Making our Curriculum Accessible for all

At Kingsway Primary School, we believe that every child has the right to access a rich, ambitious and meaningful curriculum. Making the curriculum accessible is not an additional layer of our work – it is central to who we are and how we teach.

Our approach is rooted in our values‑based education, strong relationships and a deep commitment to inclusion. We design our curriculum so that all children can belong, participate and succeed, whatever their starting point.

 

Our Equality Commitment

Kingsway Primary School is committed to promoting equality, diversity and inclusion, ensuring that all children have fair access to learning and opportunities to succeed.

We recognise that some children may face barriers to learning at different points in their lives, and we are proactive in identifying and removing these barriers wherever possible. This commitment underpins our curriculum design, teaching practice and school culture.

Our approach supports equity by:

  • Ensuring high expectations for all pupils
  • Reducing inequality in access and outcomes
  • Supporting vulnerable children and families
  • Valuing difference within a shared school community

 

Our Values as the Foundation for Access

Our curriculum is shaped by our four core values:

  • We care about togetherness – Learning works best when children feel safe, known and connected
  • We thrive on difference – Diversity of need, culture, language and experience is expected and planned for
  • We are passionate about learning – Knowledge, vocabulary and understanding open doors for all children
  • We are inspired to grow – Children and adults are supported to develop over time

 

These values are lived through our curriculum, our relationships and our everyday classroom practice.

 

Children Who May Face Barriers to Learning

We understand that barriers to learning can arise for many reasons, and that they are often contextual rather than permanent.

At Kingsway, we pay particular attention to supporting children who may face barriers to learning, including:

  • Children with Special Educational Needs and Disabilities (SEND)
  • Children eligible for Pupil Premium
  • Children with English as an Additional Language (EAL)
  • Children who are or have been looked after
  • Young carers
  • Children experiencing social, emotional or mental health challenges
  • Children with irregular attendance or disrupted education
  • Children affected by economic or family circumstances

 

Each child is seen as an individual, and support is tailored to their specific strengths and needs.

 

Designing an Accessible Curriculum

Accessibility begins with careful curriculum design.

Our curriculum is planned so that:

  • Learning is sequenced clearly and progressively
  • Key concepts and vocabulary are taught explicitly
  • New learning builds on prior understanding
  • Important knowledge is revisited and practised over time

 

This structured approach benefits all pupils and is particularly supportive for children who may face barriers to learning, ensuring they are not left behind as learning progresses.

 

Adaptive Teaching in the Classroom

Teachers at Kingsway use adaptive teaching, which means adjusting teaching approaches within lessons so that all children can access learning.

This includes:

  • Anticipating barriers before learning begins
  • Adapting explanations, resources and scaffolding
  • Providing additional modelling and guided practice
  • Maintaining high expectations for every child

 

This keep‑up approach supports inclusion by helping children remain part of core learning with their peers, building confidence and belonging.

 

Supporting Children with English as an Additional Language (EAL)

Language plays a crucial role in accessing learning.

Children with English as an Additional Language are supported through:

  • Explicit teaching of vocabulary and language structures
  • Visual supports, modelling and dual coding
  • Talk‑rich classroom environments
  • Recognition of home languages as strengths
  • Sensitive assessment that reflects understanding, not language alone

 

This ensures children can fully participate in learning while developing confidence in English.

 

Reading as the Gateway to the Curriculum

Reading is fundamental to curriculum access and inclusion.

Across Kingsway:

  • Reading is taught explicitly and systematically
  • Vocabulary is prioritised in all subjects
  • High‑quality texts enrich learning
  • Teachers read aloud daily
  • Reading for pleasure is encouraged and celebrated

 

Strong reading skills empower children to access learning independently and confidently.

 

Specialist Provision Within One School Community

As part of our commitment to inclusion, Kingsway developed two small specialist classes, built during 2025 and opened in January 2026.

These classes:

  • Support children with more complex needs
  • Offer bespoke, personalised curriculum pathways
  • Provide specialist teaching and carefully designed environments
  • Maintain strong links with the wider school community

 

This reflects our belief that inclusion sometimes requires different pathways within a shared school family, enabling all children to thrive.

 

Assessment That Supports Access and Progress

Assessment at Kingsway supports understanding, access and growth.

Assessment is:

  • Ongoing and embedded in daily teaching
  • Inclusive, with reasonable adjustments where needed
  • Used to identify strengths and next steps
  • Focused on progress over time

 

This ensures that children who may face barriers to learning are understood and supported appropriately.

 

Relationships, Wellbeing and Learning

We recognise that learning is influenced by emotional wellbeing, relationships and life experience.

Our relational approach ensures that:

  • Children feel safe and valued
  • Behaviour is understood in context
  • Barriers to learning are identified early
  • Families are engaged as partners

 

Strong relationships create the conditions where learning can flourish.

 

Working with Families

Parents and carers are essential partners in supporting access to learning.

We work closely with families to:

  • Share clear information about learning and progress
  • Support reading and learning at home
  • Offer guidance and support when challenges arise
  • Build trust through open and respectful communication

 

A Research‑Informed, Child‑Centred Approach

Our approach is informed by research around:

  • How children learn and remember over time
  • The importance of explicit teaching and practice
  • The role of language and vocabulary
  • The impact of relationships on learning
  • Inclusive and adaptive teaching methods

 

By combining research, professional knowledge and our values, we ensure that curriculum access is both evidence‑informed and deeply child‑centred.

 

In Summary

Making the curriculum accessible for all at Kingsway means:

  • Designing learning with inclusion in mind
  • Recognising and removing barriers to learning
  • Supporting children who may face additional challenges
  • Maintaining high expectations for every pupil
  • Building strong, trusting relationships

 

At Kingsway Primary School, accessibility is not an add‑on. It is at the heart of everything we do, because we believe every child deserves the opportunity to belong, learn and thrive.