Curriculum Statement


Our curriculum at Hollins Grundy Primary School is designed to meet the required standards of the National Curriculum, to teach RE and Sex & Relationships education sensitively effectively  and to enhance this with inspiring and creative learning experiences for all children to enable them to reach high academic standards and to instil in them a love of learning.

Aims and Objectives

Our school mission statement is:

Happiness, Health and Respect for Confident, Creative Learners

Through this we aim …

  • To enable children to reach high academic standards and to instil in them a love of learning.
  • To create a happy, caring school where everyone is respected as an individual and learns to respect others.
  • To stimulate and challenge children to enable them to become confident creative learners.
  • To teach children to value and respect and engage with the community and the environment in which they live.
  • To enable children to become healthy, responsible future citizens.

Organisation and Planning

We plan our curriculum in three phases:

  1. A long-term plan for each key stage. This indicates what units of work are to be taught in each term.
  2. Medium-term plans give clear guidance on the objectives and teaching strategies that we use when teaching each unit of work.
  3. Short-term plans are those that our teachers write on a weekly basis and give the detail of each lesson.

We plan the curriculum carefully, so that there is coherence and full coverage of all aspects of the National Curriculum and EYFS curriculum, and there is planned progression in all curriculum areas.

Children with Special Needs

The curriculum in our school is designed to provide access and opportunity for all children who attend the school. If we think it necessary to adapt the curriculum to meet the needs of individual children, then we do so only after the parents of the child have been consulted. If a child has a special need, our school does all it can to meet their individual needs. We comply with the requirements set out in the SEN Code of Practice in providing for children with special needs. If a child displays signs of having special needs, his/her teacher makes an assessment of this need. In most instances the teacher is able to provide resources and educational opportunities which meet the child’s needs within the normal class organisation. If a child’s need is more severe, we consider additional support that may need to be provided and we involve the appropriate external agencies when making this assessment.

The Foundation Stage

Children in our Reception class follow the Early Years Foundation Stage Curriculum. A mixture of focused activities and child led independent activities guide children through the early stages of their learning journey.

Basic Skills

In addition to the subject specific work in all lessons there is an expectation that all teachers expect children to apply basic English, mathematics and ICT skills where it is appropriate to do so. The main idea is to bring to children’s attention the level (quality and amount) of work expected around their learning output. In addition, we give careful consideration given to the quality of work produced by children in the core subject areas.

Curriculum enrichment and Extra-Curricular Activities

We very much support giving children real experiences on which to base their learning. Whenever it is appropriate we take children out of school to enthuse and motivate them, this may be a walk to the local nature reserve to take photos of the natural environment, or a trip to the recycling plant. Children visit local churches, mosques and museums in Bury, Manchester or further afield. We also regularly take children on residential trips in this country.

More information …

If you would like to find out more about the curriculum at Hollins Grundy please contact your child’s class teacher in the first instance, or telephone school to make arrangements to speak with Mr Waddington. You can also find more information on each subject on our subjects page.

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