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Stanbury, Near Keighley, West Yorkshire, BD22 0HA

Stanbury Village School

Inspirational learning - Aspiration to succeed

Curriculum Offer by Subject


At Stanbury Village School our vision is that children should be inspired to love learning alongside being taught how to learn, and the skills they
need for a full and active life. The teaching and planning of our curriculum is central to ensuring our vision and values are reflected in the outcomes for our pupils over their time spent with us. Our curriculum must instil and create a love of learning through our values.

We believe children should remember their school days with affection and central to this is ensuring an inspirational curriculum providing the children with a memorable hands-on learning experiences to inspire our children to want to learn - becoming independent, self-motivated and enthusiastic, striving to reach their full potential and ultimately continue to want to learn beyond their 7 years with us. Ensuring we nurture and grow life-long skills that will provide a firm and positive platform in the future, developing in our children a sense of community, spiritual, cultural and moral depth and resilience alongside instilling British values and growing a deeper understanding of the world we live in and our place within it as respectful future citizens.

Our teaching should reflect our vision and values at all times, but should also meet our aim to:

  • Respect and value each individual child – to ensure they feel part of a team, where everyone works together to learn, where they feel safe and secure to be themselves, explore their ideas, succeed with pride and make mistakes with a positive attitude of self-improvement
  • Motivate and encourage children to learn through a positive and trusting environment that rewards and celebrates success
  • To encourage our children to lead their own learning; becoming independent and self-motivated through a range of strategies such as: exploration, enquiring, investigating, questioning, dialogic learning, promoting and developing articulate and accurate speaking and listening, discussion and debate within lessons. Solving problems, work in teams, and individually to overcome challenges and find out things for themselves. Take ownership over their learning by being involved in the learning process – knowing what they need to achieve and how to achieve it, and given the tools to do this for themselves. 
  • Offer quality-first teaching for all, where the children that need the most support, have more teacher contact time to help them
  • Direct adults and resources to enable the teacher to fulfil their role effectively
  • At all times provide at least the basic aged related skills to all children who have the potential to meet these expectations
  • Ensure all children are challenged to reach their individual potential through carefully differentiated support and challenge
  • Offer additional support for those children that are not reaching their potential, which may include those children with additional needs
  • Make reasonable adjustments to our expectations and the curriculum for those children that do have additional needs
  • Ensure children understand the goals, targets and the outcomes of their learning journey, what they have achieved so far, and what they need to do next in order to continue to achieve.
  • Work in a strong partnership with parents to achieve high standards and achievement for all children.
  • When designing our curriculum, we will ensure it upholds the values above, but should also meet the aims to be: 
    • Challenging – to ensure children reach the highest possible standards and academic achievements, fulfilling their individual potential.
    • Relevant and purposeful – to ensure children understand why they are learning, how to apply skills outside of the classroom and buy-in to the learning experience.
    • Fun – to ensure children enjoy coming to school, and take part in activities that they will remember.
    • Inspiring and Immersive – bringing learning to life in a hands-on and relevant way. Each year we carefully plan whole school learning events,  immersing pupils in concrete learning, whilst fostering a sense of community. For instance we once challenged the staff and pupils to turn the school into a Zoo with the local farming community; with York Museums we discovered the bones of several large dinosaurs on the moors above school, the children excavated them & turned the school into a museum, displaying the fossils.
    • Broad and balanced – to give children a rounded and full curriculum experience and ensure all children have opportunity to find out what they are good at, and what they need support with, to find and foster interests, hobbies and pursuits that will last them for life. 
    • Inclusive – to give all children, no matter how they might prefer to learn, whatever medical needs or disabilities they may have, their social or economic background, gender, ethnicity, sexual orientation or individual characteristics - a curriculum that ensures they reach their full potential.
    • Assessed –children’s progress and attainment of the curriculum they receive is continuously assessed in order to know which skills need to be taught more, or taught differently; to know which children need the most support; to know what the next steps are to challenge each child to reach their full potential

When assessing children’s attainment and progress in our curriculum, we will ensure it upholds the values above, but should also meet the aims to:

  • Continuously assess children’s attainment of age related skills to make judgements based on children’s day to day ability, to decide whether the child is attaining in line with age related expectations, or whether they are attaining above them, or below them, and then to make quick adjustments to the teaching within the lesson; to planning and to the curriculum. 
  • Track progress of children’s attainment in the curriculum, so as to make adjustments to the curriculum, planning, delivery of lessons; and to identify children who may require additional support to reach their potential. 
  • Moderate judgments about children’s attainment and progress with other teachers to ensure they are accurate.