Hartwell Road, Roade, Northampton, Northamptonshire NN7 2NT

01604 862309



Aim High Reach for the Sky!

Curriculum 2022

We have created a comprehensive curriculum for 2022. It uses elements of best research, the best schemes and quality first teaching. The following pages on the curriculum menu show our curriculum by year and by subject. This shows how we develop and grow throughout the year and how the subject grows with the child throughout their time at Roade Primary School. 


At Roade Primary School our vision is to create a primary school that encourages its children to Aim high, reach for the sky! We want to help each child become a caring, confident and curious young person who has a passion for learning and achieving.

We will do this by supporting, guiding and inspiring our children through excellent teaching practices.

By working with our families we will create an aspirational school community in which everyone is valued and successes are celebrated.

We all play our part in creating a community ethos:


‘A supportive community developing confidence, independence and a love of learning.’


Play your part: We expect all members of the school community to:

Respect others regardless of race, creed or gender

Act considerately towards others

Develop pride in themselves, their appearance, their work and their school

Respect the rights of others and other people’s property

Respect each other as individuals but reject anti-social behaviour

Take personal responsibility for their actions

Listen to each other

Help and care for one another

Be honest, truthful and trustworthy


And we expect all stakeholders to support our values and aims:



At Roade Primary School we aim:

To provide a happy, safe and caring place to learn

To promote excellence, enabling all children to achieve their potential

To provide our pupils with rich, diverse and enjoyable learning experiences

To promote and foster self-esteem, motivation and a lifelong love of learning

To encourage the children to become responsible citizens and to have respect for all

To work in close partnership with parents, carers and the wider community for the benefit of our children


At Roade Primary School we support our children to be: 







Our School Expectations

  • Staff have high expectations of themselves and all children.
  • Teachers are expected to impart knowledge accurately and with enthusiasm which generates high levels of commitment from children.
  • We expect children to make rapid and sustained progress in lessons.
  • We expect teachers to support children in developing independence.
  • We expect teachers to systematically check understanding, intervening in a timely manner when needed.
  • We expect children to be challenged.
  • We expect teachers to regularly provide high quality marking and constructive feedback to children.
  • We all play our part
  • We make learning relevant and enjoyable for both pupils and staff



Effective Teaching

At Roade Primary School we embrace a pedagogy of ‘Personalised Learning’; an approach which expects all children to reach or exceed national expectations, to fulfil their early promise and develop latent potential.

High expectations of progress apply equally to children working above, at, or below age-related expectations, including those who have been identified as having special educational needs.

There is an expectation of participation, fulfilment and success; and teaching and learning is characterised by ambitious objectives, challenging personal targets, rapid intervention to keep pupils on trajectory and rigorous assessment to check and maintain pupil progress.

There are clear plans to support those who are struggling to maintain trajectory. The teacher’s priority is to support children so that they can keep up with the pace of learning and make good rates of progress.

At Roade Primary School we have high expectations of all pupils and may differentiate tasks to ensure that progress is achieved for children of all differing abilities-the effective teaching practices at Roade Primary School see teachers expecting everyone to succeed by offering higher levels of support or extra challenge for those who need it, so that all pupils can access the learning at the expected year group standard.


What is Roade Primary Effective Teaching?

Quality first teaching

  • Highly focused lesson design with sharp objectives;
  • High demands of child engagement with their learning;
  • High levels of interaction for all children;
  • Appropriate use of teacher questioning, modelling and explaining;
  • Emphasis on learning through dialogue and collaboration;
  • An expectation that children will develop resilience and accept responsibility for their own learning and work independently;
  • Regular use of encouragement and praise to motivate children.

 Target setting

  • Individual children’s progress tracked using target tracker throughout the school;
  • Strengths and weaknesses identified supporting planning and intervention
  • Data collected on a regular basis and shared with staff (and children where appropriate);
  • Children have regular opportunities to discuss their progress. Teachers involve children in setting and reviewing their progress towards their targets;
  • Teaching and interventions are adjusted in the light of progress children make;
  • Parents and carers are regularly updated on their child’s progress;
  • Processes run across the whole school to ensure consistency and are regularly evaluated by SLT to ensure that the needs of all children are being met.

 Focussed assessment

  • Rigorous assessment and tracking of children’s performance takes place to inform classroom practice allowing children to make good progress and close attainment gaps;
  • The whole school use Target Tracker effectively, staff regularly manage the progress on TT using the statements and steps;
  • Day to day, Periodic and Transitional assessments used effectively;
  • Assessment for Learning (AfL) evident across the school – learning objectives, learning outcomes, success criteria, self and peer evaluation


  • Individuals and groups who are not making sufficient progress are identified;
  • Provision for intervention is mapped according to need –on provision map;
  • Detailed individual education plans (IEPs) are put into place;
  • Learners are enabled to perform beyond the norms expected for their year group where appropriate;
  • Interventions are evaluated and relevant adjustments are made;
  • Pupil Progress meetings are embedded to discuss current and future interventions engaging in dialogue around the impact of interventions, potential barriers and further actions required.

 Learning environment

  • Organisation of the classroom/learning environment adapted to the children’s learning needs;
  • The use of learning resources and ICT developed to allow children to work independently and successfully;
  • Make effective use of other spaces – ‘outdoor willow classroom’, ICT suite, hall space, dance/music studio, MUGA;
  • Displays to be a mixture of celebration of children’s work, supportive resources and information.

 Curriculum organisation

  • The curriculum is designed to cater for the needs and interests of a full range of learners including:

-Gifted and talented

-Learners with learning difficulties, including those with speech, language and communication needs

-Learners who are learning English as an additional language

-Boys and girls

-Children who are in care

-Learners with social, emotional and behavioural difficulties

  • Flexibility is built into the curriculum organisation and delivery to ensure greater coherence from the children’s perspectives.

 Extended curriculum

  • The school offers a full range of ‘out of hours’ activities and clubs which enhance and extend the basic curriculum;
  • We ensure access for all;
  • Parents and carers, as well as the wider community, are involved in extended provision;
  • Access to other services is provided or arranged, including health and social services.

 Supporting children’s wider needs

  • The school maintains close communication with parents and carers;
  • We develop and maintain multi agency links to support vulnerable children;
  • Employ two trained “Emotional Literacy Support Assistants” working throughout the school to support those pupils with social and emotional needs beyond that can be effectively managed by the class teacher and TA in a classroom setting.

Effective Learning

We acknowledge that people learn in different ways and across the whole school recognise the need to develop pedagogies which enable all children to learn in ways which suit them.

We offer ways for children to learn in different ways including:

  • investigation and problem solving;
  • open ended tasks;
  • reasoning;
  • research and finding out, with independent access to a range of resources;
  • group work, paired work and independent work;
  • effective questioning (often employing Blooms taxonomy and higher order thinking skills);
  • presentation and drama;
  • use of ICT;
  • visitors and educational visits;
  • creative activities, designing and making;
  • use of multimedia, visual or aural stimulus;
  • participation in physical or athletic activity-with specialist sports coaching;
  • homework;
  • extra-curricular clubs and activities.



We are committed to the broadest educational offering, and that means looking beyond the National Curriculum. A very successful enrichment programme that draws upon a wide range of adult skills is offered through school trips, visiting specialists and themed days and weeks. The programme is planned throughout the year.

Trips and Visits

We plan a series of trips throughout the year for each year group.

The trips are directly linked to our topic work for example an Animals topic may include a trip to Whipsnade Safari Park in order to allow children to see the animals in an environment replicating their true habitat.

We organise residential trips for our Year 4 and 6 pupils. Year 4 will spend two nights away in a local centre and this will help to prepare for longer stays in Year 6.

Each summer the school has arranged a whole school trip-this is becoming more challenging as the school grows, but we are dedicated to try to make this happen for the children. It enhances their summer whole school topic each year.

Workshops and specialists

Each year group will take part in a variety of workshops throughout the academic year. These will link to their topic work or to a whole school theme. We invite specialists from a range of outside agencies eg Mad Science and Living History. We like to use parents where possible to support the children’s learning and experience and will often ask for expertise from our community to facilitate a workshop/talk led by a parent.

Themed days and weeks

We also have themed days and weeks throughout the year eg Healthy School’s week. All pupils take part in a variety of challenges.

Themed days are also incorporated into curriculum. These may be designed to fit with national initiatives eg Comic Relief or Children in Need, to match with events in the UK

The Role of Governors

Our Governors are involved in monitoring the consistent approach to Teaching and

Learning at Roade Primary School. Governors monitor practice in the following ways:

  • Reports and presentations received at Governors meetings, eg: Book Scrutiny;
  • School visits to observe day to day running or classroom practice in role as Link Governor;
  • Teaching and Learning is a committee in its own right in our governing body


The Role of Parents

  • We believe that parents have a crucial role in helping their child to learn. We do all that we can to inform parents about the progress of their child by:
  • Holding regular Parent’s Evenings and Termly Learning Conferences;
  • Inviting parents in to the school to share in their child’s learning;
  • Celebration assembly every Friday morning
  • Holding parent workshops where we explain assessment procedures and teaching and learning strategies;
  • Sending home weekly bulletins;
  • Good use of social media
  • An annual report at the end of each academic year
  • Reading record books and reading rewards



The impact of our curriculum will not only be measured by assessment procedures which allow us to measure outcomes against all schools nationally........

  • EYFS % of pupils achieving a ‘Good level of development’ (GLD)
  • Phonics Screening Test at the end of Year 1
  • End of KS1 % of children working towards or at the expected standard and at Greater depth in reading, writing and maths
  • End of KS2 % of children working towards or at the expected standard and at Greater depth in reading, writing and maths


….but, will in fact be measured by how effectively it helps our pupils develop into well rounded individuals who embody our values and carry with them the knowledge, skills and attitudes which will make them lifelong learners and valuable future citizens.