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The Rosary Catholic Primary School

Curriculum Intent, Implementation and Impact 

Curriculum Intent

At the Rosary Catholic Primary School, we have developed a broad and balanced curriculum that is built upon the principles of aspiration for all, a firm belief in the teachings of Christ and a desire for all pupils, irrespective of ability or circumstance, to fulfil their God given potential. We aim for our pupils to aspire, to believe and to achieve. We aim to offer a curriculum that celebrates our multi-cultural community and that encourages our pupils to embrace their uniqueness. As a Catholic Christian community, the desire for our pupils to grow as people of compassion, empathy, respect and kindness is at the heart of all that we do.

The interleaving of learning supports children in developing their cognitive skills by revisiting knowledge and skills through different subjects and at different times throughout the year. Our curriculum is customised to meet the local needs of our children.

By the time children leave The Rosary, they will have mastered a range of skills that will support their future development. These are –

  • To have a sense of curiosity and enjoyment
  • To have experience of Cultural Capital in a variety of different forms
  • To be resilient, independent and self-motivated
  • To ask questions and to problem solve
  • To be global citizens of the twenty first century
  • develop into people of compassion, empathy, respect and kindness, possessing a Christ-like response to all life’s situations


Subject leaders have a clear understanding of the implementation, knowledge progression and sequencing of concepts across their subject area. They are an integral part of the curriculum design for their subject area and monitor the impact of this throughout the year.

Reading is prioritised across the curriculum offer to support pupils in accessing the full curriculum. Children enjoy reading in class through Class Readers, Guided Reading, English Lessons and also independent reading where reading for pleasure is promoted.


Our mission statement sums up the expectations fostered at our school. We have a belief in teaching for depth and mastery so that in almost all cases and circumstances, a child can be supported to reach age related expectations in reading, writing and maths.

We use the National Curriculum to ensure every teacher teaches the knowledge and understanding appropriate to that age group. The framework has been broken down into objectives to ensure there is clarity for the teaching staff on coverage. We value a knowledge led curriculum where we aim to develop children’s thinking and reasoning.

Teachers are provided with one day per half term to plan their curriculum for the following half term. As part of this planning process, teachers plan for the following:

  • Learn, Recall, Remember sheets (Sticky Knowledge) for all subjects to ensure consistency across all areas of the curriculum;
  • A cycle of lessons for each subject, which carefully plans for progression and depth;
  • Double Page Spreads at the end of each topic to show how learning is embedded throughout a topic
  • Trips and visiting experts who will enhance the learning experience;

We believe in ‘Quality First’ teaching for all children and have a clear set of phases to identify SEN children and a rigorous clear interventions policy which ensures we address any identified gap in learning at the earliest opportunity through robust assessment.

Subject Leaders receive up to date training to have a clear understanding of their roles and responsibilities in curriculum design and delivery. They have the knowledge, expertise and practical skills to carry out this role to the best of their ability, closely supported by the Senior Leadership Team. Subject Leaders lead staff meetings to share their expertise in order to develop the confidence of all teachers.

Subject Leaders have developed and mapped their subjects to ensure that skills are built upon year on year and children have opportunities to develop their cognitive memory by revisiting knowledge at different points in the year. We have developed our own Learn, Recall, Remember sheets (Sticky Knowledge) to help pupils to embed factual learning.

Assessment is used daily in the form of Assessment for Learning. This informs the planning for future lessons and identifies where further individual or group support is needed. Target Tracker is used to track pupil progress and attainment in Reading, Writing and Maths. Foundation Subjects are assessed using low risk quizzes and by following ‘The Feedback Policy’. 


We measure the impact of our curriculum through the following methods:

  • In Class Feedback

We understand that feedback in linked to progress and has to be timely to make an impact. In class feedback is used to support teacher’s workload, ensure it is as immediate and timely and specific as possible, and leaves the teacher time to focus on individual identified needs.

Corrective Teaching/Summative Assessment

When a pupil has not met the learning objective there is timely support so they are able to continue on the learning journey with their peers. Teachers adapt their planning for the next lesson to ensure there is time to address these misconceptions. It may be addressed in the next lesson, by a Teaching Assistant, in small groups in the lesson or at Booster Clubs. The misconceptions may also be addressed through in class marking, conferencing, verbal feedback or with the use of mini plenaries.

  • Teaching Assistants and Interventions

When we identify need, the Teaching Assistants deliver short, focused, interventions. The interventions are repeated over a week, either, daily or a specified number of times per week. The interventions are specific to the need and they are given until the misconceptions are addressed or the gap in learning is reduced.

Same day interventions are also used to pick up on misconceptions from the current days teaching and learning.

  • Partnership

Teachers engage parents through September welcome meetings. Parent Consultation meetings ensure an effective partnership to ensure that children meet their age related expectations.

  • Moderation

Maths, reading and writing are all moderated internally to ensure we make robust judgements, particularly on transfer between key stages. Teachers also take part in external moderation at a Local Authority and HCPP level. Every term, teachers meet to moderate writing and ensure that teacher assessments are accurate.

  • Formal Assessment Cycle


  • o KS1/KS2 SATs in May
  • o Year 1 Phonics in June
  • o Writing is moderated by all staff and then Teacher Assessment agreed based on the child’s performance in class.
  • o EYFS is assessed and recorded using the Evidence Me programme. This is used to add photographs to the learning journeys of each child based on the EYFS objectives.
  • o Target Tracker is used termly to track attainment and progress against the subject specific learning objectives. This is in Reading, Writing, Maths, Science and RE.
  • o Foundation Subjects are assessed in groups of children meeting the expected standard, working below/above the expected standard. This will be based upon ‘low risk quizzes’ and with use of the Learn, Recall, Remember sheets.
  • o Reading is assessed using Read Write Inc. and Headstart. Twice a year pupils undertake the NFER tests (autumn and spring term).


  • School reports

School reports are issued at the end of the school year. All subjects, including RE, are marked as Working towards National Expectations, Meeting National Expectations or Exceeding National Expectations.

Targets are provided for the next academic year in mathematics and writing.