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Our Curriculum Intent

At Locking Primary School, our curriculum is challenging and ambitious, promoting passion and resilience. It is progressively sequenced to allow children to build upon prior knowledge, and develop an overarching narrative of the subjects we teach. We endeavour to provide rich and first-hand learning opportunities that will take children beyond their everyday experiences. In turn, children will develop a strong work ethic and interpersonal skills as well as becoming independent, creative and critical thinkers.


Within our school community, we celebrate and welcome differences: every child is recognised as a unique individual. Our curriculum is relevant and accessible to all learners, yet adaptable to ensure inclusivity. We believe every child deserves a challenging, broad and balanced curriculum that is underpinned by teaching of the basic knowledge, skills, concepts and values that they will need to become proficient both academically and socially.


We strive to engage children in their learning through promoting curiosity, imagination and a thirst for new experiences and knowledge. We endeavour to ensure all of our children feel happy and safe to explore the unfamiliar and ask questions. We promote a growth mind-set and are invested in guiding children as they develop the values and skills required to take responsibility for their own learning, both now and in the future.


Children leave the school with a sense of belonging to a tight-knit community where they have had the confidence and skills to make decisions, reflect upon their choices and make connections. Our children will be well-equipped and prepared to continue their learning journey within a dynamic, diverse and ever-changing world. Through the curriculum at Locking, all children, especially disadvantaged children, will be equipped with the powerful knowledge and skills they need to succeed.


Curriculum Rationale

Our curriculum provides children with opportunities to view the world from different perspectives, helping them to understand that a scientist would view the same landscape through a different lens compared to a poet, a historian, an artist...


By providing children with the chance to look at the world from these varying viewpoints, they will become immersed in the role of an expert in each field.  Children will know the National Curriculum subjects as disciplines to be studied and as fields of knowledge that can shape their outlook now and in the future. In addition, they will understand the role of people who work in these fields, appreciating their contributions, knowing that they could, should they wish to, have a career in any of these subjects in the future.


If you would like additional information on any area of the curriculum, please contact your childs class teacher or the relevant subject lead.

An inclusive curriculum

At Locking we value the abilities and achievements of ALL our children, and are committed to providing the best possible environment for learning for each child. As one of our values, we recognise that each child is an individual and we want each and every child to the best that they can be: socially, emotionally and academically. We are proud of what we are able to offer. We recognise the entitlement of all pupils to a broad and balanced curriculum. Our Special Education Needs policy acknowledges the need for teaching that is fully inclusive. We ensure that appropriate provision is made for all pupils with SEN. 

​We aim to:

  • provide a differentiated curriculum appropriate to the individual’s needs and ability
  • ensure the identification of all children requiring SEN provision as early as possible in their school career
  • ensure that parents of children with SEN are kept fully informed of their progress and attainment


Whilst many factors contribute to the range of difficulties experienced by some children, we believe that much can be done to overcome them by parents, teachers and children working together.


Our SEND report provides further information on how we comply with the Equality Act 2010 and Special Educational Needs and Disability Regulations 2014