Our Curriculum

Every child matters at Chewton Mendip School and children are at the heart of everything we do.


  • We promote a caring atmosphere, built on mutual respect and trust, where children feel secure and supported. They know how to ask for help and are able to share concerns with staff. A buddy system, organised by the children, supports play and social integration.
  • Social and emotional aspects of learning (SEAL) are embedded across the school. Children are taught to understand and manage their emotions and develop empathy towards others, helping to build friendships and raise self-esteem.
  • Learning about personal safety forms part of our PSHE curriculum. Focus weeks sometimes covers visits from police, fire brigade and ambulance crew. At appropriate stages, children learn about sex and relationships and the dangers of drugs. Year Six visit the Life Skills Centre to learn how to cope with emergency situations.
  • Our learning environment extends beyond the school grounds to the local woods and surrounding village. We ensure that the children are well supervised, though still allowing them the freedom to play and interact with their environment. Risk assessments are completed and shared with the children. Parents are informed if children are taken off site.
  • All our pupils participate in regular ‘forest school’ sessions. These are lead by our qualified staff and enable pupils to problem solve and work as a team.
  • Chewton Mendip School has achieved the Healthy Schools Plus Award. We embrace all elements of a healthy lifestyle, developing healthy minds and healthy bodies. We ensure that all children engage in at least two hours of physical activity a week, and have access to extended school opportunities to maintain their physical fitness. The benefits of outdoor activities are recognised.
  • Our curriculum also extends their knowledge and experience of healthy foods. Children have regular opportunities to prepare, cook and taste food and learn about nutrition.

We promote a caring atmosphere, built on mutual respect and trust, where children feel secure and supported


The development of life-long learning skills is fundamental to our curriculum.



being ready, willing and able to lock on to learning (through absorption, managing distractions, noticing and perseverance).


being ready, willing and able to learn in different ways (through questioning, making links, imagining, reasoning and capitalising).


being ready, willing and able to become more strategic about learning (through planning, revising, distilling and meta-learning).


being ready, willing and able to learn alone and with others (through interdependence, collaboration, empathy and listening).

  • Our children understand and reflect on themselves as learners and develop confidence and high self-esteem.
  • Our rich, skills-based curriculum offers children and teachers the flexibility to be creative and to explore topics that are relevant, meaningful and exciting. We use the school grounds and local environment where possible.
  • Children in the Early Years Foundation Stage learn through play and planned experiences that meet their needs and match their interests. Staff acknowledge and make use of the supreme play potential of the natural environment. Through hands on experiences, the children develop inquisitive minds and a positive attitude towards learning.
  • We are a fully inclusive school and we strive to provide equal opportunities for meet the needs of all pupils, whatever their gender, ability, or cultural background.
  • We offer a range of extra curricular opportunities to encourage children to develop their talents and extend their learning through sports, music and dance. Gifted and talented children are offered opportunities to attend special workshops and activities at various educational venues.
  • Systematic assessment of progress by teachers and pupils ensures the identification of next steps in learning and informs whole school target setting. The achievements of pupils in all areas are celebrated during weekly assemblies.
  • A mutually supportive partnership between home and school is considered to be a vital element of children’s success and we endeavour to keep parents informed and active participants in their children’s education.


  • All children at Chewton Mendip School are given opportunities to contribute to the life and running of their school. In addition to having a say in their learning pathway, they are invited to join class teams to initiate changes or improvements in their school environment. They are trained in leadership and team management skills.
  • A school council has representatives from year groups 2-6. They meet regularly to discuss and act upon issues raised by the children.
  • We foster links with the local community and also with schools in other parts of the world. Our children communicate with others whose lives are very different to their own, thus developing an awareness and understanding of the wider world. They learn about fair trade and how they can make a difference.
  • We promote sustainability issues, including the involvement of children in the recycling of food waste and paper, saving energy and growing produce in our global garden.
  • As a Church of England School, we have close links with the church, where the children participate regularly in services, often leading the worship.
  • The children gather for collective worship in school, either as a whole school or in separate key stages. All staff take turns to lead the worship, often involving contributions from the children. (NB. Parents have the right to withdraw children from collective worship and Religious Education).


The children are given responsibility for some budgets within the school. This involves consulting their peers and school staff and prioritising needs.

  • Our skills based curriculum ensures the development of skills and understanding in Numeracy, Literacy and ICT. The children have valuable opportunities to apply these skills in real life situations and experiences.
  • Problem solving is a key strand that is taught across the curriculum. Pupils consider the feasibility and practicality of their ideas and are involved in decision making and project management.
  • Fundraising events at school are often organised by the children. As part of our global awareness education, we teach that everyone can make a difference and we support initiatives to raise money to help others in need. The children are made aware of how the money has been used and the impact it has had.
  • Chewton Mendip is a well resourced school and it makes maximum and effective use of its resources.