A broad, balanced and ambitious curriculum

Our Primary Department follows the National Curriculum, and pupils will have access to the same broad, balanced and ambitious education that you would expect them to receive in a mainstream school, while recognising that every pupil arrives with their own strengths, needs and previous educational experiences, so their academic starting points can vary considerably. The curriculum will therefore be differentiated according to each pupil’s needs and ability.

Pupils will engage in English, Maths, Science, PSHE (including relationships education), ICT / Computing, Art and Design, Music, Physical Education, Modern Foreign Languages (from Year 4 and above), Design and Technology (inclusive of Food Technology), History, Geography and Religious Education. 

Subjects are taught discretely, enabling pupils to develop their knowledge and skills within each  curriculum area. English and Mathematics are each taught four times / week, and are central to developing the skills pupils need across their wider curriculum.

We know that some pupils arrive at Maypole having found education difficult in the past, and they may be challenging; but we do not give up on them.  We use the combination of small class sizes, strong staffing, nurturing staff, consistency, high expectations, strong relationships and fun and enjoyable lessons to help every pupil not just to make progress, but also to recognise what they are capable of achieving.

Starting with the Individual Pupil

When pupils join Maypole School we use our own detailed baseline assessments, developed from National Curriculum objectives, to establish what they already know and identify any gaps in their learning.

This allows teachers to pinpoint each pupil's starting point, and plan learning accordingly. Where gaps exist, we work systematically to address them. Where pupils are working at or towards age-related expectations, we continue to stretch and challenge them so that they can achieve their full potential.

For pupils who may be working significantly below age-related expectations, teaching is matched to their academic understanding while remaining respectful of their chronological age.

Importance of Reading

Reading is a priority across Maypole School. We use Read Write Inc. as our structured approach to phonics and early reading, alongside guided reading, reading for pleasure and targeted intervention.

Pupils' reading abilities are regularly assessed so that teaching and additional support can be matched closely to their individual needs. Where pupils have experienced previous difficulties with reading, we use positive relationships, individual interests and carefully adapted teaching to rebuild confidence and engagement.

Our aim is not only for pupils to develop the skills required to become confident and fluent readers, but for them to experience enjoyment and develop a genuine love of reading.

Learning Beyond the Academic Curriculum

Successful learning at Maypole extends beyond academic attainment. Emotional regulation, positive relationships and personal development form an important part of our Primary Curriculum.

Pupils are supported to understand and regulate their emotions, develop and maintain positive friendships, and build the social skills they need to participate successfully in school and in the wider community.

Depending upon individual need, support may include nurture-based approaches, movement breaks, visual supports, individual regulation strategies, Zones of Regulation and access to dedicated nurture spaces.

Our professional therapists work alongside our education team, providing specialist input and advising teachers on strategies that can be embedded within the classroom. 

Enrichment and Wider Experiences

Enrichment is an essential part of our Primary Curriculum.

Pupils have opportunities to participate in a wide range of physical, creative, social and community-based experiences. These opportunities help to build confidence, develop friendships, encourage new interests and provide pupils with experiences of success beyond the classroom.

Pupils' interests are also used wherever appropriate to encourage engagement, motivate learning and help them build positive relationships with education.

Working Together

We believe pupils make the greatest progress when school, families and professionals work together.

Regular communication with parents and carers, alongside close collaboration with therapists and other professionals, enables us to provide greater consistency for each pupil. It also means that strategies which are working successfully can be reinforced in different environments.

Alongside academic progress, we also monitor pupils' social and behavioural development against termly targets, and review progress towards the EHCP's target outcomes.

Preparing for the Next Stage

Most of our Primary pupils progress into Maypole's Secondary Department. Transition is carefully planned, giving pupils time during the second half of the Summer Term to become familiar with the people, routines and expectations of their next stage.

Throughout the Primary years, our approach is to understand each pupil, to persevere when things are difficult, to adapt our methods when something isn't working, and to help the pupil build the positive relationships that will enable them to succeed.

Primary Curriculum Map

The different components of Maypole’s curriculum for primary pupils are shown in the table below. Please note that this list is not exhaustive; and that availability of many of the non-academic options is dependent on appropriateness, practicality, and on what will best meet each individual pupil’s needs. But everything mentioned below is certainly possible. 

"You have done a great job here. You have completely changed (this boy's) life for the better. We really appreciate it."

^{Child's Grandmother, July 2026}

"Thank you for the holistic support you provide, not only to (my son), but also to us as a family." 

^{Parent, Maypole School (Leigham Court), Feb 2026} 

"A strength of the curriculum offer comes in the schools' work to support pupils who struggle to read. The majority of pupils join the school without the confidence to read fluently. This is compounded by a lack of motivation to read for pleasure. This issue is being tackled head-on. Pupils benefit from bespoke interventions which identify the problems and target weaknesses in pupils' phonics knowledge. This in turn builds confidence and, importantly, a degree of self-motivation and pride when pupils experience success, including reading in front of Inspectors."

^{Ofsted Report, Maypole School Sunbury, June 2024}