Wroughton Infant School

Our Curriculum

Our Curriculum Intent:

“We immerse children in a curriculum that is rich in knowledge, promotes deep thinking, is question led and creative so that learning is memorable and challenging. We are unafraid to respond, adapt and reinvent our learning in order to be globally relevant.”

At Wroughton Infant School we look at how we can prepare our young people for a world that will be very different to the one in which we have grown up.

In considering what learning for the 21st century should look like, we have made changes to our curriculum, thinking about a set of skills that should underpin all our learning experiences.

In order to immerse the children in learning that is rich in context, memorable, relevant and challenging, we link our learning in each term to a whole school theme. Taking care to refer to the National Curriculum, and underpin each enquiry focus with a progression of skills, we have made a commitment to innovation and creative thinking.

At Wroughton Infant school, we work hard to ensure the curriculum is interesting, exciting and relevant; and one that engages all learners. We have excellent curriculum enrichment activities that are embedded into all of our planning. We ensure that all our planning centers around our school values, British values and our theme.

Recovery Curriculum

During the Coronavirus pandemic we believe children have experienced 5 main losses: routine, structure, friendship, opportunity and freedom. Research tells us that this can trigger the emergence of anxiety, trauma and bereavement in any child. The overall impact cannot be underestimated therefore staff across the federation have received additional training in the development of a recovery curriculum. Our recovery curriculum follows the work of Barry Carpenter, CBE and the 5 levers below:

Lever 1: Relationships – we can’t expect our students to return joyfully, and many of the relationships that were thriving, may need to be invested in and restored. We need to plan for this to happen, not assume that it will. Reach out to greet them, use the relationships we build to cushion the discomfort of returning.

Lever 2: Community – we must recognise that curriculum will have been based in the community for a long period of time. We need to listen to what has happened in this time, understand the needs of our community and engage them in the transitioning of learning back into school.

Lever 3: Transparent Curriculum – all of our students will feel like they have lost time in learning and we must show them how we are addressing these gaps, consulting and co-constructing with our students to heal this sense of loss.

Lever 4: Metacognition – in different environments, students will have been learning in different ways. It is vital that we make the skills for learning in a school environment explicit to our students to reskill and rebuild their confidence as learners.

Lever 5: Space – to be, to rediscover self, and to find their voice on learning in this issue. It is only natural that we all work at an incredible pace to make sure this group of learners are not disadvantaged against their peers, providing opportunity and exploration alongside the intensity of our expectations.

Schemes used across the school

Curriculum Area

Scheme used


Read Write Inc


Read Write Inc and Bug Club



Personal, social, health and economic education (PSHE) including RSE



Swindon SACRE – Agreed Syllabus