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The Leesland Curriculum

The goals of education in our school community include

  • Developing fun and challenging learning that create confident and enquiring individuals.
  •  Not allowing limits on the success of children or adults: everyone takes responsibility to achieve their very best.
  • Celebrating diversity, individuality and collaboration. 
  • Responsible members of society with strong community links.

We pledge that our federation’s curriculum, and teaching and learning approaches will reflect key articles from the UNCRC, including

  • Article 3:  All adults should do what is best for children.
  • Article 29: All children's education should help their mind, body and talents be the best they can. It should also build their respect for other people and the world around them.
  • Article 31:  Children have the right to relax and play, and to join in a wide range of cultural, artistic and other recreational activities.

We share the following key beliefs about teaching, cognition and learning and how knowledge and understanding develops.  These act as a guide for the consistency and distinctiveness of our school’s curriculum:

  • Pupil groupings are flexibly used to meet learning needs and are not linked to perceived ‘ability’.
  • Pedagogy is varied and matched to learning need e.g. enquiry, instruction, active, practical.
  • Philosophical enquiry is used to develop critical thinking skills.

Our curriculum has an ambition for high achievement of all pupils irrespective of background and starting point.  This achievement is represented in

  • The development of pupils’ Foundations of Learning, reflected in pupils’ learning:

  • Reaching high standards in all areas of the statutory curriculum, reflected in school outcomes.
  • Development of professional skills and capacity, resilience and morale in teachers and leaders, reflected in culture, ethos, retention and recruitment. 

The impact of our curriculum is systematically monitored, evaluated and reviewed by leaders and governors to meet aspirations and drive continuous improvement of the curriculum as a driver for successful outcomes for all.  Areas that are high profile for monitoring include:

  • High quality outcomes.

· Secure learning pathways.

  • Equity and enrichment.


In both Infant and Junior schools, we follow the Hampshire Agreed Syllabus for RE.  This is called 'Living Difference'. 


We use the Read Write Inc. programme to support phonics teaching.

Our school prayer - written by Revd. Tim and pupils

Our school prayer - written by Revd. Tim and pupils  1

Spiritual, Moral, Social & Cultural (SMSC) Development at Leesland

Foundations for Learning 

We have worked with other local schools (those who mainly feed into Bay House, and Bay House School itself) to develop a common framework of skills and attitudes that all people need in order to be successful learners.  The aim is for a common language and mindset to be developed which will progress for children and young people from the age of 4 or 5, right through to when they are 16 or 18 years old.




This presentation gives a little for information about our Foundations for Learning


Philosophy for Children 


P4C is an enquiry based learning tool, where pupils take the lead and the teacher 'facilitates' the learning.  the foundations of P4C are creative, critical, caring and collaborative thinking.  P4C drives questioning, reasoning and independent learning skills and, as research shows, it accelerates academic progress.  Please see the Research Highlights brochure below for more details about the impact P4C has on children's learning.  The research was carried out by the Education Endowment Trust.