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Our Curriculum


Redwood is a large, thriving primary school with a diverse community. Pupils come from a wide range of ethnic backgrounds and forty three different languages are spoken in our families’ homes. Over half of our pupils have English as an additional language and many speak very little English on entry to Nursery. Over a third of our pupils are from disadvantaged backgrounds. Our parents are increasingly engaged in school life and fully support and share the aims and ambitions we have for their children.


Working in collaboration with all stakeholders, we have developed the following skills and attributes which we want all Redwood pupils to have achieved by the time their primary school journey ends, so that they know about and have access to the wide range of opportunities that are on offer in their future.


We believe these skills and attributes are vital for pupils go on to become engaged and active citizens. They also help to develop the children’s understanding of their place in the world and the options available to them to make their aspirations a reality.

These skills and attributes are embedded into all areas of teaching and learning across school. Curriculum plans contain links to all jigsaw pieces and leaders ensure all skills and attributes are revisited regularly.  Our Curriculum Principles are displayed in all classrooms and children are taught what these mean through assembly themes and relevant links being made in lessons. 


Click the link below to find out what parents, pupils and other stakeholders say about our curriculum here at Redwood...

Subject Overviews


Subject leaders have a clear overview of what is taught in each year group throughout school which they share with stakeholders. They ensure that pupils build on the knowledge and skills taught through planned opportunities for repetition. Our curriculum is designed to help learners to store the content they have been taught in their long term memory and to ensure new learning is integrated into larger concepts. We use evidence-based research to enhance knowledge retention and thus improve outcomes for all pupils.  Prior knowledge is activated through the use of knowledge and graphic organisers alongside regular quizzing and retrieval practice. Explicit modelling, guided practice and scaffolded examples are used to support learners in preparation for independent practice. Effective metacognition strategies get learners to think about their own learning more explicitly so that they know more and remember more.