Our Learning

Subject

                               Intent

                                 Implementation

                                    Impact

 Art

Art plays a vital role in our pupils’ emotional and creative development. Through practical experiences using a wide range of media, children develop key artistic skills and techniques while exploring the work of artists, craft workers and designers from diverse cultures. This builds cultural capital, creativity and curiosity about the wider world. Our structured approach of plan, create and evaluate promotes a growth mindset, pride in achievement, resilience and an appreciation of quality and refinement.

We achieve this by delivering high-quality Art units with a strong focus on skills development and progression. Each unit culminates in a focused, challenging final piece, supported by a consistent plan, create and evaluate cycle used across all year groups. Pupils are taught key skills and concepts and are encouraged to explore, experiment and refine new techniques.

Continuity and progression are supported through clear long-term planning, knowledge organisers, skills progression documents and final piece outlines, ensuring teachers are well supported. The progression map enables the systematic development of skills, knowledge and artistic attitudes across key stages, challenging all pupils to produce their best work.

Enrichment is enhanced through community involvement, after-school clubs, workshops, educational visits to museums and galleries, and whole-school art exhibitions that celebrate pupils’ achievements.

The impact of our Art curriculum is demonstrated through pupils’ secure knowledge, increasing confidence and high‑quality outcomes. Pupil voice shows that children can recall and explain key skills, techniques and artistic vocabulary. Assessment data evidences clear progression across year groups, informing targeted support and celebrating strong practice. Book looks highlight consistent improvement in skill development and presentation, while lesson observations identify effective teaching strategies and high levels of engagement. As a result, pupils take pride in their work and produce ambitious, well‑refined final pieces.

Our careers curriculum aims to raise aspirations and broaden pupils’ understanding of the diverse opportunities available to them now and in the future.

We enable children to recognise their strengths, interests and talents, while developing the skills, attitudes and confidence needed for life beyond school. Through meaningful experiences, role models and links to the world of work, pupils learn how education connects to careers, helping them to make informed choices and develop ambition, resilience and a positive mindset so they are truly Fit for the Future.

At d’Auvergne, careers education is delivered through meaningful, age‑appropriate experiences that help pupils make connections between learning, work and the wider world.

In Key Stage 2, careers assemblies play a central role, with parents and carers invited to share their career journeys, roles and pathways. This helps pupils understand the variety of careers available, challenge stereotypes and recognise how skills learned in school link to real‑world occupations. Careers learning is woven across the curriculum through PSHE, oracy, reading and topic work, allowing children to explore skills such as teamwork, communication and problem‑solving. Opportunities for discussion, questioning and reflection are built into lessons, enabling pupils to consider their own interests and aspirations. By drawing on our school community and real‑life role models, careers education remains meaningful, inclusive and relevant for all learners.

The impact of the careers curriculum at d’Auvergne is seen in pupils’ growing awareness of the world of work and increased confidence when talking about future aspirations. Pupil voice shows that children can identify a wide range of careers and explain how school learning links to different jobs. Visits and assemblies led by parents and community members inspire ambition, challenge stereotypes and raise expectations. Through discussion and reflection, pupils demonstrate improved oracy and self‑belief. Overall, children leave d’Auvergne with a positive mindset, broader aspirations and an understanding that a range of pathways are open to them, supporting their readiness to be Fit for the Future.

We provide an ambitious education in computing that equips pupils with the skills, knowledge and understanding needed to thrive in a digital world. Our curriculum develops computational thinking, programming and digital literacy, enabling children to become confident creators, problem solvers and responsible users of technology. We promote safe and purposeful use of technology, critical evaluation of digital content and an enthusiasm for computing that prepares all pupils to be fit for the future.

High‑quality computing lessons are delivered through a carefully sequenced long‑term plan that ensures progression of skills and knowledge. A ‘golden thread’ approach is used in Summer Term 1, where year groups revisit key themes: Years 1, 3 and 5 focus on Digital Media, while Reception, Years 2, 4 and 6 concentrate on Data Handling. This sequencing supports retrieval and secure knowledge over time.

Across the curriculum, pupils experience all four strands of computing: Programming and Coding, E‑Safety, Digital Literacy and Creating Media. Lessons are taught weekly, with a focused coding block delivered in Autumn Term 1. Teaching is supported by high‑quality, government‑approved resources such as the National Centre for Computing Education (Scratch) and Project Evolve. Learning is enriched through community involvement, cross‑curricular opportunities and after‑school clubs, with pupils encouraged to showcase their learning through oracy. Ongoing collaboration with the technical team ensures resources remain up to date, promoting inclusion and equal access for all pupils.

The impact of Computing is seen in pupils’ growing confidence, digital literacy and ability to apply skills across a range of tasks. Pupil voice demonstrates secure knowledge retention and an understanding of online safety and digital responsibility. Evidence from computing workbooks, digital folders and Google Classroom shows clear progression in skills and increasing independence. Lesson observations highlight purposeful use of technology, effective teaching strategies and high levels of engagement. Ongoing monitoring by the Computing Lead ensures standards are maintained and teaching is continuously refined to meet pupils’ needs.

In Design & Technology, our intent is to inspire pupils to become creative, practical, and reflective problem-solvers.

Through designing, making, and evaluating products, children develop essential skills in innovation, technical knowledge, and craftsmanship.

D&T encourages curiosity about how things work, promotes resilience through iterative thinking, and prepares pupils with real-world skills that support future learning, employment, and everyday life....being Fit for the Future.

Design & Technology is delivered through a progressive, hands-on curriculum that builds skills over time. Teaching is supported by two well-equipped MakerSpaces, providing pupils with regular opportunities to design, make, and evaluate purposeful products.

Our MakerSpaces are led by a specialist teacher who works closely with Key Stage 2 pupils, ensuring high-quality instruction, technical expertise, and consistency in skill development. Lessons are carefully sequenced and linked to real-world contexts, allowing pupils to apply knowledge from science, maths, and computing. Teachers use clear modelling, high expectations, and iterative design processes so pupils can refine ideas, develop resilience, and take pride in their work.

As a result of our approach, pupils demonstrate strong practical skills, creativity, and increasing independence in designing and making.

Children confidently use tools and materials safely, apply technical vocabulary accurately, and evaluate their work thoughtfully. Exposure to specialist teaching and Makerspaces has raised engagement and ambition, particularly in Key Stage 2.

Pupils show resilience when problems arise and take pride in producing high-quality outcomes, developing skills that are transferable across the wider curriculum and into real-life contexts.

We provide high‑quality French teaching from Year 2 to Year 6, enabling pupils to speak with increasing confidence, fluency and accuracy. We aim for children to leave KS2 able to engage in meaningful French conversation. Through effective scaffolding and challenge, all pupils are supported to excel, while developing cultural awareness, international mindedness and an appreciation of the historical influence of France on Jersey’s heritage.

We achieve this through an oracy‑centred approach, with a strong emphasis on speaking, listening and developing confident conversational skills. While oracy is prioritised, we recognise that literacy in a modern language supports spoken fluency; therefore, all lessons address the four strands of listening, speaking, reading and writing. Careful consideration is given to individual needs, with lessons thoughtfully planned to include effective scaffolding, visual support and appropriate challenge to ensure progress for all learners.

Pupils are taught to listen attentively, respond accurately and engage in meaningful conversations, asking and answering questions and expressing opinions. They develop accurate pronunciation and intonation, present ideas orally, explore language patterns through songs and rhymes, read and understand simple texts, and describe people, places and actions. Grammar knowledge, including gender and verb conjugation, is explicitly taught to support sentence building and deeper understanding.

French at d’Auvergne is a strength.

The impact of French teaching is seen in pupils’ confidence, fluency and retention of key vocabulary and sentence structures. Pupil voice demonstrates secure recall and a growing ability to engage in meaningful conversation. End‑of‑year assessment data highlights strong attainment and clear progression across year groups and informs future planning and targeted support. Book looks in KS2 show improving quality and consistency of written outcomes, while lesson observations evidence effective oracy‑focused practice and high levels of engagement. 

The school achieves well in the Jersey Eisteddfod. 

Planned next steps will further strengthen provision and continuity.

Our geography curriculum aims to help children understand the world around them and their place within it.

Through engaging lessons in human and physical geography, pupils develop key knowledge and skills. We prioritise hands-on fieldwork to explore the local island environment, enabling children to investigate real-world issues. Through this learning, pupils become confident communicators and critical thinkers, while developing an understanding of, and respect for, cultural diversity within our school community and beyond.

Geography at d’Auvergne is delivered through a carefully sequenced and inclusive curriculum.

In EYFS, geography forms part of Understanding the World, with strong cross-curricular links that promote awe and wonder through enhanced provision and child-led learning. In Futures and the ARP, geography is personalised to children’s needs and interests, with opportunities to join visits alongside their year groups.

Across Key Stages 1 and 2, geography is taught termly and alternates with history to ensure balance, while also being embedded across the wider curriculum. Learning is structured around four key strands: locational knowledge, place knowledge, human and physical geography, and fieldwork skills.

Knowledge organisers, vocabulary support and oracy-focused activities ensure accessibility, deepen understanding and enable children to communicate their learning confidently.

A high-quality geography curriculum at d’Auvergne inspires awe and wonder, helping children understand how the world around them is shaped and how their place within it matters.

By valuing children’s interests, planning remains responsive and dynamic, ensuring learning is meaningful and engaging for each cohort. Through a balance of knowledge and skills, pupils develop into confident, well-rounded geographers who can clearly communicate their understanding.

The impact of geography is monitored by the Geography Lead through book looks, floorbooks and digital evidence, along with pupil voice, to ensure strong progression.

Ongoing review, teacher support and targeted CPD ensure standards remain high and all children leave d’Auvergne with a secure geographical understanding.

Our history curriculum carefully balances historical knowledge and skills to help children understand the past and its impact on the world they live in today. By exploring the history of the island, we aim to foster curiosity, a sense of belonging and pride in local heritage. Through wider historical study, pupils develop empathy, tolerance and respect for diverse cultures, religions and societies. Enriching experiences, including visits and child-led lines of enquiry, support children in becoming confident, informed communicators who are Fit for the Future and whose rights, voices and identities are valued.

History at d’Auvergne is delivered through a progressive, inclusive and engaging curriculum.

In EYFS, history forms part of Understanding the World, allowing for strong cross-curricular links and promoting awe and wonder through enhanced provision and child-led learning.

In Futures ARP, history planning is responsive to individual needs and interests, with opportunities to access visits alongside year groups where appropriate.

Across Key Stages 1 and 2, history is taught termly and alternates with geography to ensure curriculum balance, while also being woven into subjects such as reading, writing, geography and RE. Most pupils receive weekly history lessons or immersive block weeks. Learning is structured chronologically and built around four key strands: chronological understanding, significant aspects of history, historical concepts and historical enquiry.

Oracy, knowledge organisers, enriched experiences, themed days, visitor input and computing are used to deepen understanding, support enquiry and develop transferable skills across the curriculum.

A high-quality history curriculum at d’Auvergne enables children to experience awe and wonder as they explore how the past shapes the world around them. By valuing children’s interests, planning remains responsive and dynamic, ensuring learning is relevant to each cohort. A balance of historical knowledge and skills supports pupils in becoming well-rounded historians who can confidently communicate their understanding of the past and their place within the world. The History Lead monitors standards through book looks, floorbooks and digital evidence, alongside pupil voice. Ongoing review, curriculum refinement and targeted CPD ensure strong progression and that all children leave d’Auvergne with a secure understanding of what it means to be a historian.

We aim to prepare children to be ‘Fit for the Future’ by developing their ability to calculate, reason and solve problems with confidence. Through inclusive teaching and the Maths No Problem programme, underpinned by the Concrete, Pictorial, Abstract (CPA) approach, pupils build fluency, strong mathematical vocabulary and problem‑solving skills. We promote enjoyment, real‑life application and a positive home‑school partnership to ensure all children can achieve and succeed in Maths.

Mathematics is delivered for a minimum of four hours per week, supported by regular arithmetic sessions designed to build fluency, confidence and accuracy. In the Early Years, Mathematics is embedded within high‑quality continuous provision indoors and outdoors, supported by targeted adult‑led teaching and purposeful mathematical talk.

Across the school, we follow the Maths No Problem programme, underpinned by Singapore Maths pedagogy and Bruner’s CPA approach, ensuring a coherent mastery journey aligned with the Jersey Curriculum. Oracy is central to lessons, with pupils encouraged to explain reasoning, use precise mathematical vocabulary and draw on their home language where appropriate.

Teachers plan using Rick DuFour’s Four Critical Questions to ensure skilful assessment for learning, timely intervention and appropriate challenge. Lessons include reasoning and problem‑solving opportunities, cross‑curricular links and enrichment activities, ensuring mathematics is purposeful, inclusive and accessible for all learners.

The impact of Mathematics is evident in pupils’ engagement, confidence and improving fluency. Pupil voice shows secure recall and increasing ability to explain mathematical thinking using appropriate vocabulary.

Assessment data demonstrates strong progress in arithmetic across all year groups, with an average increase of 54% from baseline to end‑of‑year measures. Book looks and lesson observations evidence consistent use of the CPA approach, effective modelling and purposeful mathematical talk. Targeted assessment‑informed teaching and daily arithmetic have strengthened confidence with number, while data analysis clearly identifies priorities for intervention and challenge.

At d’Auvergne, our music curriculum aims to inspire creativity, self‑expression and a lifelong appreciation of music.

Through high‑quality, inclusive experiences, pupils develop confidence as performers, composers and listeners while exploring a wide range of musical styles and traditions.

Music supports children’s emotional well‑being, oracy and collaboration, allowing them to communicate ideas and respond thoughtfully to others. By developing musical skills progressively and celebrating cultural diversity, we enable all children to engage with music meaningfully and grow as confident, expressive individuals who are Fit for the Future.

Music at d’Auvergne is delivered by a dedicated Music Specialist, ensuring high‑quality, consistent teaching across the school. Pupils receive regular, timetabled music lessons that build progressively on skills in listening, performing, composing and appraising. Lessons are carefully sequenced to develop musical knowledge and confidence, with opportunities to sing, play tuned and un-tuned instruments, and explore a wide range of musical styles and traditions.

The Music Specialist models high expectations and uses inclusive strategies so that all children can participate and succeed.

Oracy is promoted through discussion, reflection and performance, while collaborative music‑making strengthens teamwork and confidence. Opportunities to perform in assemblies, productions and special events allow children to celebrate their learning, develop stage presence and share their musical achievements with the wider school community.

Music is a strength at d'Auvergne.

The impact of music at d’Auvergne is evident in pupils’ confidence, engagement and growing musical skill. Children demonstrate enjoyment and enthusiasm for music, along with increasing ability to perform, compose and respond thoughtfully to a wide range of music. Pupil voice highlights increased confidence when singing, playing instruments and performing in front of others.

High‑quality specialist teaching ensures clear progression across the school, while performances and events provide opportunities to celebrate achievement and develop stage presence.

As a result, pupils develop creativity, collaboration and musical understanding, leaving d’Auvergne with a positive attitude towards music and the confidence to express themselves through it.

Our oracy curriculum aims to develop confident, articulate speakers who can express their ideas clearly and listen respectfully to others.

Oracy is a golden thread that runs through all areas of learning, supporting children to build vocabulary, deepen understanding and communicate effectively for a range of purposes and audiences. By providing planned opportunities for talk, discussion and debate, we enable pupils to develop confidence, empathy and critical thinking. Strong oracy skills equip our children to participate fully in school life and prepare them to be successful, thoughtful communicators who are Fit for the Future.

Oracy at d’Auvergne is embedded as a golden thread across the whole curriculum and is explicitly planned for in all year groups. Teachers create regular, purposeful opportunities for talk through structured discussion, partner talk, group work, presentations and debates. Sentence stems, modelled language and vocabulary support are used to help pupils articulate their ideas clearly and confidently. Talk is used to support learning in all subjects, particularly reading, writing, humanities and P.E., enabling children to rehearse ideas and deepen understanding. Digital and physical floorbooks are used to capture spoken learning, allowing pupils to revisit and reflect on their thinking. Staff receive ongoing CPD to strengthen the teaching of oracy, ensuring consistency in expectations and approaches. Through high‑quality modelling and inclusive strategies, all pupils are supported to develop active listening skills, confidence in speaking and respect for others’ viewpoints.

Oracy plays a vital role in pupils’ academic success and in d'Auvergne pupils' personal development.

Through structured talk, children deepen understanding, develop reasoning skills, and learn to articulate ideas clearly. Strong oracy supports reading and writing by strengthening vocabulary and comprehension.

Beyond the classroom, it builds confidence, resilience, and positive relationships. By equipping pupils to express themselves effectively, oracy prepares them to participate fully in education, work, and society.

Our P.E. curriculum aims to inspire a lifelong love of physical activity while supporting children’s holistic development. Through a wide range of high-quality physical experiences, pupils build confidence, resilience and essential movement skills, alongside developing the language needed for effective communication. We prioritise participation, skill progression, health and wellbeing, and access to diverse sporting opportunities, including learning outdoors in Jersey’s natural environments. Our aim is for all children to be physically active, enjoy competition, lead healthy lifestyles and leave school Fit for the Future.

We achieve our P.E. aims through a well‑resourced, inclusive and progressive approach. Specialist provision, including a school sports coach and sports learning mentor, ensures high‑quality teaching and targeted support. All pupils receive two timetabled P.E. sessions each week, alongside extensive after‑school club opportunities, promoting sustained physical activity. A skills‑based curriculum begins in EYFS with fundamental movement skills and progresses consistently year on year. Children experience a diverse range of activities, including inclusive sports, outdoor and alternative sports, and competitive events. Swimming is taught in Years 4 and 5, while Futures pupils access tailored programmes and external experiences. Assessment, oracy, high‑quality CPD, partnerships with external providers and pupil voice ensure P.E. remains engaging, progressive and responsive, enabling all children to develop physical literacy and a lifelong love of activity.

The impact of our P.E. curriculum is evidenced through pupil and staff voice, assessment data and external recognition. Pupils consistently report increased enjoyment, confidence and motivation to take part in physical activity, while staff highlight improved engagement, skill progression and positive attitudes towards health and teamwork.

Data from end-of-term fitness assessments in Years 2, 4 and 6 shows measurable improvement; notably, cohorts assessed in Year 4 and again in Year 6 demonstrated gains in anaerobic fitness and power, with JP girls showing improved flexibility.

School teams consistently perform well in local tournaments, including the Jersey Dance Awards and Primary Athletics Championships, with exceptionally high participation across events. This strong provision has been recognised through the Move More School of the Year award in 2022 and a further nomination in 2023.

We aim to equip all children with the knowledge, understanding and emotional literacy needed to play an active role in society. We support pupils to grow in confidence, build self‑esteem and express their ideas with courage. Our curriculum promotes respect, tolerance and safety, encouraging healthy choices and celebrating individuality and diversity.

PSHE is delivered through a weekly timetabled session for all pupils, covering the core themes of Health and Wellbeing, Relationships and Living in the Wider World. Individual needs are supported through targeted 1:1 or small‑group provision. In EYFS, teaching is informed by Birth to 5 Matters, with a focus on emotional development and relationship‑building. From Reception to Year 6, the JIGSAW programme provides a structured, progressive and whole‑school approach that promotes children’s personal growth and emotional literacy.

The Zones of Regulation framework supports pupils in recognising and managing emotions, while additional interventions such as Forest Schools, therapeutic art and ELSA address individual wellbeing needs. Oracy is embedded across the school to build confidence and self‑esteem. Pupil voice is prioritised through leadership roles and committees, and learning is enriched through visits from external agencies. Celebration events, assemblies and assessment processes ensure PSHE remains relevant, inclusive and responsive to pupils’ needs.

The impact of PSHE is seen in confident, resilient and emotionally literate pupils who are able to build positive relationships and make informed choices.

Feedback from the School Review (July 2024) highlights that d’Auvergne is a happy and inclusive school where children feel safe, valued and proud to contribute to school life. Pupils demonstrate strong relationships, respect for diversity and an excellent understanding of how to stay safe and lead healthy lifestyles. Through PSHE provision, enrichment opportunities and Oracy‑led approaches, children develop self‑esteem, resilience and a secure sense of identity, preparing them well for life beyond primary school.

Our RE curriculum promotes respect and understanding of religious and non‑religious worldviews. Pupils are encouraged to think critically about meaning, morality and diversity, developing a strong sense of identity while showing empathy for others. Through studying a range of beliefs represented locally and globally, children gain the knowledge, skills and open‑mindedness needed to engage thoughtfully and respectfully with the wider world.

RE is delivered through a carefully sequenced and inclusive curriculum that ensures clear progression in knowledge, skills and understanding from EYFS to Key Stage 2.

In the Early Years, learning is rooted in Understanding the World, developing curiosity about beliefs, traditions and communities. As pupils move through the school, they engage in in‑depth studies of Christianity alongside a range of world religions and non‑religious worldviews, representing both Eastern and Western traditions.

A variety of teaching approaches are used, including storytelling, discussion, creative activities, visits and interactions with faith representatives. Lessons are enquiry‑based, encouraging pupils to explore themes such as identity, belonging and morality through reflective and respectful dialogue. Teachers are supported by high‑quality planning and progression documents, and cross‑curricular links deepen learning.

Enrichment opportunities, including visits and whole‑school celebrations, further strengthen understanding and respect.

The impact of Religious Education at d’Auvergne is evident in pupils’ growing knowledge and engagement with religious and non‑religious worldviews. The majority of pupils can confidently discuss Christianity alongside a range of other belief systems, and demonstrate their understanding through stories, role‑play, artefacts, visits and the arts. Pupil voice, book looks and lesson observations show positive attitudes and increasing depth of learning. As a result, pupils are developing empathy, respect for diversity and an emerging ability to reflect on moral and philosophical questions, with clear next steps identified to further strengthen evaluative and reflective skills.

Our reading curriculum is designed to foster a lifelong love of reading and to ensure all pupils become confident, capable readers. We aim to develop strong reading skills alongside positive attitudes and enthusiasm for books and reading. Through access to a wide range of high-quality, engaging texts, children are encouraged to read for pleasure and purpose. Carefully designed classroom and library environments inspire curiosity and engagement, enabling every child to feel motivated, supported and confident as they progress on their reading journey.

Reading is taught through a structured and progressive approach from Nursery to Year 6.

In the early years and Key Stage 1, a strong emphasis is placed on systematic phonics through the Read Write Inc. programme, ensuring pupils develop secure decoding skills and reading fluency. This foundation supports early comprehension and confidence. Once phonics and the Language and Literacy programme are complete in Year 2, pupils transition to whole-class guided reading.

From Year 3 to Year 6, these sessions form the core of reading instruction, with carefully chosen texts from a range of genres, including fiction, non-fiction and poetry. Teachers model reading strategies, explore vocabulary, and lead discussions that encourage inference, analysis and critical thinking. Teaching is responsive and inclusive, allowing all pupils to access texts and develop deeper comprehension skills while fostering a love of reading.

The impact of our reading curriculum is measured through a combination of data analysis, pupil voice, staff feedback and engagement in enrichment opportunities. Regular phonics checks, fluency assessments and comprehension tasks show strong progress across the school.

Year 6 SATs data indicates a 14% increase in pupils achieving ARE, now at 62%, while PIRA data from Autumn 2024 to Summer 2025 shows a clear rise in pupils achieving Secure and Secure+.

Increased library use, positive pupil voice and reading-for-pleasure routines demonstrate growing enthusiasm for reading. Staff report greater consistency and clearer planning, making reading easier to teach. Whole-class guided reading, alongside events such as World Book Day, author visits and poetry slams, ensures pupils leave d’Auvergne as confident, motivated readers who are Fit for the Future.

Hgh‑quality science teaching develops children’s understanding of the world through biology, chemistry and physics. Through a hands‑on, skills‑based curriculum, pupils build foundational knowledge while actively observing, predicting, experimenting and analysing.

We foster curiosity, rational thinking and a strong sense of awe and wonder, encouraging children from the Early Years onwards to ask questions, explore natural phenomena and develop a lifelong enthusiasm for scientific enquiry.

Science at d’Auvergne is delivered through a clear, progressive and skills‑based curriculum that nurtures children’s natural curiosity from EYFS to Year 6.

In the Early Years, scientific enquiry is playful and exploratory, rooted in children’s schemas and developed through practical investigation. As pupils progress, scientific learning becomes increasingly precise and in‑depth, equipping them with the knowledge, skills and understanding needed to engage with the scientific world today and in the future.

Pupils regularly practise Working Scientifically skills, including observing, predicting, testing and analysing, with strong links to mathematical data handling. Oracy is embedded throughout, enabling children to develop technical vocabulary, articulate hypotheses, debate findings and present conclusions to a range of audiences. High‑quality resources, fieldwork opportunities and enrichment activities, including visiting experts and local science events, enhance learning. Science is inclusive, with visual supports, translated vocabulary and practical resources ensuring all pupils, including multilingual learners, access and succeed in scientific enquiry.

Impact is evident in the broad and balanced coverage of scientific knowledge and the increasing use of enquiry‑based approaches across year groups.

Pupil voice indicates growing confidence in recalling key scientific ideas and explaining learning using appropriate vocabulary.

Book looks demonstrate developing progression in scientific skills, with regular opportunities for observation, investigation and recording.

Lesson observations highlight positive engagement and practical experiences, with a continued focus on embedding Working Scientifically skills consistently.

Evaluation information is used to identify strengths, address gaps and inform next steps for curriculum development.

Our writing curriculum is driven by high‑quality texts and engaging, purposeful topics that motivate and inspire learners.

Pupils are exposed to a wide range of genres, including fiction, non‑fiction and poetry, with high expectations embedded across the curriculum. A clear whole‑school approach ensures progression, consistency and continuity, while remaining responsive to pupils’ needs.

We equip children to write independently for a range of audiences and purposes, underpinned by strong foundations in oracy, reading, vocabulary, spelling, punctuation and grammar. Through shared, guided and independent practice, pupils develop creativity, resilience and confidence, viewing editing and mistakes as essential parts of becoming reflective, effective writers.

Writing is taught through a structured and progressive approach rooted in Talk for Writing, which places oracy at the heart of learning.

In Futures and EYFS, children are exposed to age-appropriate writing stages, with writing embedded across indoor and outdoor provision. In EYFS, writing forms part of Communication and Language and Literacy, where talk is used to develop vocabulary, understanding and confidence.

Across Key Stages 1 and 2, all pupils have regular timetabled writing sessions that follow the Talk for Writing process of Imitation, Innovation and Independent Application. The curriculum is organised around transcription, composition, and vocabulary, grammar and punctuation, ensuring clear progression. Lessons move from supported to independent writing through shared and guided practice, often beginning with engaging hooks to stimulate ideas.

Handwriting and spelling are explicitly taught and celebrated, using Penpals and Read Write Inc. Spelling alongside engaging digital platforms. Oracy, assessment for learning, targeted support and strong home–school partnerships ensure all pupils are challenged, supported and able to succeed as confident writers.

The impact of writing at d’Auvergne is monitored by the Writing Lead through pupil voice, staff feedback and careful review of outcomes.

Pupil voice shows that most children enjoy their class texts, are motivated by new vocabulary and understand how teachers model writing, including handwriting. Many pupils can explain their next steps through live feedback, showing increasing ownership of their learning.

Staff feedback highlights strong confidence in teaching writing, spelling and assessment, while identifying priorities that shape CPD. Progress and attainment are monitored through regular assessments, independent writes and spelling checks. Book looks, lesson drop‑ins and writing competitions provide further evidence of progression, consistency and high expectations across the school.