, increase their vocabulary and enjoy learning. Pupils at all levels are helped to be the best that they can be. All children are encouraged and given targeted support to embed skills, to develop at their own pace or simply to learn in a style that best suits their individual needs.

We believe no one can tell a child’s true potential and will support, challenge and provide opportunities to allow each child to grow to be the best that they can be. We tailor our curriculum with a high focus on developing children’s moral, spiritual, social and cultural understanding.  Preparing our children to become the resilient, respectful, proud, confident, aspirational and employable young people of tomorrow.

The academy's focus on curriculum development is always carefully designed to ensure coverage and progression. It provides pupils with memorable experiences, in addition to diverse and rich opportunities from which children can learn and develop a range of transferable skills.  The children's own community, its heritage and traditions are frequently used as a starting point for engaging interest. A primary focus of our curriculum is to raise aspirations, engender a sense of personal pride in achievement, and providing a purpose and relevance for learning.

We teach reading with a phonics first approach. Letters and Sounds is taught daily throughout Early Years and Key Stage 1 using a systematic approach. Our reading schemes in Early Years and Year 1 are phonics only based schemes including Dandelion Readers, Oxford Reading Tree Phonics and Songbirds. In Year 2 children can access phonics only books where necessary and we use the Oxford Decode and Develop Scheme to transition children to reading books that require a range of strategies beyond phonics.

Music has a high profile in the academy, the academy has its own specialist music teacher with a significant number of children who are taught to read and play music on a variety of instruments. Giving singing a focus across the academy has engaged many children including children with SEN.  Musical opportunities are extensive, children have opportunities to learn to play the following instruments as a whole class; recorders, djembe, ukulele, tuned percussion.
The academy provides the full core offer of extended school provision. To promote physical health and wellbeing, a range of clubs gives learners an opportunity to access a wide variety of sports clubs after school hours and during lunch times.

A house system is being established to further promote British values. 

Subject leaders play an important part in the success of the curriculum by leading a regular programme of monitoring, evaluation and review. The innovative practice across the Academy provides a strong foundation and opportunities for children to work in teams and develop social skills both indoors and out. This curriculum design ensures that the needs of individual and small groups of children can be met within the environment of high quality first wave teaching, supported by targeted, proven interventions where appropriate. In this way it can be seen to impact in a very positive way on pupil outcomes. Enjoyment of the curriculum promotes achievement, confidence and good behaviour. Children feel safe to try new things. High quality visits and visitors into Academy enhance the curriculum and provide opportunities for writing for a purpose.