Curriculum
Our approach to the curriculum ensures that our academy complies with it's duties to the Equality Act 2010 and the SEND Regulations 2014. The curriculum is accessible for those with disabilities or special educational needs and careful thought has gone into mapping out how to ensure we are equally aspirational for all pupils.
Curriculum Intent:
At Leadenham Primary Academy, we are committed to creating a nurturing, inclusive environment where every child feels valued and motivated to learn.
Our curriculum is designed to inspire curiosity, resilience and a love for learning, providing all our children with the skills, knowledge and attitudes they need to thrive. We foster a strong sense of community, encouraging collaboration, respect and kindness. By supporting each child’s unique journey, we aim to build confident, capable learners who are ready to embrace new challenges and flourish in all aspects of life.
Curriculum Implementation:
Our curriculum is delivered through a carefully planned and sequenced approach that builds knowledge, skills and understanding across subjects. Teachers design lessons that are creative, hands-on and relevant to real-world experiences, ensuring that learning is meaningful and purposeful. Where relevant, we utilise cross-curricular connections, allowing children to apply their knowledge in varied contexts and develop a deeper understanding.
Small class sizes enable personalised support, ensuring that each child’s progress is carefully monitored and supported. Through a blend of group learning, independent learning, and regular assessments, we foster a classroom environment where every child can grow confidently at their own pace.
Curriculum Impact:
The impact of our curriculum is reflected in our children’s enthusiasm for learning, their confidence, and their readiness for the next stage of education.
Through our approach, we see children achieving well, developing resilience, and gaining a strong foundation in the core skills. Our assessment and feedback systems ensure that each child makes progress, with gaps in understanding addressed promptly. By fostering a love of learning and nurturing individual strengths, our curriculum helps every child leave us as a well-rounded, curious learner, equipped to flourish in school and beyond.
| Curriculum Subject | Curriculum Tool |
|---|---|
| Reading | Little Wandle |
| Writing | Literacy Shed Plus, Drawing Club (KS1) |
| Maths | White Rose Maths |
| History | School Written |
| Geography | School Written |
| Science | Jane Banham |
| Art | Grammarsaurus |
| DT | Grammarsaurus |
| RE | Lincolnshire Schools Syllabus |
| PSHE | Twinkl |
| MfL (French) | Grammarsaurus |
| Computing | ILearn2 |
| Music | Charanga |
| PE | GetSet4PE |
Curriculum Overview 2025-26
If you should need any more information on the Curriculum, please contact the school office.
Pupil Outcomes 2024-2025
The table below shows the percentage of pupils achieving the expected standard (EXS) or above in statutory assessments at the end of the academic year.
Key Stage 2 (Cohort size: 7 pupils)
| Subject | % at Expected Standard or Above |
|---|---|
| Reading | 71% |
| Writing | 57% |
| Mathematics | 43% |
| Grammar, Punctuation & Spelling (GPS) | 71% |
| Reading, Writing & Mathematics Combined | 43% |
| Reading, Writing & Mathematics at Greater Depth | 0% |
Other Statutory Assessments
| Assessment | Cohort Size | School Result |
|---|---|---|
| Multiplication Tables Check (full marks – 25/25) | 6 | 0% |
| Phonics Screening Check (Year 1) | 4 | 75% |
| Early Years Foundation Stage – Good Level of Development | 2 | 100% |
Due to the small cohort sizes in some year groups, percentages should be interpreted with caution. One pupil represents a significant proportion of the overall outcome.
Headteacher’s Commentary on Outcomes 2024–2025
We are proud of the progress our pupils have made this year across the school, particularly given the very small cohort sizes in some year groups and the individual needs of our children.
At the end of Key Stage 2, strengths were evident in reading and grammar, punctuation and spelling, with 71% of pupils achieving the expected standard or above in both areas. This reflects our continued focus on high-quality texts, regular reading opportunities, and a clear, structured approach to the teaching of spelling and grammar.
In writing, 57% of pupils reached the expected standard, with pupils demonstrating growing confidence in sentence construction, vocabulary choice and stamina for writing. As a small school, we are particularly encouraged by the progress made by individual pupils over time, especially those who joined us with lower starting points.
In mathematics, 43% of pupils achieved the expected standard, and while this remains an area for continued development, it has been a key focus for improvement this year. We have already strengthened our approach through increased emphasis on fluency, reasoning and secure foundational knowledge, particularly in number, to ensure pupils are well prepared for the next stage of their education.
When looking at the combined measure of reading, writing and mathematics, 43% of pupils met the expected standard. Due to the small cohort size, the achievement of each individual pupil has a significant impact on overall percentages, and outcomes should therefore be interpreted with this in mind.
Across the wider school, outcomes remain a strength. All pupils in the Early Years achieved a Good Level of Development, reflecting a strong start to their learning journey. In Year 1, 75% of pupils passed the Phonics Screening Check, demonstrating secure early reading skills. These strong foundations are vital in supporting long-term success.
As a school, we remain committed to ensuring that every child is supported, challenged and encouraged to achieve their very best. We continue to build on our strengths while refining our curriculum and teaching approaches so that all pupils are well equipped for the future.