Curriculum Statement

At Brough Primary School we offer all children an excellent education ensuring that all pupils are well-equipped for the next stages in their education. We are proud to be a welcoming, successful and inclusive school.

We recognise everyone as a unique individual with their own ambitions, skills and dreams. Our school aims to provide an environment that encourages life-long learning, and allows all children to pursue their interests and talents into the next stage of their education.

For September 2021 we have launched a redesigned curriculum. The medium and long term plans can be accessed through the relevant year group page or individual subject pages.

Brough Primary school offers a broad and balanced curriculum that builds on the knowledge, understanding and skills of all children. See individual subject pages for intent, implementation and impact.

Topics covered incorporate 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 school. The curriculum incorporates all aspects of social, moral, spiritual and cultural education as well as being reactive to events that are happening in the world outside school so that it is engaging and meaningful for all pupils in all year groups. It is therefore quite normal for topics to change from year to year. The curriculum makes use of areas of local interest such as The Humber, as well as studying local historically important figures such as William Wilberforce. Click below on the subject areas for more information:

The school is committed to learning outside the classroom, utilising both the wonderful grounds in which the school is located and educational visits. Prior to Covid 19 the school held three residential visits each year: an overnight stay in The Deep for Year 4, a four night residential stay in Cloughton North Yorkshire for Year 5 and a three night stay at an adventurous outdoor centre – which will now be High Adventure near Keithley. We are in the process of organising residential visits once again at the moment.

For further curriculum information please refer to the subject and year group pages or contact the following:

‘Curriculum:
This work is beginning to give pupils opportunities to build more knowledge over time. For example, Year 2 pupils talk confidently about their learning about The Great Fire of London from Year 1, and how this connects to current learning in history.’

OFSTED comments

‘Behavior Management: Adults manage behaviour in a consistent way. Pupils say that adults are fair. Leaders have ensured that there are clear routines that pupils follow around school.’

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‘School Environment:
This is a school that is built upon respect and kindness. Relationships between adults and pupils are warm and caring. A sense of family and community runs through the school.’

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‘Engaged Learners: Pupils are enthusiastic about learning, show pride in their work, and consistently follow the clear routines set by the school. This contributes to a positive learning environment.’

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‘Curriculum Development: The curriculum has been developed to help pupils build knowledge over time. There is evidence of students connecting previous learning to current lessons, indicating a well-structured curriculum.’

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‘Cultural Understanding: Pupils are taught to recognise and respect different cultures and religions in wider society… They understand the broader make-up of the community and society that they are a part of.’

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‘Safeguarding: The school has effective safeguarding arrangements, ensuring the safety and well-being of all pupils.’

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‘Extracurricular Activities and Cultural Awareness: Pupils participate in a wide range of activities beyond the classroom, such as residential experiences. They are also taught to respect different cultures and religions, helping them understand and reject prejudice and discrimination.’

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‘Inclusive Support for SEND Pupils: The school provides tailored support for pupils with special educational needs and/or disabilities (SEND), particularly through its “The Bridge” provision. Pupils with complex needs are encouraged to manage their emotions, which positively impacts their learning.’

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‘Role Models:
Older pupils enjoy role-modelling good manners and routines to children in Reception during lunchtime.’

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‘Positive Behavior and Role Models: Older pupils act as role models for younger ones, helping them with manners and routines. The school maintains a calm and orderly environment, contributing to a feeling of safety for the pupils.’

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‘Pupil Safety and Trust: Pupils say they feel safe and that they trust adults to help them.’

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‘Enthusiasm for Learning: Pupils are enthusiastic about their learning. They begin their work enthusiastically and present their work with pride.’

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‘Governance and Leadership: Governors understand their roles. They assure themselves that what leaders tell them is reflected in the reality of pupils’ experiences. They offer support and challenge to leaders.’

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‘Governance and Leadership: The school’s governors are well-informed, offering both support and challenge to leaders. They are also conscious of staff well-being, contributing to a positive working environment for staff.’

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‘Caring and Respectful Environment: The school fosters a culture of respect and kindness. Relationships between staff and pupils are warm, and there is a strong sense of community and family within the school. Pupils feel safe and trust the adults to support them.’

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‘Phonics and Reading: Pupils enjoy reading and being read to. The phonics curriculum begins early in Reception, and staff receive regular training to deliver it effectively. There is a strong reading culture, especially in the early years.’

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‘Support for SEND Pupils: Pupils with complex special educational needs and/or disabilities (SEND) who access ‘The Bridge’ are given bespoke support to help them in their learning.’

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