At The Three Schools, we are committed to providing a purposeful and empowering Early Years Curriculum that fully prepares our younger learners for the next steps in their school career and opens the doors to the wider world. A curriculum in which prime areas of learning are at the heart of all we do. We believe that knowledge and skill are intrinsically linked and therefore balance our curriculum on the acquisition of prepositional and procedural knowledge: our Early Years curriculum is skills based and knowledge-rich. We believe that our ambitious curriculum provokes curiosity and excitement, leading to deeper learning journeys.

The Early Years Curriculum is driven by key questions, big ideas and the understanding that all of our learning is linked through experience, conversations and connections which unite children with the world around us. Focused on the key concepts of ‘belonging’, ‘choice’ and ‘influence’ and supported by the study of themselves, their families and rich stories, our curriculum is designed to help children develop their sense of self and their aspirations for the future.

We consistently provide enhancement opportunities to engage inquisitive minds and believe that early childhood should be a memorable, exploratory and contextualised period of our lives where there are no limits to marvel and there is a thirst to gain new experiences and knowledge. The Early Years Curriculum is designed to develop the characteristics of effective learning:

• Creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things.
• Active learning – children keep on trying if they encounter difficulties, and enjoy their achievements.
• Playing and exploring – children investigate and experience things, and ‘have a go’.

Our Early Years Foundation Stage Curriculum forms the foundations for learners to transition smoothly into our Whole School Curriculum therefore sharing the same vision, values and key concepts. Learning at our schools is sequential. In each curriculum area, areas of study have been carefully mapped to ensure that children leave primary school with a strong hinterland of knowledge which fully prepares them for their next steps in education. At each stage, learning is consolidated and extended, meaning new learning is built upon what has gone before. 

Supporting children with Special Education Needs

We have high aspirations for all our pupils but we understand that those with special educational needs may make progress at different rates.  We support their learning through a carefully structured curriculum complemented by strong teacher subject knowledge, where core learning that supports progression is identified and prioritised, where teaching is adapted in a responsive way to meet pupil needs and through ensuring all staff have accessed appropriate continuing professional development to meet the needs of their pupils.