Pictor Academy
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Pictor Acadmey


If you have any questions regarding the curriculum we teach please contact the school directly.

Personalised Learning

Collaborative working between teachers at Longford Park, our children, partner schools and parents/carers enables us to plan lessons to ensure that there are no barriers to every pupil achieving. We believe in the power of personalised learning by meeting each child’s individual needs and enabling them to develop skills, understanding and academic progress within a range of structured teaching and learning strategies led by enthusiastic and experienced professionals.


A broad and balanced curriculum

We aim to give the children a knowledge and understanding of the world in which we live. We want them to be sensitive to others and understand individual personal relationships. At Longford Park, we encourage children to learn confidently and to communicate what they have learnt.


We believe that children should have the benefit of a broad and balanced curriculum. We are particularly keen to develop children's interest in music and art, and are able to offer opportunities for instrumental tuition. We ensure children receive a rich curriculum by extending opportunities through visiting performers and musicians and school trips to a range of places.


At Longford Park, we firmly believe that children learn best when they are able to make connections in their learning. We believe that children learn best when they are actively involved. "Learning by doing" makes the work more interesting, more meaningful and more likely to make sense and be remembered. Problem solving and investigations are both important for primary school children. This kind of learning helps children to think more clearly, to raise questions, try out ideas and to record their findings.



Our Curriculum Drivers

Our curriculum drivers

To ensure the intent of our curriculum is clear, we have refined what our curriculum drivers are. Using our Curriculum Intent, we have designed visuals for each of these four areas. These drivers underpin all lessons across the school:


Believe, Belong, Become

In order for our pupils to Believe, Belong, Become, our curriculum offers opportunities for pupils to express themselves appropriately in various different ways; therefore developing their emotional intelligence alongside their academic skills. When pupils feel unsettled, they need to have reassurance from their key adult to help with emotional regulation. Using psycho-educational interventions from their Class Team, pupils are able to receive the bespoke support they need to so that pupils are ready to learn.


We have the same academic aspirations for our pupils as our mainstream friends, so pupils are expected to learn the National Curriculum, but with lessons that are tailored to the needs of pupils. To do this, we have to make sure pupils understand how their learning now links to their future. Pupils, parents and staff are expected to have the highest possible aspirations for their futures.

We believe in ourselves and each other, we belong to our school’s community and we become the best we can be.


Mental Health and Well-being

Discussing mental health and well-being is a part of daily life at LPS, for staff and pupils. As well as recognising what we can do to help ensure good mental health, it is important pupils can recognise the full spectrum of their own emotions and have the appropriate, age-related vocabulary to discuss these. Well-being is taught about within the wider context of building self-esteem, emotional well-being, relationships and healthy lives. This begins in EYFS and develops through to Year 6. The intention of our work in this area is to prepare our pupils for the opportunities, responsibilities and experiences of adult life.

We recognise the need to work as a whole school community to ensure a shared understanding of RSE and the values under-pinning it and to deliver an effective programme that meets the needs of our pupils, considering their SEMH and complex needs.

I understand I might experience different emotions at different times and can use the words to talk about how I feel.


Problem Solving

Enabling children to express themselves supports their wellbeing. Social skills and the ability to communicate and cooperate with others is also a key life skill which our children need support to develop in order to feel a sense of belonging throughout their lives. We feel our pupils greatly benefit from learning the key Mathematical and English skills through real-life activities, for example shopping, café, cooking or role play situations within school. This will help pupils to see the purpose of their learning whilst also motivating them and enabling them to learn life skills at the same time.

Finding answers for ourselves makes learning exciting!



When teaching vocabulary, it is important for pupils to learn the meaning of the word. This is called semantics. Pupils also need to learn the sound pattern, which is called phonology. Once pupils are confident in using the words, they then need to learn how to write it down. This is called orthography. Using appropriate vocabulary is useful for not only academic progression, but this is also essential for the acquisition of inter-personal skills.

It’s important I learn the right words so that people understand what I say. This is important not only for me when I speak, but also when I write.

See our policy page for our Teaching and Learning Policy and other curriculum related policies.

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