At Moulton, every child is valued as an individual. We are committed to the nurture and development of the ‘well-rounded’ child – a child that is confident, motivated, emotionally secure and who has the knowledge and skills to leave us well prepared for a changing world. Therefore, we have designed a curriculum which provides opportunities and experiences to develop positive attitudes to learning, self-belief and critical thinking skills that children need to be successful in their future lives.

Through our Attitudes to Learning programme, our children learn to collaborate with others and develop independence in their learning; this in turn helps them to be resilient and resourceful learners that are confident to work together and take risks that help them grow.

Our ‘Learning Animals’ help our children develop the following characteristics: resilience (spider), respect (badger), creativity (raven), independence (squirrel), growth-mindset (fox), aspiration (bee) and enquiry (owl).

Our PSHE curriculum is carefully designed to support children’s emotional development and well-being, and minimize barriers to learning, enabling them to cope with the challenges they will face in the future. We are a GOLD TAMHs school, which reflects our extensive provision for supporting children’s emotional and mental health.

Our expectations for children’s achievement are high. We want them all to attain well in the core areas (reading, writing, maths and science) and develop knowledge and skills in the other areas of the curriculum, preparing them for the next stages of their education.

Reading will always be at the heart of our curriculum and we believe that learning to read is an entitlement for all our children. Reading well and for pleasure is the foundation for learning and allows every child the opportunity to succeed and love learning.

In our maths curriculum, we aim to develop confident mathematicians with the necessary skills to tackle maths in everyday life. This enables our children to build upon their knowledge as they move through the school and have a greater depth of understanding of mathematics, which will support them through their future education.

Our Curriculum

Our curriculum is based on the Statutory Framework for the Early Years Foundation Stage in Reception and the National Curriculum for Key Stages 1 and 2. It is all the planned activities that we organise in order to promote learning, personal growth and development. It includes not only the formal requirements of the National Curriculum but also what the children learn from the way they are treated and expected to behave.

At Moulton, we recognise and value the role that a broad and creative curriculum has on children’s overall achievement and well-being. We give our children as many diverse opportunities as we can to take part in activities that build self-esteem, confidence, resilience and develop positive relationships.

Key subjects are taught as part of an integrated, themed approach, which the children find motivating and which helps them make links and connections across the curriculum. It is carefully structured to engage interest at the start of a topic, includes an ‘innovation project’ to apply the knowledge and skills acquired, and an ‘express event’ to share their learning with a wider audience and create a purpose for learning. Other areas of the curriculum (PE, music, MFL, RE, PHSE) are taught as discrete subjects, either weekly or as blocked units of learning.

Curriculum Development

Since the 2014 curriculum was introduced we have been working to develop the extent and breadth of our curriculum to ensure our children develop the knowledge and skills they need to achieve well. This has included a comprehensive review of each subject and a plan to develop each area over time. Through this, our focus has been to ensure our curriculum is carefully designed to match our children’s needs and school context.

For more information about how we have developed our curriculum vision to meet the needs of our children, please see the downloads and links to the left.

Intent: What are we trying to achieve with our curriculum?

  • We have constructed an ambitious curriculum that is designed to give all pupils the knowledge and cultural capital they will need to succeed in life.
  • Our curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.
  • For pupils with SEND, our curriculum is successfully adapted and developed to be ambitious in meeting their needs, developing their knowledge, skills and abilities to apply what they know and can do with increasing fluency and independence.
  • Moulton’s curriculum isn't narrowed; we teach a broad range of subjects at all stages (in Key Stage 1 and 2).

Implementation: How do we deliver our curriculum?


  • Our teachers have good knowledge of the subjects they teach
  • They present subject matter clearly, promoting appropriate discussion about the subject matter being taught.
  • They check pupils’ understanding systematically, identify misconceptions accurately, and provide clear, direct feedback.
  • They respond and adapt their teaching as necessary.
  • Our teaching is designed to help pupils to remember long-term the content they've been taught and to integrate new knowledge into larger ideas.
  • We use assessment well, to help pupils embed and use knowledge fluently, or to check understanding and inform teaching.
  • Our teaching materials reflect our ambitious intentions for the programmes of study. Materials clearly support the intent of a coherently planned curriculum, sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.
  • Our teachers make sure their own speaking, listening, writing and reading of English support pupils in developing their language and vocabulary well.



  • The work we give to our pupils is demanding and matches the aims of the curriculum.
  • Reading is prioritised. There's a rigorous and sequential approach to the reading curriculum to develop pupils’ fluency, confidence and enjoyment in reading.
  • Reading attainment is assessed at all stages and gaps are addressed quickly and effectively for all pupils.
  • Books connect closely to the phonics knowledge pupils are taught when they're learning to read.
  • There's a sharp focus on making sure that younger children gain phonics knowledge and language comprehension necessary to read, and the skills to communicate.


Impact: What difference is our curriculum making to pupils?

  • The outcomes that pupils achieve are a result of the education they've received. Pupils should be able to do more and know more than when they started.
  • Our pupils develop detailed knowledge and skills across the curriculum and, as a result, achieve well. This is reflected in our results from national tests.
  • Our pupils are ready for the next stage of education.
  • They have the knowledge and skills they need and gain qualifications that allow them to go on to destinations that meet their interests and aspirations.
  • Our pupils with SEND achieve the best possible outcomes.
  • Our pupils’ work across the curriculum is of good quality.
  • Our pupils read widely and, with fluency and comprehension appropriate to their age.
  • Our pupils can apply mathematical knowledge, concepts and procedures appropriately for their age.