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Halton Community Combined School

Together, our community

inspires a love of learning and

enables children to find their voice.

Curriculum

'Enjoying Our Learning Journey'


At Halton School we aim to provide children with lasting memories of their learning whilst developing a wide range of skills and knowledge that they will need in the future. This intent gives our curriculum relevance and depth, creating opportunities for the children to think, plan and work together. Learning in this way, we find that children are able to know more and remember more. We also see that children can recognise the relevance of their learning and how it links to what they have been taught previously.

'Lessons are planned to excite and interest pupils with innovative units of work that enable them to achieve well. The outstanding curriculum ensures that topics are presented in radically different ways to what pupils may have experienced at other schools, creating high quality memorable experiences...' Ofsted 2011
 
 

“There are impressive consistencies in learning and the learning environment. The classrooms are very well presented and purposeful. Pupils were focused and spoke positively about their learning.” Buckinghamshire County Headlines Report, January 2022

 

 

Children were deeply engaged, fostered by the resources inside and out and how practitioners talked with the children about their learning." Buckinghamshire County EYFS advisor visit, February 2022

 

 

Our aims:

Our aims run through our school day and we plan for opportunities for all of our curriculum subjects to meet our aims.

 

However long children are pupils at Halton School, our aim is for every child:

 

  • To develop a love of reading
  • To acquire the skills to enjoy writing independently
  • To master the fundamental ‘building blocks’ in mathematics
  • To be ready to operate in the digital world
  • To leave Halton School having ‘found their voice

 

Click on the links below to find out more information about each of the curriculum subjects.

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