Curriculum - St Chad's Church of England (VC) First School and Nursery
page-template-default,page,page-id-10754,bridge-core-1.0.6,ajax_fade,page_not_loaded,,qode_grid_1200,qode-child-theme-ver-1.0.0,qode-theme-ver-18.2,qode-theme-bridge,wpb-js-composer js-comp-ver-6.0.5,vc_responsive


Perhaps the most important statement that we as a school can make to parents is that ‘Education is not a race to be run and won’. Education is a lifelong, on-going process, which should never be reduced to measuring which page of which book a child is working on. Instead, your criteria for success should be based on your child’s understanding, overall development, confidence and willingness to have a go. Education should be an exciting adventure which never ends.

Pupils over the age of 5 (Y1 and above) are required to follow the National Curriculum. This consists of core and foundation subjects. Programmes of study can be found following the link.

Some subjects are taught as stand alone elements but where possible children at St. Chad’s learn through a creative curriculum. They enjoy thematic, child centred, joined up, enriched and exciting learning opportunities. Our children learn specific subject knowledge, skills and understanding about the world in which they live, its past and the future. The curriculum allows the development of personal skills necessary for each child to build upon as they make their way along their educational journey towards their position in society. It fosters an understanding and appreciation of our global community and an awareness of their own nationality.


At St Chad’s we are committed to the principle that inclusion is best promoted when teaching and learning within the school is of the highest possible standard in order to enhance the educational experience of every child.   Ensuring social inclusion is the responsibility of every member of staff.

It is our aim to give every child the opportunity to experience success in learning and to be the best that they can be. We appreciate that some pupils, for example dyslexic learners, will have specific learning and assessment requirements. We actively audit the learning environment to remove any potential barriers to learning and assessment.  Through specific planning, provision and support the effective participation of all pupils is achieved. This provision may be through a range of strategies e.g. buddy system for play, work or reading support.

We ensure all teaching and learning complies with our duties as set out in the Equality Act and Special Educations Needs and Disability Regulations.