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Curriculum Intent

At Newbold Verdon Primary School, our vertically-integrated curriculum is designed to prepare children for life-long learning, through: embedding firm foundations of core knowledge, concepts and skills, which are the building blocks for future learning and employment. Our holistic approach provides inspiring, engaging and meaningful opportunities for every child through experiential learning. 

The curriculum in the Autism Unit is designed to provide motivating and relevant learning opportunities that lead to developmental activities to maximise children’s engagement and learning potential. A child-centred approach allows teachers to provide a learning environment and provision which allows them to plan in direct response to the pupils’ individualised needs and interests, taking into account their barriers to learning. 

The curriculum promotes positive attitudes and enables the exploration of new skills to help to nurture resilience, curiosity and creativity. We aim to develop independent, confident, successful learners with high aspirations who are encouraged to succeed and be the best person they can be.

Every child is recognised and respected as a unique individual. As a school we value equality and equity for all in all learning opportunities. 

Our aim is to prepare our children to mature and grow to make a positive contribution to society, life and the diverse community of modern Britain. 

Art and Display

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Autism Unit

Accordion content


Computing Intent

We believe that computing is an essential part of the national curriculum. Computing is an integral part of modern day life and therefore provides a wealth of learning opportunities, explicitly within computing and also across other curriculum subjects. Through the study of computing, children are able to develop a wide range of fundamental skills, knowledge and understanding that they will need for the rest of their lives. Computers have become a part of everyday life. For most of us, technology is essential to our daily lives, at home and at work. ‘Computational Thinking’ is a skill children must be taught in order to provide them with essential knowledge and skills that will enable them to participate effectively in the digital world.

The new national curriculum defines three clear aspects of computing curriculum: Computer Science (CS), Information Technology (IT) and Digital Literacy (DL). Children will be given the opportunity to develop their knowledge and understanding in each area from the Foundation Stage to Year 6.




Design and Technology

Under development


Under development

Forest School

Under development


Geography Intent

At Newbold Verdon Primary School we believe that Geography helps to provoke and provide answers to questions about the natural and human aspects of the world.

  • Children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. The geography curriculum at our school enables children to develop knowledge and skills that are transferable to other curriculum areas and which can and are used to promote their spiritual, moral, social and cultural development.
  • Geography is, by nature, an investigative subject, which develops an understanding of concepts, knowledge and skills.
  • We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives; to promote the children’s interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
  • The curriculum is designed to develop knowledge and skills that are progressive, as well as transferable, throughout their time at Newbold Verdon Primary School and also to their further education and beyond.





History Intent

At Newbold Verdon Primary, we are aspiring Historians. We want our children to have a love of history and historical inquiry. We want them to have no limits to what their ambitions are and grow up wanting to be archivists, museum curators, archaeologists or research analysts.Our aim is that, through the teaching of History, we stimulate all children’s interest and understanding about the life of people who lived in the past. Through enquiry, investigation, analysis and immersive experiences, we teach our children a sense of chronology and understanding. This enables our children to learn to value their own and other people’s cultures in modern multicultural Britain.

We aim to make all children aware of the actions of important people in history and enable children to know about significant events in British history, whilst appreciating how things have changed over time.  Furthermore, our children will learn about aspects of local, British and Ancient history.  Through teaching history in this way we hope to broaden children's horizons, challenge preconceived ideas and develop a lifelong appreciation of history.




Maths Intent

The National Curriculum for Maths aims to ensure that all children:

  • Become fluent in the fundamentals of mathematics
  • Are able to reason mathematically 
  • Can solve problems by applying their mathematics

At Newbold Verdon, these skills are embedded within maths lessons and developed consistently over time. We believe all children can achieve in mathematics, and teach for secure and deep understanding of mathematical concepts through manageable steps. Children will spend time becoming true masters of content, applying and being creative with new knowledge in a variety of ways. We are committed to ensuring that children are able to recognise the importance of maths in the wider world. We want all children to enjoy mathematics and to experience success in the subject. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of mathematics.


Teachers’ planning and organisation

At Newbold Verdon, we have adopted the Rising Stars Mathematics Scheme to support our staff with the teaching and learning of mathematics. The programme provides planning, support and assessment materials for EYFS up to Year 6. As well as a whole school plan for the academic year, each year group is provided with a unit breakdown for each area of the maths curriculum. In addition to this, teachers also use additional teaching materials including The White Rose Mastery materials.

It is understood that, within a unit of work, the time spent on teaching a specific learning objective or set of learning objectives depends on the needs of the children in the class.

The structure of maths lessons may vary, depending on the nature of the topic and the activity planned. Where possible teachers preempt ‘big’ misconceptions that many children will have – e.g. a rectangle/oblong has four lines of symmetry (diagonals). Teachers also plan which vocabulary they will use and which models, images and concrete resources they will use to aid learning.

Effective plenaries and mini-plenaries are only part-planned as misconceptions only arise during the teaching of the lesson. However, all plenaries refer to the learning outcome and the success criteria in a meaningful way, allowing the children some time for self-assessment.  

We ensure that across each term children are given a range of experiences in mathematics lessons eg practical activities and mathematical games, group problem solving activities, individual, group and whole class discussion activities, open and closed tasks.

We ensure that children can use a range of methods to calculate and have the ability to check whether their chosen methods are appropriate, reliable and efficient. A detailed  calculation policy is used throughout the school to ensure progression of number and calculation skills.

Concrete, Pictorial, Abstract (CPA) Approach

At Newbold Verdon, children learn mathematics through the ‘concrete, pictorial, abstract’ approach. Children will use physical objects, pictorial representations and abstract representations. Teachers model different ways of representing solutions to a problem in order to develop children’s conceptual variation and reasoning skills. Children should be encouraged to move between these different stages (sometimes returning to concrete or pictorial) in order to fully understand a mathematical concept.


The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills. The Rising Stars Mathematics Scheme ensures that all children experience success and challenge. Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we are able to maintain high standards at the end of KS2 above the national average with a high proportion of children demonstrating greater depth.





To build an MFL curriculum, which develops learning and results in the acquisition of knowledge and skills which enables children to access the wider curriculum and to prepare children to be a global citizen now and in their future roles within a global community.  Children will know more, remember more and understand more.  To design a curriculum with appropriate subject knowledge, skills and understanding to fulfil the duties of the National Curriculum whereby schools must provide a "balanced and broadly-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities and responsibilities and experiences for later life".

To build a MFL curriculum that incorporates  the understanding of French so that children know more, remember more and understand more.  As a result children will develop the knowledge to be able to communicate in another language other than English.  To design, and resource, a French programme to work within the MFL curriculum which enables pupils to explore the cultural capital of another country through its language and traditions.


Music Curriculum


The National Curriculum for music aims to ensure that all pupils:

• Perform, listen to, review and evaluate music

•Be taught to sing, create and compose music

• Understand and explore how music is created, produced and communicated

At Newbold Verdon Primary School the intention is that children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing and composing across a wide variety of historical periods, styles, traditions and musical genres.

Our objective is to develop a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music. Experiencing aspirational musicians and being introduced to different genres and celebrating differences.

We are committed to ensuring children understand the value and importance of music in the wider community.

With the support from the Leicestershire Music service and our visiting music teachers, we want our children to have the courage to try new instruments and the perseverance to continue when learning an instrument can be difficult and frustrating at times.

We will then celebrate these skills with an end of year performance.



PE Intent

At Newbold Verdon Primary School, we recognise the importance of PE and the role it has to play in promoting long term, healthy lifestyles. The intent of our PE curriculum is to provide all children with high quality PE and sport provision. It is our vision for every pupil to succeed and achieve their potential as well as to lead physically active lifestyles. We strive to inspire our pupils through fun and engaging PE lessons that are enjoyable, challenging and accessible to all. We want our pupils to appreciate the benefits of a healthy and physically active lifestyle. Through our teaching of PE, we will provide opportunities for pupils to develop values and transferable life skills such as fairness and respect as well as providing them with opportunities to take part in competitive sport.
It is our aim at Newbold Verdon Primary School to develop and encourage:

  • Competence to excel in a broad range of physical activities
  • Children who are physically active for sustained periods of time
  • Engagement in competitive sports and activities
  • Children to lead healthy, active lives 





PSHE Intent

The intent of our PSHE curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. At Newbold Verdon Primary Primary School, personal, social, health and economic (PSHE) education enables our children to become healthy, independent and responsible members of a society. It aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up.

We provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.






The principal aim of religious education is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living.



School Council

Under development


Science Intent

Science teaching at Newbold Verdon Primary School aims to give all children a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them to think scientifically, to gain an understanding of scientific processes and also an understanding of the uses and implications of science, today and for the future. At Newbold Verdon Primary School, scientific enquiry skills are embedded in each topic the children study and these topics are revisited and developed throughout their time at school.

Topics, such as Plants, are taught in Key Stage One and studied again in further detail throughout Key Stage Two. This model allows children to build upon their prior knowledge and increases their enthusiasm for the topics whilst embedding this procedural knowledge into the long-term memory.

All children are encouraged to develop and use a range of skills including observations, planning and investigations, as well as being encouraged to question the world around them and become independent learners in exploring possible answers for their scientific based questions. Specialist vocabulary for topics are taught and built upon, and effective questioning to communicate ideas is encouraged. Concepts taught should be reinforced by focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions.