Curriculum Information

Inspired by our local community and surroundings, our curriculum at Bishop Perrin Primary School is designed to nurture life-long learners and provide opportunities for all to succeed with confidence, creativity and curiosity. We endeavour to instil a love of learning, using a range of exciting and inspiring books as a gateway to a wide range of subjects and cultural and social experiences. We aim to provide opportunities for all pupils to learn the knowledge,  understanding and interpersonal skills necessary to be active, healthy, responsible participants in their community and the wider world, providing stable foundations for the next stage in their learning. Our curriculum is underpinned by our school’s spiritual values.

How do we achieve this?

  • We are ambitious in our curriculum design and content and have high expectations for all
  • We provide full coverage of the National Curriculum and beyond, designed to ensure learning is carefully sequenced and knowledge is cumulative, encouraging children to take ownership and responsibility for their learning
  • We support children to learn the knowledge and strategies that will help them to manage their physical, emotional and mental health
  •  We encourage children to be responsible citizens and active members of their school, local and national community; preparing children for the wider world

We take a thematic approach to teaching our curriculum, linking learning to a key text and different topic each half term. You can see the range of different themes taught across the year groups in the table below. You can read further details of the learning in each of the different themes taught in each year group below by clicking on the relevant theme title.



To find out more about how and what we teach in each subject and how it is sequenced across the school, please visit the subjects page

Supporting children with additional educational needs to be able to access the curriculum

Bishop Perrin School ensures that all children with additional needs have opportunities to access our curriculum, thrive, flourish and demonstrate their abilities and overcome barriers. Our priority is to provide Quality First Teaching for all pupils –

‘High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN’ Code of Practice 2014 6.37.

Teachers regularly adjust their practice to ensure all children have access to the teaching. This includes:

  • differentiating the activity, including for challenge
  • arranging and adapting class furniture and seating plans;
  • adjusting the format of resources such as the whiteboard, books and reading materials;
  • supplying specialised writing tools and classroom equipment;
  • using visual timetables as well as implementing a variety of teaching styles to engage and include all pupils;
  • supported teaching groups.

We also look at the whole school day and the wider school environment, responding to individual needs and making adaptations when necessary, such as:

  • small group support at lunchtimes;
  • play therapy, Emotional Learning Support Assistant (ELSA) support, friendship, nurture and Lego therapy groups;
  • monitoring the attendance at school clubs and extra-curricular activities of pupils with additional needs;
  • individual risk assessments and adjustments for children to be able to access school trips and educational visits;
  • sensory toys and tools to help with focus and concentration.
  • Teaching and Learning Support Assistants (TLSAs) are deployed according to need and additional hours, as outlined in Educational Health Care Plans.

We encourage parents to liaise with the school about any issues or concerns they may have about enabling their child to be able to access the curriculum so we can work in partnership to gain the best outcomes.