• Southborough Lane,
  • Bromley, BR2 8AA.
  • 020 8467 2343
Southborough Primary School
Every Child a Star


Curriculum at Southborough Primary School


To nurture a learning community where we develop the knowledge skills and experiences to become happy global citizens.


Our Vision;


Knowledge Through Nurture


 We Value:

 We want our children to:

 We will:

  • working together
  • our children
  • our community
  • parents
  • our staff
  • our differences
  • independence and determination



  • have a sense of achievement
  • believe in their own potential
  • value and respect each other
  • develop resilience
  • be inspired
  • learn life skills
  • provide academic excellence
  • treat every child as an individual
  • recognise and celebrate success
  • provide a safe nurturing environment for all children


      Problem-solving teaching.        Problem-solving children.          Problem-solving learning.


The Six Principles Of Nurture

  1.        Children's learning is understood developmentally
  2.        The classroom offers a safe base
  3.        The importance of nurture for the development of wellbeing
  4.        Language is a vital means of communication
  5.        All behaviour is communication
  6.        The importance of transition in children's lives




We design our curriculum and the learning opportunities for the children around the principles of Nurture and our Vision.


Our Curriculum is based on enquiry to enable problem solving.


We understand Learning Developmentally and ensure that our curriculum progresses through and is inclusive.


The classroom and school is a safe base for learning. Classrooms communicate learning and our vision and enable children to thrive.


Nurture is at the core of what we do, as part of our curriculum and part of our praxis we focus on the well-being for everyone at school.


Communication is key at Southborough Primary School. We promote the use of talk across all subjects; developing language, confidence to express opinions and discuss ideas. Talking helps children to plan and organise their ideas before writing. We also instil a love of reading, books are central to our curriculum and are a focus for what we do.


To ensure children have a sense of achievement the children are encouraged to create and develop excellent work and they achieve well.


We develop the children’s belief in themselves through nurturing the children, and by giving them opportunities to experience excellence in themselves and in others. We have a rich extra-curricular offer. We do Forest Schools: we have our Edible Playground integrated into learning. There are opportunities to take part in PE and Music activities and competitions to experience and celebrate our learning and achievements.


Valuing and respecting each other is core to what we do and we ensure that this is central to our curriculum, children are taught our core values throughout the curriculum.


Children are given the opportunity to develop resilience in their learning, in the activities they undertake and through how we discuss and learn from what we do.


We inspire children through the interesting and exciting opportunities for learning we give them.


Learning key life skills is central to our curriculum, explicitly in our PHSE curriculum and implicitly in everything else that we do.


This is how we honour both our vision and values and the 6 principles of nurture in our curriculum.


Our Curriculum is topic based, using enquiry to engage and involve the children in their learning.


We use Talk for Writing and Power of Reading techniques to develop key communication skills.


Some elements of the curriculum are taught discretely, this includes MFL, Maths, PE and Computing.


We take opportunities to enrich the curriculum using any and every opportunity to engage and develop learners.


Outside learning is important to the school, Forest Schools and our Edible Playground give children an opportunity to develop their knowledge and skills in a wider context.


We have a rich extra-curricular offer including lunchtime and afternoon clubs.


Implementation and Impact;


We use Curriculum Teams to ensure that we are improving the Quality of Education across our Curriculum



  • Ensuring that we are always aware of the key question; How can we ensure that we meet the learning needs of all children?
  • Being aware of the schools vision, “Knowledge through Nurture” and our cooperative values.
  • Improving Learning and Teaching in the school as the key to school improvement.
  • Developing collaboration and collaborative process and collaboration as a habit.
  • Developing reflection and reflective though as a way of improving praxis across the school.
  • Ensuring that the ELT are good role models for this to develop the practice across the school.
  • To develop the purpose of the curriculum, and to work together to ensure that this is honoured in our praxis. Intent
  • To develop how we teach and what we teach across the school and to work together to ensure that this is honoured in our praxis. Implementation
  • To develop processes to ensure that children are learning and to understand how well they are learning. Impact
  • To develop coherence across the whole curriculum.
  • To ensure that the overall whole school purpose, method of teaching and outputs are shared and honoured and developed.
  • To improve the Quality of Education Throughout the school










Well Being



National Curriculum Areas


















Other Curriculum  Areas











Life and Learning Skills



British Values


Forest Schools

Edible Playground


Extra- Curricular etc



Extra-Curriculum Engagement

PE premium

Sports day

Clubs and extra-curricular sport

School Teams and events




Keeping Safe


Mental Health Mindfulness

Well Being







School Council

Class Learning Forums




  • Colleagues will be asked to decide which team they want to be part of.
  • Teams will meet once a half term
  • A whole school expression of our curriculum Intent and Implementation and Impact strategies will be agreed and developed in the first term, as a whole school group, and for individual teams.
  • This will be informed by research and our vision and values.
  • Curriculum teams will be evidenced based.
  • They will answer these questions;
  • Are the curriculum areas being taught in a way that honours our curriculum intent?
  • How well are the curriculum areas being taught?
  • What is the quality of outcomes, throughout the school?
  • What does good look like?
  • What is going well and should be celebrated?
  • What are the next steps for improvement?
  • In the meetings these five questions will be discussed.
  • A record of the conversation will be kept and the notes shared with the whole staff.
  • Staff will each agree a specific area to be the overall lead but teams will together to develop outcomes for the whole team.
  • Evidence will be gathered to answer these questions, and discussed.
  • Evidence can be gathered through work looks, at each meeting there will be a focus and work from this focus will be looked at and shared and discussed.
  • Members of the team will take time before a meeting to talk with children about the focus and gather evidence to answer the five questions above.
  • Two members of the team will be tasked to talk with a range of children to gather evidence to discuss about the five questions.
  • The next steps for improvement will be shared with the whole of the staff.





  • Enabling everyone to reflect on the process and the process of collaboration.
  • Using Big Picture questions, referring back to past practice and to research to enable the team to focus on improving the Quality of the Curriculum.
  • To have a perspective of their journey as a teacher, to be able to step out of the quotidian to have a wider focus on praxis.
  • To build on previous targets, to develop the process as an ongoing dialogue of reflection, both internal and external.
  • Sustaining the teams by developing a process outside of the observations and dialogue to a richer ongoing dialogue.





  • Ensuring that the discussions are precise, enabling thinking about the curriculum, the links that can be made in learning and in the dialogue, and ensuring that evidence of what was seen and done is used to reflect and develop the dialogue.
  • Ensuing that the targets are “SMART” and precise and appropriate to the intent, that they will improve the Quality of Education in the school.
  • Using precision in the process to avoid collusion and complacency, to ensure that all colleagues are reflecting on their practice and developing plans to improve outcomes and this is informed by evidence and research.
  • Ensuring precision of questions to move the narrative forward.
  • Making links in the reflective practice, to research, to previous learning and across the process.
  • To develop the teachers knowledge of pedagogy and praxis by developing language and understanding.
  • Precision in the way the model is followed to enrichen the process.
  • To focus on the agreed intent, implementation and impact strategies.
  • To have a shared and precise understanding of improvement.




  • This process is about changing the school culture, together.
  • The impact of the process is linked to the purpose, all of which are generated by the whole group collaboratively and reciprocally.
  • It is a supportive process and collaborative, the team is involved in mutually learning from each other and this is clear and understood.
  • To develop feedback loops, sharing outcomes across the whole of the school team to analyse patterns and to develop practice collaboratively.
  • There is reciprocity, everyone is working for each other and everyone is responsible for each other’s improvement, in a real structured way.