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Gilbert Inglefield

Our Curriculum Approach

What we care about?

We care about what children learn and how children learn! We believe every child at Gilberts deserves the best education! They deserve a curriculum that is broad and diverse and  which enables all pupils, regardless of their background, becircumstances or starting points, to succeed and be ready for the next stage in their education. We are thrilled to offer our pupils an ambitious curriculum which builds on their lower school experience. We want our pupils to leave Gilberts with not only outstanding knowledge and skills but also independent thinking, diligence and thirst for learning which will prepare them for the wider world.

Key Strands to our approach


Learners learn best when teachers provide a creative curriculum. Creativity allows pupils to create new ideas, to take risks in their learning and apply their learning in different ways. We want learners to relish in language, find the power of the arts, to act, to present, to draw and craft, to use technology to communicate and develop ideas.


Learners learn best when it is tangible. From using manipulatives in mathematics to understanding the abstract to hot seating in history. From offering learners the opportunity to not only know the power of the drum in music but the skill and knowledge to play the African drum.


Learners learn best when they can recall their knowledge and apply it in different contexts. Our curriculum uses regular summative assessment approaches, such as a quiz, pre/post topic assessments, formal testing such as AQA and PiXL. Teachers demonstrate links to prior learning, for example how Henry’s relationship with Vatican led to reformation. 


Learners learn best when the curriculum is adapted to the learners' needs. We recognise that not all our learners have had the same experiences in life and need support in different ways. Our SEND team provide guidance and support for teachers to adapt the curriculum. We work hard to ensure our pastoral team review enrichment and leadership experiences so that all pupils take part.

Social Responsibility

Learners learn to be good human beings. Throughout our curriculum we want our pupils to learn what it is to be a good human being and demonstrate our school values. From Alan Turing in computing, to wheelchair basketball in PE to using recycled materials in textiles.


Learners learn best when they are inspired by aspirational experiences. Our ambition is that every pupil is inspired through a cultural experience and it awakens the value of learning and hard work. From being a journalist at the Guardian newspaper to listening to female leaders at the feminist library, we aim to open learners to new prospects.

Diligence and Preparation

Learners learn best when they apply themselves. We expect our learners to try hard and learn from mistakes. Learners are expected to write at length, to review and critique and redraft. Learners produce beautiful work from multiple revisions.  Homework and revision for assessments teach our learners the importance of diligence and the outcome on results.

Reading & Language

Learners learn best when they can access the curriculum literature. Our knowledge organisers emphasise the importance of language and vocabulary as key elements of knowledge learning. We strive to close the gap for those with different beginnings in education. Excellent language learning exemplifies our high expectations. 

Our Curriculum Design


KS2 Allocation per week

KS3 Allocation per week




English – Reading

2 ¼

1 ¼


6 (1 Problem Solving)

















Art & Textiles



Technology – DT & Food
















25 hours

25 hours

How do we support success in the curriculum?

Recognition & Praise

Feeling good about learning is key. Knowing you’ve excelled and pushed your own boundaries generates a drive for further success. We recognise learners’ achievements through rewards and celebration. Recognition for team work, independent thought, working outside of our comfort zone are just some of the ways we recognise hard work.

Aspire Centre

Regardless of a learner’s experience, we want them to excel at Gilberts. We support learners with more complex needs in the classroom but also in the Aspire Centre. Aspire offers individualised support such as social skills, emotional literacy. This is key for learners to feel safe and able to take risks in their learning.

Mental Health & Wellbeing Support

We are acutely aware of the importance of supporting the wellbeing of each learner. We offer support in a variety of ways from support in the form tutor programme, to the school counsellor, resilience programmes, step up transition programme. We have learners who are trained as mental health champions. Our Director of Wellbeing who liaises with external providers to provide support to our learners.


We want to ensure all pupils succeed and our assessment help guide and our teaching ensures all learners make great progress. Some learners need specific support which is delivered through our tuition programme, PiXL Therapies and small groups tuition, such as phonics, KS1 mathematics.

Sharing Assessment Information

Assessment data is reviewed in December and July. This information is shared with learners and their families. The assessment information is used by the teaching team to guide support and interventions throughout the year.

Subject Reviews

To grow as leaders and develop our curriculum, we work with local partners to review subjects. This helps guide our subject leaders, develop their expertise and consider other approaches to enhance the provision at GIA.

External Reviews

We work with Challenge Partners and local partners to audit and review the quality of our provision. This includes: English Review, Maths Review, SEND Audit, Safeguarding Audit.


Good attendance increases the chances of success at school. We have high expectations of pupil attendance. We work with families to reduce absence in order to increase their engagement and attainment.

Personal Growth and Development Programme

Form Time Schedule








D.E.A.R. Reading

PSHE, Citizenship & British Values

Singing Assembly

KS2 Assembly



Homework Check


KS3 Assembly


Form Tutor Programme

The form tutor programme is designed to develop learners’ understanding of social and moral issues and develop their awareness of our British values. Each week learners work alongside national weeks, such as anti-bullying week, diversity week, to broaden their social education.

Debate and Critical Thinking

Once a week the learners take part in a class debate via The Big Debate Club during form time. This is to expand their critical thinking, develop oracy and build learner’s knowledge of broad issues affecting the world.


Assemblies bring our school community together to celebrate and reflect on wider community issues. They are an opportunity to reaffirm our expectations. They are used to educate and reflect on improving our attitudes and dispositions, perseverance and diligence alongside learning about wider world issues.


Once a week a form tutor session is dedicated to listening to a teacher read as part of our Reading Strategy. Literature is chosen by the teacher both demonstrating a love of reading but also sharing books and stories that demonstrate a great standard of English novels.

Homework Provision

For pupils who find it difficult to study at home we offer a weekly session for pupils to complete their homework at school.

Classroom Environment

The standards we set in our environment are crucial for communicating our expectations and standards. An inviting and vibrant classroom draws the children’s attention. A tidy and organised classroom demonstrates to the pupils that it is important to take care and pride in your work. It provides structure for the vulnerable pupils.

Leadership Opportunities

School Council – both KS2 and KS3 have separate councils which meet regularly and support the SLT in school leadership.

Sports Leaders – Y8 pupils follow a Sports Programme in conjunction with the Sports Partnership over the academic year

Be Her Lead – we have two cohorts of KS3 pupils on a leadership programme for girls.

Digital Leaders – our leaders support the AV in assemblies, events and productions.

Librarian Leaders – leaders run the library provision and the school shop.

Gilberts Grange – our small but growing chicken coop is led by the Chicken Committee.


We monitor attendance at clubs and events to ensure all learners access these sessions. We want every pupil to take attend take part. We offer clubs such as, Choir, Debate Club, Computer Club, Warhammer.

Sports Participation

Sports Partnership Fixtures Programme provides weekly events for learners. Our learners take part in fixtures both within the partnership of schools but also at county and regional level.

How do we measure success?

Challenge Partners Review

Annually the school takes part in a 3-day external review with Challenge Partners. This is led by a team of school leaders and Lead Reviewer. It takes place alongside the leaders to evaluate the quality of education provided.

Key Stage 2 Outcomes

At Key Stage 2, pupils are banded in the following:

  • Working towards specific educational expectations (for pupils with special educational needs who are working towards specific areas related to their EHCP.
  • Working below expectations
  • Working at expectations
  •  Working above expectations

In Y6 learners are also banded by their KS2 SATs outcomes

Attainment at KS3

At Key Stage 3, pupils are banded in the following:

  • Working towards specific educational expectations (for pupils with special educational needs who are working towards specific areas related to their EHCP.·        
  • Working below expectations
  •  Working at expectations
  • ·Working above expectations

We use FFT, prior attainment and internal data to develop learner’s targets and the above bands are linked to the likely KS4 target grades

Personal Growth & Development

Observing students’ behaviour during lessons and unstructured times of the day. Internally generated analysis of students’ behaviour over time.

Evaluation of permanent exclusions, and rates of suspensions and internal exclusions. Analysis of absence and persistent absence rates, compared with national averages.

Evaluation of the quality and take-up of extra-curricular activities.

Evaluation of how subjects, and wider school provision, contribute to students’ personal development, and understanding of equality and diversity and British values.

Review on how careers advice and guidance benefits learners.