The pupils, parents, staff and governors of Junction Farm have worked collaboratively to design a broad and rich curriculum. The Curriculum policy outlines the Intent, Implementation and impact.

If you would like to find out more information about our curriculum please contact us.

Curriculum Intent:

At Junction Farm Primary School we respect and value all children as individuals. We are committed to making learning exciting and enjoyable, with the right support and challenge to achieve. We work in partnership with all adults and Trust members, to fulfil our belief that every child should be able to participate in all school activities in an enjoyable, safe environment, protected from harm.

We encourage our children to be passionate for learning by creating an engaging, fun and relevant curriculum. We aim to nurture well rounded, respectful and confident children, who will develop skills for life-long learning. The curriculum is ambitious for all children and challenge is provided by following the National Curriculum, with the intent that children ‘know more’ and ‘remember more’. During the curriculum journey, we encourage children to be creative, unique and open-minded.

At Junction Farm Primary School we take our role to prepare our children for life in modern Britain very seriously and offer a wealth of opportunities for cultural capital. We ensure that the fundamental British Values are introduced, discussed and lived, through the ethos and work of our school. We want the children in our care to be independent, respectful of themselves and others in our school, our local community and the wider world. We aim to support and prepare every child to make a positive contribution to our rapidly changing society.

It is intended that through the design and delivery of the curriculum, and as a result of a strong and embedded ethos, that the children at Junction farm Primary School will be STARS.

S – Safe

T – Thoughtful

A – Adventurous

R – Respectful

S – Successful


Roles and Responsibilities:

The Headteacher takes overall responsibility for the curriculum. Subject Leaders monitor their subject to ensure that it is implemented consistently and effectively, in line with agreed policies. Accountability and consultation, relating to the curriculum, is facilitated through: termly Governor meetings, lesson observations, book scrutiny, newsletters and Parentmail, questionnaires (parent, pupil and staff), pupil voice, and from regular school and Trust-wide curriculum meetings..


The curriculum taught will increase children’s:

  • knowledge i.e. key concepts in mathematics,
  • skills i.e. the ability to use the acquired knowledge,
  • understanding – as they grow and develop and become more aware of the world around them,
  • and, foster positive attitudes to the work they do, in and beyond school.

The curriculum is learner centred and is carefully planned and sequenced to ensure that learning is continuous, and that the children make good/outstanding progress with the development of their learning. Each subject taught has clear outcomes at the end of each stage. We ensure that the knowledge and skills gained are used across the whole curriculum and not simply in isolation and that meaningful links are made between subjects. Prior knowledge is key when planning curriculum components: The children are taught reoccurring concepts, which helps to consolidate their knowledge and understanding. The curriculum is exciting and offers children first-hand experience to reinforce their learning and to underpin their growing knowledge, skills, understanding and attitudes; it will open their eyes to the wonders of creation and cause them to marvel at the incredible and fantastic world in which we live.

Nursery and Reception classes follow Development Matters and the DFE Curriculum Guidance for the Foundation Stage which includes seven areas of learning:

  • Personal, Social and Emotional Development – Building Relationship, Self-Regulation, Managing Self.
  • Physical Development – Gross Motor Skills, Fine Motor Skills
  • Communication and Language – Listening, Attention & Understanding, Speaking
  • Literacy – Comprehension, Word Reading, Writing
  • Mathematics – Number, Numerical Patterns
  • Understanding the world – Past and Present, People Culture and Communities, The Natural World
  • Expressive arts and design – Creating with Materials, Being Imaginative and Expressive

Where children move into Year 1, without having achieved the Early Learning Goals, they continue to be taught in line with the Foundation Stage Curriculum. Transition to the Year 1 curriculum does not happen at a point in time but rather when children have reached that stage in their development.

From Year 1 to Year 6 the curriculum consists of:

  • The National Curriculum: the programmes of study for each subject are used as the basis for the long term and medium term plans.
  • Stockton’s agreed syllabus for RE. Parents may exercise their right of withdrawal from religious worship and instruction.
  • PSHE and RSHE (Relationships, Sex and Health Education) framework through the Jigsaw Curriculum and compulsory elements of the N.C. Science curriculum, supplemented with further work on Healthy Lifestyles and Global Citizenship (PE, Rights Respecting School, Mindfulness in Schools Project…). Junction Farm Primary School adheres to the Secretary of State’s Sex and Relationship Guidance (DFE 2020).

From Nursery through to Year 6, opportunities are taken to extend and broaden and enrich the curriculum beyond the statutory requirements through:

  • visitors, including artists, craftspeople, actors, musicians;
  • theme days/weeks;
  • the use of the school grounds, the locality and the wider environment;
  • afterschool clubs, educational visits and residentials;
  • support of parents.

Many of these activities will embrace the cultural diversity of the society in which we live and enhance the aesthetic environment of the school.


The curriculum is planned in such a way that it can be delivered over 36 weeks. This leaves 2 weeks integrated within the school year, for curriculum enrichment and collaborative events. eg. residential visits, productions, cultural days, music festivals, maths network challenges, Crucial Crew, Safe Cycling, curriculum days etc.

All subjects of the curriculum are taught in classes with scaffolding and differentiation as necessary. Each class has a different theme each half-term and cross-curricular links are made between subjects based on this theme where appropriate. An extensive range of high quality resources are used to underpin the curriculum. Homework is set weekly (Reading, Spelling and Times Tables) and a termly project is set to link the curriculum with learning at home.

To ensure progression and allow for cross curricular links, the school has developed its own planning format which links our schemes of work. The planning promotes enrichment, our use of accelerated learning techniques, assessment for learning, drama and global citizenship. We also aim to cater for children’s individual needs through personalised learning. Part of the curriculum is taught as continuing work whilst other aspects are taught as blocked units of work.

Equal Opportunities (Protected Characteristics)

All children, regardless of age, gender, race, religion, sexual orientation or disability are given full access to our curriculum. We have a positive policy of equal opportunities.

Inclusion – provision for all children

At Junction Farm Primary school, we welcome and celebrate diversity. Teachers plan to meet the needs of all children by ensuring learning is focused on individual children’s needs and abilities, therefore reasonable adjustments are made to the environment, curriculum and timetable to address all students’ needs.

Depending on need, children may require support in line with our wave system.

Wave One: This is our universal offer of support to all children of quality, inclusive teaching, which takes into account all learners within the classroom and their needs.

This includes providing differentiated tasks, additional visual resources as well as creating and inclusive learning environment.

Wave Two: Outlines specific, additional and time-limited interventions for some children who are falling behind the age expected level. Interventions can be targeted at a group of pupils with similar needs.

Wave Three: This level of support is targeted provision for a small percentage of children who either require a high level of additional support/specialised provision in order to address their needs or is for children who have been identified for an intervention designed to accelerate progress.

Junction Farm Primary School is an Enhanced Mainstream School with the addition of two full resourced classrooms to support children with Communication and Interaction needs. Children within these classes access a high level of adult support, additional resources and access to mainstream provisions as and when they are ready.

Disadvantaged Pupils

We aim to be a school of opportunity and success for all pupils, including, and especially, those who are in receipt of the Pupil Premium. Our school pupils eligible for the Pupil Premium are identified quickly so that we can support needs effectively. The needs analysis for the Pupil Premium is an on–going process through a pupil’s learning journey at the school. We strongly believe that the measures of successful spending should be raising standards, the narrowing of the achievement gap and the broadening of opportunities for the most disadvantaged pupils at Junction Farm Primary School.

Relationship Education

At Junction Farm, we aim to prepare our pupils to cope with the physical and emotional challenges of growing up, relationships and to give them an elementary understanding of human reproduction. We believe that high quality RSHE helps create safe school communities in which pupils can grow, learn, and develop positive, healthy behaviour for life. In our school, sex and relationships education will contribute to the requirements of the Education Reform Act 1988 which:

  • Promotes spiritual, moral, cultural, mental and physical development of pupils within the school and society.
  • Prepares pupils for the opportunities, responsibilities and experiences of adult life.

Spiritual, Moral, Social and Cultural Opportunities

The staff and governors ensure that all children are provided with SMSC opportunities both within the planned curriculum and through current affairs, independent study, assemblies, extra events and experiences. Our curriculum is structured to enable the development of social skills and independence.

Self-esteem and self-worth

Self-esteem and self-worth Celebration assemblies are held each week recognising the achievements of our children. Talents of individual children are celebrated within class and at school assemblies and in school productions. The awarding of STAR points also encourages children to do their best both in their school work and in their behaviour towards others. The delivery of the PSHE curriculum aims to build children’s self-esteem and mental well-being. We also highlight the importance of positive mental health when we celebrate World Mental Health Day, Mental Health Week and Children’s Mental Health Week. We talk about taking care of our mental health, and follow the steps we can take to ensure this happens. The children are therefore equipped with the tools they need to enable them to take care of their own well-being and understand who they can go to in times of need.

Children’s work and achievement within the curriculum is celebrated and displayed to enable it to make a significant impact on the visual appearance of the school and to contribute to the ethos.

Extra-curricular activities

A wide range of activities is offered at the start of each half-term. Parents of children wanting to attend such activities are asked to sign-up via ParentMail. All teaching staff participate in the provision of extra-curricular activities, at some stage during the year. We also have many enrichment activities organised by external providers.


  • To provide a curriculum where children ‘know more’ and ‘remember more’.
  • To challenge every child to achieve at the highest level they possibly can.
  • To create an environment in which all children can experience success and thereby build self-confidence.
  • To develop the all-round potential of the children through the vehicle of a rich, broad, balanced and differentiated curriculum that is fully inclusive.
  • To help children to acquire intellectual skills and apply them.
  • To develop in children a positive attitude towards education as a continuing process.
  • To develop children’s growth mindset and ability to embrace a challenge.
  • The development of a stimulating environment which is organised, secure, structured and purposeful.
  • To promote a climate in which creativity can flourish.
  • To prepare children for the demands of a rapidly changing society.
  • To provide for children’s physical development.
  • To recognise the importance of two-way communication with parents and school support agencies.
  • To develop in children an awareness and understanding of our own and other cultures, religions, races and ways of life.
  • To develop skills of communication in which the children are free to express themselves, encouraged to respect the views of others within their group, and ultimately society in general.
  • To equip the children for a changing society and to enable them to adapt and thus develop qualities of self-reliance and self-discipline.


The school has policies for Assessment, Monitoring and Marking.

Reporting on Attainment

All work carried out by the children is monitored and evaluated. A written school report is made available to parents annually in the Spring term. Record cards are made available at the end of every term. Parents are invited to consultation meetings in the Autumn, Spring and Summer terms. The Governing Body receives regular reports on the children’s attainment compared to the national picture and similar schools and the children’s prior attainment.

Target Setting

All children are set next step learning targets through teachers’ marking and feedback and our use of assessment for learning. Curricular targets are also set each half-term for math, writing and science. The Governing Body sets the statutory targets in the Autumn term for those children reaching the end of key stage 1 and 2 in the following academic year. These targets are set in close consultation with the teaching staff, using the evidence from ongoing standards analysis. In all year groups, prior school performance is used as a base to set challenging end of year targets in Mathematics, Reading, Writing, Spelling Punctuation and Grammar and Science.

Please select a link below:

Nursery Curriculum

Reception Curriculum

Year 1 Curriculum

Year 2 Curriculum

Year 3 Curriculum

Year 4 Curriculum

Year 5 Curriculum

Year 6 Curriculum