Curriculum Overview

At Hagbourne CE Primary School, we follow the National Curriculum and enhance it with rich and varied experiences to support and inspire our children’s learning. Teaching is thoughtfully planned and delivered through a mix of whole‑class and small‑group learning, ensuring every child is supported and challenged appropriately.

Our teachers use a range of effective and engaging teaching approaches, regularly reflecting on their practice to ensure learning is purposeful and enjoyable. We are committed to maintaining high standards and continually developing our provision, embracing new ideas where appropriate to provide the very best primary education for our children.

Children in our school experience a rich, broad and balanced curriculum, where they are exposed to a wide range of subjects, knowledge and experiences in order to prepare them for their future. Fundamental British Values, Health and Wellbeing and Relationships Education are interwoven throughout the curriculum.

English is a high priority at Hagbourne. High‑quality texts, chosen as part of a carefully planned text spine, form the core of our English curriculum. These texts provide rich opportunities for pupils to read widely and to write for a range of audiences, purposes and contexts. Reading and writing are also meaningfully linked to learning across the wider curriculum and enriched through a variety of first‑hand experiences.

Reading is central to our curriculum because the ability to read fluently and with understanding unlocks access to all areas of learning. We actively promote and encourage reading for pleasure through a range of strategies, including author visits and close links with the local library. We recognise that the development of a rich and varied vocabulary is fundamental to children’s understanding and success across the full curriculum.

In maths, we follow a mastery approach in which all pupils are taught to work towards age‑related expectations. Lessons are carefully planned to ensure high expectations for every child, with appropriate challenge provided for those who are ready to deepen their learning and targeted support in place for pupils who need it. Through well‑structured teaching, pupils develop fluency, confidence and the ability to apply mathematical knowledge effectively.

In their first year at school, children in Reception follow the Early Years Foundation Stage curriculum. They develop their knowledge, skills and understanding through a balance of play‑based learning and focused, teacher‑led activities. During this time, pupils learn to share, work independently, collaborate with others and develop positive learning behaviours that provide a strong foundation for future learning.

At Hagbourne, we are committed to promoting diversity, celebrating difference and fostering respect for everyone. Through our curriculum, learning experiences and behaviour expectations, we help pupils understand discrimination and prejudice, how these are addressed, and the role they can play in preventing bullying.

Pupils with special educational needs are well supported in school, with tailored support and appropriate resources put in place to help meet individual needs and reduce barriers to learning.

Assessment is used to monitor pupils’ progress and identify areas where children may be less confident. This information is used to inform teachers’ planning and ensure learning is well matched to pupils’ needs. Assessment takes place across the curriculum through effective questioning and ongoing observation. In addition, pupils complete summative assessments in reading, writing and mathematics to demonstrate progress over time.

We believe our curriculum prepares children well for secondary education and for life beyond school, inspiring curiosity and a desire to learn more about the world around them. We aim to equip our pupils with the cultural capital they need to succeed in life. This is developed through a carefully planned programme of enrichment opportunities, including visits, events and residential trips, to broaden pupils’ experiences beyond their immediate community.