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Three Bridges Primary School

Three Bridges Primary School

  • Learn, Enjoy, Achieve
  • Respect, Nurture
  • Engage
  • Resilience


Our Curriculum Intent

At Three Bridges Primary School, we aim to plan learning to suit the needs of all of our children. Our staff, governors, parents and children have been involved in deciding what our curriculum will look like for the children. We believe our Curriculum is rich and vibrant; children have access to high quality and engaging learning opportunities. Objectives are planned in line with the National Curriculum and this goes beyond the classroom to ensure that the children at Three Bridges are given a wide range of opportunities.

Our diverse school community contributes to our curriculum in many ways; for example, organising Diwali celebrations and inviting people from different faiths to work in school with the children. The school continues to involve its stakeholders in developing our curriculum offer.

Our curriculum is structured for year groups as they progress through the school. Teachers plan from a central document for their year group. Each year group’s curriculum document is available to governors, parents and carers via the school website. We regularly review these documents to ensure that our curriculum continues to meet the needs of all children, including our disadvantaged children and those with Special Educational Needs.

Provision for children with SEND At Three Bridges Primary School we use the ‘Graduated Response Approach’ as a monitoring tool to ensure that all pupils receive appropriate provision according to need. It can be used to: 

  • To break down the three stages of provision (universal, targeted and identified SEND) to further refine the graduated approach 
  • To assess all pupils against the five stages to ensure appropriate provision 
  • To check the accuracy of the school’s SEND Register 
  • To outline and communicate expectations for different stages of provision 
  • To provide early intervention to prevent pupils from developing a special educational need 
  • To clarify provision where lack of progress for individual pupils is causing concern 
  • To ensure that additional support is time limited and rooted in a Cycle of Assess Plan Do Review, in line with the SEND Code of Practice. 
  • To ensure that all pupils are monitored closely and no pupil ‘falls through the net’.

We believe that our LEARNER values (Learn Enjoy Achieve Respect Nurture Engage & Resilience) strongly underpin teaching and learning at Three Bridges. These are also linked to our Behaviour policy; children respond extremely well to our values and articulate them confidently.

We believe that learning should be planned and sequenced so that new knowledge and skills build on previous learning. Children at Three Bridges should have the opportunity to develop the necessary knowledge and skills to take advantage of opportunities, responsibilities and experiences of later life, for example, our partnership with Brownings Farm ensures that all children have the opportunity to learn about nature, farming and conservation. We aim to develop a mastery approach to learning and challenge learners at all levels. We promote mental health and well-being through the curriculum, using materials from Education for Safeguarding, which have been developed by West Sussex County Council (E4S).

Our key aims are:

  • To ensure high quality teaching that enables the acquisition of skills, knowledge, understanding together with the values which will be of use to future learning and living.
  • To promote, facilitate and enable children with disabilities and special educational needs to be included in all aspects of our curriculum.
  • To challenge our high attaining children and provide support for the good progress of low attaining children, encouraging independent learning.
  • To promote a wide range of enrichment experiences that our parents can afford – residentials, visits and visiting speakers
  • To enable our children to make connections across all forms of learning and to be reflective when considering the ways in which they learn and the skills they are developing.
  • To develop enquiry by encouraging children to question, discuss issues and make informed choices.
  • To promote positive attitudes, good behaviour and moral understanding.
  • To nurture self-esteem so that children are motivated to learn and develop the ability to co-operate and work with others.
  • To ensure our children understand about how to keep themselves safe and that our systems and procedures support this aim.

Please find attachments below detailing the topics undertaken in Key Stage One and Two. For information on the National Curriculum please visit the DfE website or see the DfE document below for Primary Schools' National Curriculum 2014. For more detail on each term's topics please visit the Children's Zone where you will find topic maps and homework grids for the current term for each year group. . 

Kapow is used in Three Bridges Primary school to support teachers when planning the following foundation subjects: art and design; computing; design technology; French; music; RSE and PSHE; and wellbeing. It also offers progression of skills documents which can be found in the documents below.