Curriculum Intent

Curriculum Intent

Our vision is to improve educational standards and increase aspirations for all by demanding excellence in all we do. Gaynes School Academy believes that everyone can succeed regardless of their prior backgrounds and that it will provide the widest opportunities through its extensive and broad curriculum to enable children to have the qualifications to Access University if they wish.

The school curriculum is constructed to provide all children with the opportunity to make progress and attain their very best.
Overall, we believe that a well-designed curriculum is essential in tackling educational disadvantage.


  • The curriculum scope allows them to access and be prepared for their future education, employment, and training.

Our curriculum intent demonstrates our dedication to: ensure that all students receive a high-quality education via an ambitious, well-designed and well-sequenced curriculum.

  • Curriculum Intent - Our curriculum puts the child at the centre of our caring, sharing, achieving school, where positive relationships, based on mutual trust and respect are at the heart of everything we do.
  • The key principles behind the design of our curriculum are for our children to:
  1. Be confident, independent and resilient; displaying a thirst for learning
  2. Be kind; showing empathy and compassion whilst valuing diversity
  • For our children to have enriching experiences, immersing them in progressive knowledge and skills; equipping them with personal characteristics required to succeed in life.
  • The creative and structured lessons are pivotal to our curriculum delivery and ensure that our children are immersed in vibrant experiences, allowing each of them to express themselves as an individual.
  • Ensure that all elements of the statutory National Curriculum are delivered well.
  • Be culturally knowledgeable about our country and our world
  • Have aspirations for the future and know that these can be reached through hard work and determination
  • Be well prepared for the challenges of the secondary school curriculum
  • Ensure that subject leaders are empowered to realise the scope of their role in curriculum development and make clear links between planning and delivering content, robust quality assurance and targeted professional development across their team
  • Develop outstanding pedagogy, including robust assessment and feedback, across all subjects at every Key Stage, led by highly skilled practitioners within a culture of collective professional development and shared expertise.
  • We believe that our fundamental task is to teach our children to speak clearly and articulately and to read and write effectively.
  • Reading across all curriculum areas is a priority to extend and deepen pupils understanding and use of vocabulary.
  • Address social justice and inequality, ensuring that each student, irrespective of ability and starting point, is enabled to realise their potential, with an additional focus on cultural capital.
  • Create confident, literate and numerate individuals with high aspirations who are able to live safe, healthy and fulfilling lives and foster a love of learning.
  • Ensure that students are prepared for key transition points through the offer of a range of academic and vocational courses linked to careers advice.
  • Identify links between SEND, pastoral intervention and academic progress, ensuring that support and intervention is communicated, tracked and its impact is assessed.
  • Provide a wide range of extra-curricular activities that supplement the curriculum.
  • Provide a curriculum that reflects the culture, ethos and local context of the school.
  • Reflect our priorities of wellbeing, good physical and mental health and a strong sense of belonging, including core values of compassion, ambition, resilience and excellence.
  • Our children demonstrate confidence, independence, resilience and a real thirst for learning.
  • The curriculum must assist all children in securing high quality qualifications.The curriculum is designed to create a purposeful, calm and friendly environment where children thrive meeting the high expectations every day. All children study a personalised curriculum which is broad and balanced whilst also demanding high quality teaching that they deserve.
  • The majority of children will follow EBACC qualifications that will allow them the scope for future choices as they move into further and higher education.
  • The curriculum intent is designed around effective understanding of the transition from primary to secondary education with clear sequencing in all subjects.
  • The curriculum must be engaging and differentiated. All children can access learning which is enjoyable
  • The development of knowledge, skills and understanding underpins all areas.
  • Enrichment, both within the curriculum and beyond, is essential in bringing learning to life and forms a daily part of the schools ethos.
  • The curriculum must help children to develop spiritually, morally, culturally, and socially.

Gaynes School is all about achieving.

Our curriculum is designed to provide all children with the opportunity to make progress and attain their very best.

The child is at the centre of what we do. Our curriculum is built on strong pedagogical principles, with every child encouraged to meet and achieve their individual potential. We make it our aim to discover what children are good at and use this to promote a positive attitude to learning. The diversity of our school population is reflected in the curriculum we deliver. It is broad and balanced, with opportunities for pupils to celebrate, share, and learn about their different cultural and spiritual beliefs.

Our curriculum has a traditional framework, with a particular emphasis on preparing for success in the twenty-first century. We aim to give all children the ability to move into Post 16 provision. The curriculum is designed to ensure appropriate pathways exist to provide opportunities that reflect the learning needs of all the children and enable all to reach their full potential.