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Vision and Principles

Our Vision

•For children, our goal is to create relevant and engaging learning experiences that cultivate children's curiosity and build their confidence, knowledge, and skills.

• For teachers, we aim to provide well-researched, carefully prepared schemes of work that energise our teachers and are enjoyable to teach.

• The Grange hopes to spark genuine enthusiasm among staff and children, contributing to a positive learning environment that promotes excellent progress and achievement.

Our Principles

Our curriculum is guided by six core principles. We want our curriculum to be Enjoyable, Equitable, Coherent, Relevant, Creative and Flexible.


​In the Reception Class, children follow the Early Years Foundation Stage curriculum.


We follow the National Curriculum in Years 1 to 6. This is composed of the eleven subjects;

  • English 

  • Mathematics 

  • Science 

  • Art and Design 

  • Computing 

  • Design and Technology 

  • History

  • Geography 

  • Languages 

  • Music 

  • Physical Education (specialist P.E Teacher Complete PE for Sport)



At the heart of our curriculum is the belief that learning should be enjoyable. Activities are designed to ignite our children’s curiosity and cultivate their love of learning.

Research consistently shows that when children enjoy their learning, they are more motivated, and engaged and make better academic progress. Moreover, enjoyable learning experiences can improve children's overall well-being which makes for secure and confident learners.



  • Enjoyable learning experiences underpin our planning.

  • Resources incorporate embodied learning - including movement and multi-sensory activities - to support effective comprehension and recall.

  • All lessons include an additional, engaging ‘Fancy Something Different’ activity.



  • Children are motivated and curious learners.

  • Children are secure, confident and happy individuals.

  • Children participate actively in their learning.

  • Children strive to excel and achieve their best.


We believe that creative and exploratory learning opportunities unlock children's imagination and allow them to express themselves, explore different possibilities and encourage innovation.

Our curriculum promotes cross-curricular learning and exploration which research has shown to improve engagement and attainment as well as to nurture valuable life skills, such as adaptability, communication and collaboration.



  • Schemes of work include self-led enquiries, problem-solving challenges and activities.

  • Cross-curricular topics offer children contextualised and inter-connected learning opportunities.

  • Creative experiences enable children to learn and apply their understanding through games, art, drama, movement and other practical activities.



  • Children develop the skills to work independently or collaboratively.

  • Children make connections and apply their developing knowledge and skills across all areas of their learning.

  • Children can experiment to find solutions or a suitable means of expression.

  • Children are creative and innovative thinkers who embrace challenge.


 We believe it is our duty to engage children with topics that are meaningful and relevant to their lives, such as social justice, developing technology and climate change. By exploring these themes, children gain a better understanding of the wider world and their place within it.

We recognise that, to successfully participate in today’s complex and rapidly changing society, children need secure range of social, emotional and metacognitive tools in addition to foundational literacy, numeracy and technological skills.




  • Our unique Education for Social Responsibility curriculum addresses issues facing our global community, including climate change, ethical trading and finite resources.

  • Planned opportunities for children to develop self awareness and social and emotional regulation skills - explored in depth in our forthcoming PSHE collection.



  • Children have a well-developed sense of their rights and responsibilities as global citizens.

  • Children are prepared for a future in an increasingly uncertain world.

  • Teachers are confident that they are equipping children with knowledge and skills relevant to their future needs.


We believe that a curriculum should be coherent, providing a clear pathway for children to build on prior learning and acquire increasingly complex knowledge and skills that they retain.

Our cross-curricular topics and subject-specific schemes of work purposefully interweave vocabulary, concepts, knowledge and skills to ensure that all children access and progress their learning effectively and truly appreciate the meaning and significance of what they have learned.




  • Each scheme includes an Overview, which breaks down the scheme content and incorporates Assessment.

  • The curriculum packs include additional Knowledge and Skills Progression.

  • Diagnostic activities, such as questioning, quizzes and mind- maps are built in.



  • Teachers are confident that knowledge and skills are clearly sequenced and progressed.

  • Teachers can easily identify starting points, assess gaps and address misconceptions.

  • Children make excellent progress.

  • Children develop a deep and meaningful understanding of what they have learned.


We constantly review our curriculum to fit the needs and interests of our children as well as focusing on world and local events. We adapt our curriculum to suit the school’s teaching sequence, local context, and our children’s specific needs and interests.




  • Lessons include a range of resources that offer support and challenge.

  • All lessons include an additional, engaging ‘Fancy Something Different’ activity.

  • All of our schemes of work are ready to teach and easy to adapt.



  • Teachers develop schemes and resources that best deepen and enrich children’s learning experiences.

  • Children make excellent progress.

  • Teachers are protected from unmanageable workloads.

  • We adapt our curriculum over time as the needs of our local context and children change.

Personal Development
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