Curriculum Intent

Humberston Cloverfields is an enquiry driven school; we believe that learning is much more than just retaining knowledge and we recognise that our role is to develop learners for the 21st Century.

Our children are very well prepared for the next stages in their education as we work hard give them a secure grounding in basic skills, including reading, writing, spelling, grammar, secure mathematical understanding and confidence in the use of ICT. We firmly believe in furnishing our young people with a set of learning tools, attitudes and habits that they will be able to use throughout their lives, even when faced with unfamiliar challenges. We believe in delivering a curriculum that is designed to meet the needs of OUR children and serves to challenge them to reach their full potential academically, socially and emotionally.

Developing Respectful Thinkers and Learners

There is an emphasis on quality across the curriculum. ‘Fewer things in better quality’ is a focus in classrooms and allows us to develop a depth of learning.

The theory behind ‘Austin’s Butterfly’ is our mantra when it comes to improving performance; pupils support each other with clear and precise guidance for improvement through Critique. We believe in developing a ‘mastery of learning’ approach so every child is challenged and supported to a secure foundation of understanding. Strategies are used to ensure they are given a chance to practise and perfect performance; Critique and Collaboration are key. We recognise children grasp learning in different ways and at different speeds and our practice reflects this.
We also ensure they are respectful and tolerant members of society, by developing an understanding of different beliefs and cultures; this is reflected in our spiritual, moral, social and cultural curriculum.

Curriculum Content

We have chosen to devise a knowledge-based curriculum in line with the skills promoted in both, the National Curriculum and the Early Years Foundation Stage Framework as this suits the needs of our pupils. We identify non-negotiable facts to learn, which contributes to their general knowledge. This enables pupils to grow on a personal and academic level, allowing them to perceive, understand and analyse situations effectively. We focus on planning an academic grounding for children that meets their needs in the world they live in and allows them to make progress with us and beyond in the next stage of their education. Four subjects drive our curriculum: history,
geography, science and design and technology. Geography ensures pupils develop key knowledge of the local area and the wider world, while history teaches how significant individuals and events from the past have helped shape it. Science and DT provide essential knowledge and skills necessary for future careers in the 21st century, in industries along the Humber Bank.

In addition to the academic curriculum, we provide children with a Humberston Cloverfields Experience that ensures they know their place in the world and is built on the belief that key activities, visits and experiences are key to childhood enjoyment and learning. Please see the document detailing this.

Curriculum Approach

We have a whole school themed approach to the curriculum, which is driven by enquiry questions, specific to each cohort. The curriculum is organised on a two-year cycle. We ensure that all learning is purposeful and every cohort uses a quality text as the stimulus for each theme. In addition to this, the school uses the Enquire Computing Curriculum and follows the Lincolnshire Locally Agreed Syllabus for Religious Education.

Curriculum Planning

The timing of each topic, and the length of time each topic lasts for, is driven by the needs of the children. Learning teams work together to plan the curriculum for the term. A People Day, where each phase learns about a significant individual linked to the driving subject, is used to start each topic. This ensures the children develop knowledge of key individuals, who have shaped the world they live in. Topics are sequential in content and allow for knowledge and key concepts to be revisited and built upon.

Curriculum Monitoring

Areas of the Curriculum are monitored by teams of staff. They use a variety of Curriculum Monitoring processes to ensure coverage, progression and high standards in their areas. Standards attained in the core subjects are demanded in cross curricular work.

Details of individual National Curriculum subjects for each academic year group can be found at:

Long Term Plans

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