Intent, Implementation and Impact Statements of Curriculum Subjects
Curriculum Design Statement: Intent, Implementation, Impact
St Mary’s C of E Primary School
At St Mary’s, our curriculum is designed to help children flourish, be happy, and thrive in a changing world. Rooted in our Christian vision to inspire a compassionate community of excellence, we aim to create a place where every child can shine for God, for each other, and for themselves.
Our bespoke curriculum is broad, balanced, and carefully sequenced. While following the Early Years Foundation Stage Framework and the National Curriculum, we enrich learning through meaningful experiences, extra‑curricular opportunities, and a strong emphasis on reading, writing, and mathematics – foundations in learning. We recognise that children come with different backgrounds and experiences, and we use the curriculum to give every child access to rich cultural and creative learning.
Intent
In short, our Intent is that children become problem solvers and make a difference to the world they live in.
Our intention is to develop thoughtful, resilient problem‑solvers who act with empathy and integrity. We aim for children to grow as compassionate individuals who can contribute positively to their communities and the wider world. Our curriculum is driven by the values of Love, Determination, Respect, Honesty, Courage, and Compassion, and provides opportunities for creativity, performance, exploration, risk‑taking, and challenge. We want pupils to have high aspirations and a belief in their ability to make a difference.
Our curriculum is based on carefully sequenced learning - a progression model where children build upon previous learning. We plan for progress in all subjects and assess pupils against our End Points.
Implementation
The curriculum is informed by cognitive science and built on three principles:
- Spaced repetition
- Interleaving
- Frequent retrieval practice
These approaches strengthen long‑term retention and understanding. Each topic begins with an assessment of prior knowledge, and retrieval tasks are used throughout to reinforce learning. Subjects are taught both discretely and through cross‑curricular links, with daily routines supporting continuous provision and additional opportunities for practice.
Impact
We continually review the impact of our curriculum to ensure strong outcomes for all pupils, including those who are disadvantaged and those with SEND. Teachers assess progress against clear End Points, using retrieval tasks and timely feedback to deepen understanding. Moderation and collaborative assessment support consistency, and Subject Leads, the Assessment Lead, and the Headteacher analyse information to guide further improvements.
Early Years Foundation Stage
In Reception, the curriculum meets all EYFS requirements, focusing on the Characteristics of Learning, Development Matters, and the Early Learning Goals. Learning is play‑based, well‑structured, and builds rapidly on children’s previous experiences to secure strong foundations.
Inclusion
We ensure all children can access the curriculum through Quality First Teaching. When adaptations are needed, they are made in partnership with parents. Following the SEND Code of Practice, we identify needs early and provide appropriate support and resources so every child can participate fully and make progress.