At Read Academy, our curriculum is designed to provide a broad, balanced and ambitious education that is firmly rooted in the National Curriculum, while nurturing the whole child academically, socially, morally and spiritually. Our approach is underpinned by Islamic principles that promote respect, responsibility, compassion and integrity, supporting pupils to develop strong character alongside academic success. We aim to develop confident, knowledgeable and principled learners who are prepared academically, socially and morally to thrive in modern Britain and the wider world.

Our curriculum is coherently mapped to the 2014 Primary National Curriculum, ensuring full coverage of statutory requirements and clear progression of knowledge and skills across all subjects. It is underpinned by ten carefully chosen Big Ideas: Humankind, Processes, Creativity, Investigation, Materials, Nature, Place & Space, Comparison, Significance and Change. These Big Ideas provide a conceptual framework that enables pupils to make meaningful connections across subjects, deepen understanding and support long-term memory.

Learning is delivered through a combination of Knowledge-Rich Projects and Imaginative Learning Projects, which create purposeful, engaging contexts for learning. These projects encourage pupils to apply their knowledge, think critically, solve problems and express their understanding creatively. By revisiting key concepts and vocabulary across different contexts, pupils are supported to retain and build upon prior learning over time.

Our curriculum promotes curiosity, resilience and a love of learning. High expectations are set for all pupils and learning experiences are designed to challenge thinking, encourage independence and develop collaborative skills. A clear and rigorous skills and knowledge framework outlines end-of-year expectations for each subject, enabling teachers to track progress accurately, identify gaps and provide appropriate support or challenge.

Our curriculum is enriched by a strong values-based foundation informed by Islamic principles, promoting respect, responsibility, compassion and integrity. Pupils are encouraged to develop a strong moral compass, an appreciation of diversity and an understanding of their role as active, positive citizens within their community and beyond.

Opportunities to learn beyond the classroom are woven throughout the curriculum. Pupils regularly engage in outdoor learning and nature-based experiences through purposeful use of outdoor spaces, planned links with local green areas and environmental projects. These experiences enhance pupils’ understanding of the natural world, support wellbeing and provide meaningful contexts for learning, particularly within science, geography and personal development.

The impact of the curriculum at Read Academy is measured through a range of robust and meaningful assessment and evaluation processes that demonstrate pupils’ progress, attainment and personal development.

Impact is evaluated through:
- Analysis of statutory assessment outcomes, including the Year 1 Phonics Screening Check, Year 4 Multiplication Tables Check and Key Stage 2 SATs;
 - Comparison of school performance at the end of each key stage with national and local data, where available;
- Termly analysis of teacher assessment data in Reading, Writing and Mathematics;
- End-of-unit assessments in foundation subjects to evaluate knowledge retention and skill development;
- Regular moderation of pupils’ work within school and in partnership with other schools;
- Pupil progress meetings and the use of assessment and data tracking systems to inform next steps;
- Termly RAG-rated evaluation of School Improvement Plan priorities, informed by curriculum monitoring, inclusion review, assessment information and pupil outcomes; 
- Subject action plans reviewed termly as part of the wider School Improvement Plan cycle, ensuring alignment and coherence across improvement priorities;
- Termly curriculum updates and reports to trustees;
- Annual reporting on standards and progress across the curriculum;- Subject monitoring activities, including lesson visits, work scrutiny and pupil voice;
- Structured pupil voice activities that challenge pupils to recall prior learning and articulate their understanding;
- Parental feedback gathered through parents’ evenings, workshops, surveys and informal dialogue;
- Use of digital evidence, including photographs and videos, to capture learning experiences, outdoor learning, enrichment activities and pupil voice.

These processes ensure that the curriculum is continuously evaluated, refined and strengthened so that all pupils achieve well, develop confidence and demonstrate positive learning behaviours.