Planning and organisation

How we plan learning

These guidelines outline how our teachers translate our curriculum intentions into a purposeful sequence of lessons. Our implementation ensures that pupils not only gain a comprehensive understanding of the subject matter but also achieve the expected standards. Planning is not synonymous with our curriculum; rather, it’s the strategic organisation of learning. Our teachers, being intimately familiar with their pupils, determine suitable learning opportunities to meet their needs, shaping a curriculum that is relevant, aspirational, and unique to our students.

You can read the detail of our planning process in this document – Planning Guidelines

We aim to provide an inspiring, interesting, and aspirational learning experience. We strive for a curriculum that is creative, relevant, and broad, focusing on the holistic development of each student. Inclusivity is a fundamental aspect, ensuring accessibility to meaningful education for all learners.

Planning: Planning is designed to be adaptable, readily responding to the evolving interests and needs of the children. In the Early Years Foundation Stage (EYFS), we adopt an ‘in the moment’ planning approach, building upon children’s interests to create stimulating learning opportunities aligned with the EYFS framework. In Years 1–6, teachers follow our rolling programme, integrating subjects into carefully constructed themes or topics. Each yearly topic encompasses diverse elements, including drama, enterprise, community engagement, sustainability, and hands-on experiences like growing or making something and consuming it. Teachers include various components in each topic, such as a relevant book, spiritual, social, moral, and cultural development (SMSC and PSHCE), problem-solving, art, music, ICT, DT (Design and Technology), children’s personal focus, and opportunities for deep learning.

Time is utilized flexibly to meet the individual needs of children, allowing adjustments in the length of topics and lessons. The planning process prioritises high expectations, standards, and progress for every child, fostering opportunities for deep learning, creativity, relevance, and overall enjoyment.

Planning Process: Our curriculum planning involves layers:


This signals our curriculum intention. It describes our aspirations and expectations, and what is important at our schools.

Progression statements

These identify the discreet body of knowledge in each subject, and what we expect children to know at each stage of school. It is matched to the expectations of the National Curriculum and other schools in the STAR MAT, and also builds opportunities that are unique to our school.

Theme Overviews

These demonstrate how teachers organise learning into meaningful themes. Often, these will utilise cross-curricular links in order to provide a context for pupils and make learning meaningful, nut they will also identify aspects that may be taught in isolation. They enable us to demonstrate the breadth of our curriculum. They also show how our curriculum is unique and of an exceptional standard, and delivers our curriculum aims.

Medium-Term Plans

These plans organise learning sequentially so that children build up knowledge progressively and attain the expected standard. They show how subjects are organised over time and identify specific learning intentions. They are used by teachers to determine the content for short term plans, and can be used by subject leaders to evaluate the effectiveness of subject planning.

Short-Term Plans

These are used by teachers to determine how the medium term plans will be delivered each week or day. They are personal to teachers and are an organisational and delivery tool. As such they may be amended at short notice in light of formative assessment and are for personal use only.