Our Inclusive Curriculum
Intent - What do we aim to deliver?
Education
We are committed to providing a knowledge-rich, structured, broad and balanced curriculum which prepares pupils for the opportunities, responsibilities and experiences of later life. We do this through carefully choosing curriculum content whilst considering the needs of the pupils and families in our wider community, looking closely how the use of technology can enhance our offer.
Starting in EYFS, substantive knowledge and disciplinary skills are developed and built on to ensure optimum progression for all, irrespective of starting points.
Engagement
All lessons at Oakfield are of a consistently high-quality. They provide children opportunities to engage in a variety of activities which promote both intellectual curiosity and a love of learning. Lessons are designed to activate physical and metacognitive development.With an emphasis on active participation, collaboration, and discovery, our lessons ensure that every child feels inspired, confident, and excited to learn—making education both enjoyable and meaningful, all the while taking into account pupils’ Social, Emotional and Mental Health needs.
Equity
Our teachers consider the needs of all pupils when planning lessons and adapting the curriculum. Teachers adapt lessons with a mastery approach: maintaining high expectations for all, so that all pupils can achieve in their learning.
Our curriculum is responsive to need, including the use of targeted support for struggling learners and further challenge for rapid graspers.
We are committed to creating an inclusive and supportive environment where all students feel valued, respected, and empowered to reach their full potential.
Implementation - How do we aim to deliver?
Adaptive teaching is the driving force behind our curriculum implementation, ensuring that each child’s unique learning needs are met with flexibility and responsiveness. We recognise that every student learns differently, and through personalised approaches, we tailor our teaching methods, resources, and pacing to support individual progress. By constantly assessing and adapting our strategies, we create a dynamic learning environment where all students, regardless of their starting point, can engage with the curriculum at a level that challenges and supports them. This commitment to adaptive teaching fosters a growth mindset, encourages resilience, and empowers students to take ownership of their learning journey.
All of our lessons begin with a form of retrieval task. Retrieval activates pupils' prior knowledge, setting strong foundations for new learning. By recalling what they already know, pupils can make connections between past lessons and the current topic, which deepens their understanding, reinforces memory and boosts confidence.
We make explicit links when teaching new learning. This enables critical thinking and problem solving by first teaching the necessary substantive knowledge and then explicitly making those links for our pupils. We introduce key vocabulary whilst maintaining knowledge around the capability of working memory.
Our lessons use a fluid model of ‘I Do, We Do, You Do’. We introduce learning in small, manageable steps using modelling, explanations and scaffolds to support. In line with our curriculum intent, we ensure teachers plan engaging lessons to capture students’ interests and make learning enjoyable, fostering a lifelong love of education. Beyond academic outcomes, engaging lessons help develop essential skills such as creativity, problem-solving, and collaboration which are key for future success. Most importantly, engaging lessons build self-confidence, resilience, and a sense of achievement, making students excited to come to school and eager to learn each day.
Impact - How do we know we have delivered?
Children’s knowledge, understanding and progress across all subject areas as well as their desire and ability to learn will be celebrated and measured using a range of qualitative and quantitative strategies including: information from book scrutiny, performance data measured from starting point, lesson observations, drop ins, all stakeholder voice, collaborative research, use of external critical friends, and self / peer evaluation. These strategies help determine how effectively the curriculum supports equity, inclusivity, and readiness for future learning stages, informing continuous improvement and ensure the curriculum meets the diverse needs of all learners.
A ‘growth mindset’approach is interwoven into the life and breath of everyday and is part of our ethos and culture. We know that children who have a positive attitude to learning will continue to progress and be successful. Learning never stops; with practise, effort and resilience everyone can improve. However, this belief first must come from within and we celebrate all who show determination and willingness to succeed.
