Curriculum Vision

Intent

At Rock Ferry Primary School, our curriculum is driven by a clear and shared ambition: to ensure every child can be the best they can be, both now and in their future lives.

Our curriculum is ambitious for all and designed to develop the whole child. We recognise that academic success (Mind), strong character and belonging (Soul), and physical health and wellbeing (Body) are inseparable and must be coherently planned together.

Our curriculum is fully aligned to the National Curriculum and is coherently planned and sequenced towards cumulatively sufficient knowledge. High expectations, careful sequencing and inclusive practice ensure that all pupils, including those with SEND and those who are disadvantaged, can access the full curriculum and achieve well over time.

Through our curriculum we intend that:

Mind – pupils experience academic challenge through a well‑sequenced, knowledge‑rich curriculum that builds strong foundations in reading, writing and mathematics and supports learning that is remembered over time.

Soul – pupils develop character, resilience and a strong sense of belonging through crew culture, trauma‑informed and inclusive practice that enables them to feel safe, valued and confident to learn.

Body – pupils develop physical health, wellbeing and readiness to learn through a high‑quality PE offer, opportunities for movement throughout the school day and a strong understanding of healthy lifestyles.

Alongside academic success, we place strong emphasis on relationships, wellbeing and community so pupils understand their role within the Rock Ferry community and the wider world.

Implementation

Our curriculum is implemented with fidelity and consistency so that Mind, Body and Soul are woven through teaching, learning and wider school life.

Academic challenge, ambition and sequencing (Mind)
• The National Curriculum is delivered through a well‑sequenced, knowledge‑rich curriculum from EYFS to Year 6.
• Subject leaders map progression so key knowledge and skills are revisited, strengthened and built upon over time.
• Teaching is led by knowledgeable staff who provide clear explanations, effective modelling and structured practice.
• Reading is prioritised so pupils can access learning across the curriculum.
• Assessment is used to check what pupils know and can do and to adapt teaching responsively, ensuring learning is secure and retained in the long term.

Character, inclusion and belonging (Soul)
• Trauma‑informed and attachment‑aware practices ensure pupils feel safe, respected and ready to learn.
• Crew culture builds relationships, responsibility and a shared sense of belonging.
• Inclusive practice ensures pupils with SEND and disadvantaged pupils can access the full curriculum, with appropriate support and high expectations.
• Personal development, emotional regulation and restorative approaches support resilience and positive learning behaviours.

Physical health, wellbeing and movement (Body)
• A high‑quality PE curriculum promotes physical development, confidence and teamwork.
• Movement is built into the school day to support regulation, concentration and wellbeing.
• Pupils are taught how to care for their physical health and understand the link between wellbeing and learning.
• Enrichment, sport and extra‑curricular opportunities support healthy lifestyles and engagement.

Impact

The impact of our curriculum is evident in pupils’ academic achievement, personal development and readiness for the next stage of education.

Impact on learning and achievement (Mind)
• Pupils achieve well over time across the National Curriculum, particularly in reading, writing and mathematics.
• Knowledge is secure and remembered over time, enabling confident application.
• Gaps are identified and addressed so all pupils can succeed.

Impact on character and inclusion (Soul)
• Pupils demonstrate confidence, resilience and positive learning behaviours.
• Pupil voice shows that children feel safe, valued and proud of their learning.
• Behaviour, attendance and engagement reflect strong relationships and inclusive practice.

Impact on health and wellbeing (Body)
• Pupils engage positively in PE, sport and physical activity.
• Children understand how to look after their physical and mental wellbeing.
• Readiness to learn is supported through movement, routines and healthy habits.

Preparing pupils for the future
• Pupils leave Rock Ferry Primary as confident learners, responsible citizens and effective communicators.
• They are well prepared for the next stage of their education and equipped with the knowledge, character and wellbeing needed for positive futures.