Curriculum Statement


The school ethos of ‘Respect, Pride, Creativity and Challenge’ underpins the curriculum provision at Regents Park Community College.  It encourages all students, regardless of their starting points, the opportunity to make exceptional progress.  By working closely with primary schools in our Trust, learning will build on prior knowledge and prepare students for the next stages in their education, whether this be academic or vocational and prepare them for the world of work in a future economy.  Following on from school shutdowns and the impact of COVID-19 on education, our curriculum offer encourages students to bounce back and prioritises crucial learning to address any gaps caused by disruption linked to the pandemic.

Through Trust links and working closely with other agencies, we have a good knowledge of the children in our care and the context from which they come.  Southampton is a coastal city with a relatively high level of deprivation and social disadvantage.  This understanding of context has informed our curriculum development so that it meets the needs of our students and encourages all to meet their potential.  As well as academic learning, the curriculum offer supports the well-being of students, promotes equality and diversity and develops the whole person.

Curriculum Leaders work together.  They are informed about the curriculums of other subjects so that there is cohesion; learning builds on prior knowledge and has transferable skills.  Literacy and numeracy have a high profile and permeate all subject areas.  Wider reading is promoted through our Reading Curriculum and the use of higher tier vocabulary is encouraged while shared approaches to teaching numeracy in non-maths subjects ensures consistency.

The SENDCO liaises with the Quality of Education team and Middle Leaders so that all students’ needs are considered, including those who have SEND or for whom alternative provision is appropriate.

A range of extra-curricular opportunities support the curriculum, extend students’ learning opportunities and develop cultural capital.  This includes educational trips and visits, clubs and classes and a range of external inputs.  Creative output and aesthetic appreciation are important in both key stages.  Students’ physical and mental wellbeing is also a priority and the role of PE and Sport in addressing this is recognised.  Students in all year groups take core PE.

Our curriculum aims to address social disadvantage and develop young people into confident, articulate and responsible citizens.


Students complete KS3 National Curriculum programmes of study in Year 7, 8 and 9 where the curriculum is broad and balanced and is a blend of knowledge and skills.  KS3 develops a love for learning and prepares students for the demands of KS4.

In KS3, students study English, Maths, Science, MFL, History, Geography, RE, ICT, Art, Drama, Music, Design Technology and PE.  Students can choose either French or Spanish in Year 7 and they continue this until at least the end of Year 9, with an increasing number continuing to GCSE.  The diversity of our students and the range of first languages spoken is celebrated with a growing number taking GCSEs in their home language.

In Year 10 students begin their formal KS4 studies.  As well as English, maths and science, all students at Regents Park Community College are expected to continue RE and one of either history or geography up to GCSE.  This ensures their learning has breadth.  It is our ambition that students study EBacc GCSE courses and our curriculum offer is structured around this.  However, the needs, hopes and aspirations of individual students will be placed at the forefront of any curriculum decisions.

A wide range of KS4 options are provided for students to meet their personal needs.  This includes academic, practical and creative.  The variety of subjects offered includes computer science, sociology, business studies, photography, textiles and dance.  Alternatives such as the Arts Award, and Sports Leaders, Functional English or Maths are also offered where appropriate. Some students are supported with bespoke curriculum packages such as Rebuild, which develops hands-on practical skills, ASDAN and college courses such as Hair and Beauty.  KS4 subjects, qualifications and exam boards specifications are adapted according to cohort need and an up to date list can be found on the website.

Learning extends beyond the classroom, with a strong culture of trips, extension opportunities and high expectations of home-learning. Use of new technologies, rapidly enhanced during the school lockdown, have led to greater flexibility of provision and quality online learning opportunities.

The PSHE Curriculum is delivered during tutor times and in assemblies, but a series of PSHE days and events are planned for all year groups so that specialists can provide expert support and advice on crucial issues, from mental health and drugs awareness to fire safety and the development of soft skills.  Careers advice and guidance is embedded across the curriculum but a yearly Careers Fair ensures it has a high profile.  Additionally, all Year 10 students have the opportunity to go on a week’s placement for work experience.

Tutor time is an important start to the day, where in addition to meeting pastoral needs our Tutor Curriculum provides important learning and personal developmental opportunities.

Student leadership skills are developed in a number of ways. This includes formal qualifications, such as Sports Leaders, and a wide range extracurricular opportunities.  The PE Champions programme is well established, there is a Student Senior Leadership Team, year group student councils and Student Ambassadors.  Full details are outlined on the Student Leadership page of the website.

Curriculum Impact

The Regents Park Community College curriculum offer is a shared vision that our students are supported, developed and challenged.  Teachers and LSAs are responsible for ensuring that classroom practice delivers this strategic intention.  Curriculum Leaders ensure that this vision translates into their subject specific curriculum planning and that this is routinely monitored and evaluated.  Senior Leadership regularly monitor the implementation of the curriculum and evaluate its effectiveness.  Processes for this include learning walks, work scrutinies, Curriculum Audits and Middle Leader Moderation.  This analysis coupled with progress data informs future developments.  Governors are informed and updated about the curriculum provision and its impact via Headteacher Reports, the SEF, School Improvement Partner Progress Reviews and their own school scrutiny.

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