Curriculum Statement

Staff plan and organise the learning for each year group to ensure that there is continuity and progression. Our curriculum planning framework aims to provide a broad, balanced and exciting education set within the context of the National Curriculum.

At Eliot Bank, as we develop the curriculum, we make meaningful links between the different subjects. Although English and Maths are taught discretely at certain times of the day, they are also taught within a cross-curricular context.

Visits and visitors are seen as a vital stimulation for children’s interest and are closely linked with the contexts for learning. Each year group goes on one local trip every term and one that is further afield – into central London or out into the countryside. We also have termly visits from theatre companies, every year group works with the Dulwich Picture Gallery and we celebrate events such as World Book Day and National Science week by bringing in authors and experts to enhance our learning.

Contexts for Learning

The ‘Contexts for Learning’ are drawn from the current plans and schemes of work. They have been adapted to reflect the areas of the new curriculum which integrates personal skills. To read our context for learning for the whole school overview, please click here.


To find our more about how individual subjects at Eliot Bank use the links below:

Our Approach to Teaching & Learning

Growth Mindset
At Eliot Bank, we know that pupils who have a positive attitude towards their learning will make good progress and be successful.

We want all our pupils to relish challenges, embrace their mistakes as part of the learning process, value the importance of effort, respond carefully to feedback and take inspiration from others. This will help them to achieve, not only with us, but also in their future lives as adults.

Central to this attitude and approach to learning, are the theories and proven evidence of Growth Mindset. This is a term coined by psychologist Carol Dweck and her research has identified the characteristics of learners with a fixed and a growth mindset.

Encouraging Children To Become Confident And Resilient Learners

Learn, explore and grow together. This is what we embed in all of our pupils at Eliot Bank.

We know that in order to fulfil the potential of our pupils and encourage them to become confident and resilient learners we, as a team of parents and staff, need to be modelling the mindset of a learner who is not afraid of making mistakes but who thrives upon them, knowing that this is all part of the learning process. The way in which we encourage children to learn and explore is vital to their success, not only at school but at home as well.

At Eliot Bank, we consistently endeavour to challenge and develop the attitudes of all pupils and staff towards learning by considering what makes a successful learner. We regularly discuss, in class, what kind of learners we want to be and how we can positively approach challenges inside and outside the classroom.

For further information on how to encourage confident and resilient learners at home, have a look at some of the links below.

Growth Mindset - Oxford Learning
Growth Mindset - BBC
Growth Mindset - Mindset Works

To find out more about how we teach and learn at Eliot Bank please read our Teaching & Learning Policy.

Our Approach to Assessment

From September 2015, we introduced a new system for assessment. As part of the Government’s changes to education, it is now up to individual schools to develop an approach to measure and track children’s attainment and progress against the new National Curriculum.

We have worked closely with our Federation partner, Eliot Bank – and a number of other schools – to develop an approach, which we feel is most effective in assessing against the new curriculum.

Throughout the year, your child’s attainment will be judged against the criteria set out in the year group-equivalent Standard and Expectations. This on-going judgement will identify what children have achieved and what they need to do next.

For further information regarding the Standards and Expectations click here.

In addition to this, the children in Year 2 to 6 will sit in-house assessments in reading, writing, GPS (Grammar, Punctuation and Spelling) and mathematics towards the end of each term. The outcomes of these assessments will be reported to you at the start of the following term.

The following presentation below gives you a brief outline to the Standards system we have developed - Assessment 2016.

To support you with our new approach to assessment we have developed some FAQ's below:

"What has happened to Levels?"

In September 2014, the Government introduced a new, national curriculum. The previous curriculum, introduced in 2000, utilised the national framework of Levels to measure attainment and progress. As Levels were a measure of the previous curriculum, they are now redundant. With the new curriculum, the Government will only provide schools with a measure of attainment at the end of Key Stage 1 and 2. They leave it to schools to develop their own systems of in-house assessment to best support children, teachers and parents through the whole school. Eliot Bank have worked closely with their Federation partner, Gordonbrock, and the Oakbridge Federation, to develop a Standards approach.

"Can you explain the new, school Standards system?"

For each year group, the new curriculum stipulates objectives to teach to children at each stage of their primary schooling. The Standards set out assessment criteria which correlate directly with these curriculum statements. We hope the numbering of Standards is clearer than that of Levels:

Standard Relates to
E Early Years (Reception) outcomes
1 Year 1 outcomes
2 Year 2 outcomes
3 Year 3 outcomes
4 Year 4 outcomes
5 Year 5 outcomes
6 Year 6 outcomes

Within each Standard, there are four stages: Beginning, Developing, Secure, and Secure with greater depth. We would expect most children to achieve Secure in their year group-related Standard by the end of each academic year. Most children will be Beginning within their Standard by the end of the Autumn Term, and Developing by the end of the Spring Term.

"On my Year 4 child’s Achievement Ladder, they are ‘Working within Standard 3’. What does this mean?"

In Year 4, a child who is ‘Working within Standard 3’, is still working at the previous year’s Standard. They have not yet grasped enough of their year group-related curriculum expectations to be Beginning in Standard 4, although they are not too far away. See Q5 below for more information.

"For one of the subjects, my child, in Year 5, is working ‘Below Standard 4’. What does this mean?"

Beyond Quality First Teaching, your child will be receiving appropriate support to enable them to close the gap with their peers. This may be in-class intervention, as directed by the class teacher, or SEN support.

"How can I support my child to achieve ‘Secure’ in the expected Standard by the end of the year?"

At the start of the year, we sent home paper copies of your child’s year group-appropriate Standard for reading, writing and Maths. The Assessment section on our school website has downloadable versions of these documents, for your reference. To be ‘Secure’, your child needs to demonstrate that they have met most of the assessment criteria stipulated on this Standard. This will be measured through on-going teacher assessment and end-of-term tests.

"How can I support my child to achieve ‘Secure with greater depth’ in the expected Standard?"

For a child to achieve ‘Secure with greater depth’, they must master all the criteria outlined in the year group-appropriate Standard, and then develop their abilities to apply this content in a wide range of contexts. To best support your child at home, talk to them about their day-to-day learning, work alongside them on their home learning tasks, refer to the school’s calculation policy, and make use of the target activities outlined on their ladder.

"My child was working above the national expectations on the old Levels system. Now, they’re only on track. Have they gone backwards?"

No child goes ‘backwards’ in their learning (unless, of course, they have a significant absence). It is important to recognise that the demands of the new curriculum are higher, so it is very possible that a child who was above-average on the previous curriculum, is now on track. If your child is on track against the new curriculum, they are achieving well.

"Can my very able child move onto the next year’s Standard?"

The revised national curriculum is demanding - particularly, when the children move through Key Stage 2. To be on track at this early stage of implementation is quite an achievement. It is highly unlikely that a child would need challenge beyond that of ‘greater depth’. However, if a child does excel beyond this stage of learning, and needs extension through content from the next Standard, the school would put strategies in place to support your child, which might include moving onto the next Standard. No child would be allowed to ‘coast’.

"What does ‘Secure with greater depth’ look like? I’m concerned my child won’t be challenged."

If your child achieves ‘Secure with greater depth’, he/she has securely grasped all of their year group-related curriculum content, and – importantly – is able to apply this knowledge across a wide range of contexts. Very few children will achieve ‘Secure with greater depth’ because the new standards are so high.

National Curriculum

For generations, parents have found themselves visiting primary schools with their children only to hear themselves saying, “It’s not like when I was at school.” Things change quickly in education.

The following guide is intended to support parents of primary school children by providing an outline of typical content and some background information about how the curriculum and assessment works, hopefully it will help parents support their children in making the most of their education.  The New National Curriculum in English Primary Schools - Parents Complete Guide.