At Bromet Primary School, we follow the National Curriculum for England and Wales and, as in most other primary schools; many subjects are combined to form termly or half-termly topics or projects. As we are a mixed form entry school we follow a 'two-year rolling curriculum (Year A and B).
Please see the link to our SEN Page (bottom of the page) to find out how we incorporate provision for our SEND children Curriculum Provision for SEND children
If you would like to find more details regarding the curriculum we teach, please contact the school directly -please also look on our Curriculum Subject Pages Clink the Subject you are interest in and our Class Pages - Class Information
Our curriculum is based on the three core subjects – English, Mathematics and Science. The teaching of RE is based on the Hertfordshire Curriculum, followed by the majority of Hertfordshire schools.
Other subjects taught in school are: – Design and Technology, Computing, History, Geography, Art, Music, Physical Education and Personal, Social, Citizenship and Health Education. In addition, children in Year 3 – Year 6 learn French.
All work is carefully planned to ensure that children have access to the relevant areas of the curriculum according to their age and ability and that the skills of reading, writing and mathematics are practised daily throughout the school.
If would like to see in more detail, what the children learning in each class, click https://www.bromet.herts.sch.uk/class-pages/ then scroll down to find your child's class page
It is our intent that our curriculum leads to the necessary development of language and communication skills which our children require to succeed in life.
Through our curriculum children become confident, resilient and independent learners, who have a passion for learning and who are able to express their opinions and beliefs once they leave the school.
At Bromet Primary School we will:
Promote positivity, happiness, resilience, well-being and self-esteem.
Meet the needs of every child across the whole curriculum.
Focus on the development of language and communication in every aspect of school life.
Provide a broad, engaging, robust and relevant curriculum.
Be a prominent and active part of our local community.
Our curriculum will ensure that children can reflect positively on their primary school years and they will have acquired life long skills. At the heart of all of our learning is PSHE and the importance of wellbeing and tackling issues that can affect a child’s ability to learn.
Implementation describes the way in which we deliver our intent consistently each day. At Bromet we believe linking subjects where applicable makes learning more purposeful. On each class page from Years R-6 you can find our Curriculum Termly Overviews. These outline the links we make between various foundation subjects.
Each subject is designed to allow scope for independent learning by following the children's interests. When appropriate, our subjects begin with a hook and end with a finale to give children an opportunity to present what they have learnt.
Pupils leave Bromet Primary School with a secure understanding of the academic content; with the understanding of how to be socially, morally, spiritually and culturally responsible and aware; how to make positive contributions to the local community and how to endeavour to be the best that they can be. We aim for all of our children to leave Bromet Primary respectful, skillful, ambitious and with a thirst for life and all it has to offer.
How do we plan for Cultural Capital?
The government have placed great emphasis on schools developing Cultural capital. Cultural capital is the essential knowledge that children need to prepare them for their future success. It is about giving children the best possible start to their early education.
At Bromet Primary, we see Cultural capital as the accumulation of knowledge, attitudes, habits, language and possessions that enables individuals to demonstrate their cultural competence and social status. Our school plays a crucial role in developing this through immersing children in dance and music, visiting theatres, galleries and historic sites and by introducing them to literature and art.
Embedding cultural capital into our curriculum is a way of closing the gap between children from differing socio-economic backgrounds by ensuring that children from all backgrounds have the same opportunities in society to achieve their full potential.
We promote British values. At Bromet we see British values as:
It is our intent that children who enter our EYFS begin their lifelong learning journey by developing physically, verbally, cognitively and emotionally whilst also embedding a positive attitude to school and a love of learning.
Our EYFS curriculum is designed to encourage independent, inquisitive and happy learners. We recognise children’s prior learning and various starting points, and create a holistic curriculum that maximises cross-curricular links and builds strong foundations for their future.
Every child is recognised as a unique individual, and we acknowledge and promote children’s interests to provide them with the opportunities to follow their imagination and creativity. In Reception, we invest time into helping children to recognise their personal goals, which allow them to reflect and aim high. We celebrate the differences in our school community, and always strive to promote a love for learning including children with special educational needs and disabilities (SEND)
We recognise that children have a thirst for new experiences and knowledge, and should be provided with opportunities to engage their inquisitive minds. Therefore, we provide continuous indoor and outdoor provision, that follow children’s interests, to support learners in investigating and developing their skills. We work in close partnership with parents and carers throughout the year to support their learning and to encourage children to reach their full potential. We also aim to support the transition from EYFS to KS1 and provide children with the knowledge, skills and attitude they need to succeed throughout their education
We follow the Statutory Framework for Early Years, 2021 (Click here to see a copy)
and seek to provide : (Statutory Framework Introduction .3)
There are seven main areas of learning:
Personal, Social and Emotional Development
Communication and Language
Understanding of the World
Expressive Arts and Design
The curriculum is initiated through purposeful play, where children are encouraged to follow their own interests, through a variety of child and adult led activities both indoors and outdoors.
You will have an opportunity to discuss your child’s progress in the Autumn and Spring term when you are invited into school at the parental consultation evenings. In addition, at the end of the Summer term you will receive a written school report. Please note that parents are welcome to discuss any concerns they may have at any time by either having a quick word with one of the staff in Reception before or after school or by arranging a longer appointment at a mutually convenient time.
Parental contribution and involvement related to your child’s learning is valued greatly. Parents are encouraged to contribute any learning from home towards your child’s Learning Journal; this could be a photograph, drawing, piece of writing or an observation of something your child has said. We have moved to an online Learning Journal (Tapestry) as a way to give parents even more of an insight into their child's first year of primary school.
Curriculum Update 2020-21
Taken from DFE Guidance from 7th August DFE Guidance
The key principles that underpin DFE advice on curriculum planning are:
With this in mind we have tailored our Curriculum and the delivery of the said Curriculum in the Autumn Term to support the requirements of the children and indeed personalise those needs.
We will deliver a broad and balanced curriculum incorporating all subjects (Music as and when the guidance allows) from the start of the Autumn Term. There will be a high focus on PSHE in order to promote and support the wellbeing and mental health of pupils and students as they return to full-time education this autumn. Each foundation subject has Knowledge Organisers for each Year Group that includes time for assessing prior learning and then addressing any gaps. In Early Years we have timetabled staff to support in the development of and addressing “gaps in language, early reading and mathematics, particularly ensuring children’s acquisition of phonic knowledge and extending their vocabulary.”
For KS1 and KS2 we have also incorporated time in our Curriculum to focus more on :
Teaching and Support staff have been deployed in such a way as to provide support for the children in these areas. We have also timetabled for teachers to have 1-1 time with children to discuss their learning and support them in addressing any gaps and developing the next steps in their learning.
Alongside this we will be developing our skills in delivering high quality remote education should the need arise. As stated in the guidance, “Remote education may need to be an essential component in the delivery of the school curriculum for some pupils, alongside classroom teaching, or in the case of a local lockdown.” DFE Guidance 7th August 2021
Recovery Curriculum - Autumn 2020
“A learning community’s well-being has a lot to do with the quality of relationships, cohesion, inter-dependence and belonging.”
The common thread that runs through the current lived experiences of our children, is loss. The 5 losses, of routine, structure, friendship, opportunity and freedom, can trigger the emergence emotionally of anxiety, trauma and bereavement in any child. The overall impact cannot be underestimated.
As we support all our pupils returning to school from September, our attention shifts as much towards helping children come back to us and each other as it necessitates considering the formal curriculum. Our recovery curriculum needs to balance how to learn best with what to learn. This is summarised from the work of Barry Carpenter, taken from his Recovery Curriculum model:
Lever 1: Relationships – we can’t expect our students to return joyfully, and many of the relationships that were thriving, may need to be invested in and restored. We need to plan for this to happen, not assume that it will. Reach out to greet them, use the relationships we build to cushion the discomfort of returning.
Lever 2: Community – we must recognise that curriculum will have been based in the community for a long period of time. We need to listen to what has happened in this time, understand the needs of our community and engage them in the transitioning of learning back into school.
Lever 3: Transparent Curriculum – all of our students will feel like they have lost time in learning and we must show them how we are addressing these gaps, consulting and co-constructing with our students to heal this sense of loss.
Lever 4: Metacognition – in different environments, students will have been learning in different ways. It is vital that we make the skills for learning in a school environment explicit to our students to reskill and rebuild their confidence as learners.
Lever 5: Space – to be, to rediscover self, and to find their voice on learning in this issue. It is only natural that we all work at an incredible pace to make sure this group of learners are not disadvantaged against their peers, providing opportunity and exploration alongside the intensity of our expectations.
Barry Carpenter, CBE, Professor of Mental Health in Education, Oxford Brookes University, UK
Matthew Carpenter, Principal, Baxter College, Kidderminster, Worcestershire, UK
Useful books for all ages to help parents and carers explain about COVID 19 can be found at: