At Lincoln Carlton Academy we aim to ‘Create a haven where everyone flourishes’ and our curriculum is a key component in achieving this. We know that every child is unique, and we value their individuality. The Indices of Deprivation puts our catchment area in the 30% most deprived communities in the country. Therefore, our curriculum has been designed to ensure that children achieve their full potential, regardless of their background and individual starting points. The curriculum is adapted as appropriate and in line with the SEND Code of Practice guidance, Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014.

Curriculum Intent

There are four key drivers of our curriculum at LCA:

1. Ensuring children are ready to learn

The Personal, Social, Health and Economic (PSHE) and pastoral support is placed at the heart of our curriculum offer. We recognise that children who are ready to learn will have improved behaviour for learning and in turn will achieve well.

2. Delivering a coherently planned, well-sequenced, broad and balanced curriculum

Our highly ambitious curriculum has been designed to meet the requirements of the National Curriculum and more. It has been carefully planned and sequenced by subject leaders to ensure that children build their knowledge in small steps. This will mean that children will learn more, remember more and make connections with their prior learning.

3. Reading as a key to curriculum success

The teaching of reading is prioritised right from the very earliest days of the EYFS Reception year. Reading is prioritised, not just during English lessons, but through the entire programme of study. Children are encouraged to practise reading at every opportunity. We deliver an approved Synthetic Phonics Scheme (Little Wandle) and this includes a robust programme of ‘Keep Up’ and ‘Catch Up’ to ensure that all children are able to read well and access the wider curriculum.

4. Sharing a passion for the heritage and history of our beautiful city

Lincoln is an incredible city with a rich history, culture and heritage. Leaders recognise that not all children in our school community have been exposed to this and so our curriculum has been designed to build cultural capital for all through educational visits, workshops, visitors and the handling of artefacts. It also supports children to develop a sense of community and learn how the fundamental strands of British Values are woven through our lives.

Curriculum Implementation

The Lincoln Carlton Academy Curriculum is designed to deliver our curriculum intent. It is delivered using a variety of approaches and resources and each of these is set out in our individual subject curriculum documents. Core subjects are taught discreetly, and this learning is then applied throughout the wider curriculum. Foundation subjects are also taught discreetly, and these are sometimes linked to an overarching theme (whilst avoiding tenuous links). All classes in Key Stage Two are taught an additional language: Spanish, but the teaching of Spanish also occurs throughout EYFS and Key Stage One in preparation for this. Each subject has its own set of knowledge organisers so that teachers can see what needs to be taught as well as what has been taught in previous units. For more detail about subject specific approaches and curriculum maps, see individual curriculum pages.

Find information about our curriculum subjects here

How do we make the curriculum accessible for children with a Special Educational Need or disability?

One in five children at Lincoln Carlton Academy have a Special Educational Need or Disability (SEND) and these needs are wide and varied. The SEND offer at LCA has 5 tiers of support:

Tier 1 - Quality First Teaching

Teachers are highly skilled in adapting the curriculum to meet the needs of each child in their class in the everyday classroom environment. This will include some of the following adaptions: Flexible groupings, adapted tasks, bespoke learning objectives and success criteria, individual adult support, additional scaffolds and models.

Tier 2 - Additional intervention linked to SEND profile targets

  • Bespoke visual scaffolds – e.g. colour coded simplified word/sound banks with images
  • Bespoke visual timetables – at the table (Now, next and then)
  • Additional assessments: SNAP, Salford reading age test, WellComm, speech sound check, strengths and difficulties questionnaire, Boxall profile
  • Reasonable adjustments to the environment e.g. seating plans, access to work station, safe space within the classroom, use of fiddles
  • Ergonomic writing supports such as pencil grips, triangle pencils or pens
  • Universal support from behaviour consultant, school-based occupational therapist
  • Use of coloured overlays/coloured paper
  • Some access to ICT support such as laptop and Clicker.

Tier 3 - Specialist intervention linked to SEND profile targets

  • Risk assessment and strategy plan (for Social, Emotional and Mental Health or social communication needs)
  • Individual evidence-based interventions such as Little Wandle Rapid Catch-Up, precision teaching, WellComm intervention, Plus 1 or Power of 2, bespoke social stories
  • Individual intervention advised by external agency e.g. speech and language programmes, physiotherapy programme, sensory diet, handwriting without tears.
  • Individualised reasonable adjustments to the environment such as alternative seating, access to a safe space in or out of the classroom, use of fiddles, busy box or access to alternative seating during carpet time.
  • Zones of regulation approaches including provision of alternative workspaces within or outside of the classroom with a range of alternative activities available.
  • Additional movement breaks or roaming during direct teaching time.
  • Involvement of external agencies or internal specialist such as: speech and language therapist, physiotherapist, occupational therapist, behaviour consultant, working together team, educational psychologist, sensory education service, specialist teaching team. Regular use of alternative recording opportunities such as use of laptop, clicker, scribes and readers for assessments.

Tier 4 - Children with an Education, Health and Care Plan

  • Enhanced adult support (ratios and timings will vary depending on content of EHCP)
  • Bespoke curriculum/timetable. This may include individual now/next visuals, videos/visuals to support micro transitions.
  • Access to alternative environments for some targeted lessons or as break out for brain breaks, sensory breaks or enhanced provision.
  • Total communication approaches – use of visuals (Picture Exchange Communication System (PECS), Makaton or symbols grids, signing (Makaton or British Sign Language), communication iPads.
  • Specialist small group or individual programmes such as attention autism, sensory group.
  • Bespoke sensory diet, sensory circuits as advised at the specialist tier of OT support.
  • Zones of regulation approaches with enhanced adult support to provide nurture based approaches such as emotion coaching, social commentary, individual 5 point scale. Use of individualised programmes/alternative recording tools as advised by external agencies – children may have access to an individual laptop or iPad.

Tier 5 - Children with an Education, Health and Care Plan where needs are varied and complex

  • Enhanced adult support (ratios and timings will vary depending on content of EHCP). At this tier the enhanced adult support is likely to be at a significant or profound level.
  • Bespoke curriculum – individual trackers used to track progress, curriculum based on life skills and communication as well as basic skills or in some cases pupils will be working on the engagement model.
  • Access to alternative environments within school may be appropriate for a significant proportion of the school day. i.e. Nurture suite/Explorers room.
Lincoln Cathedral Viewed From Lincoln Castle

A Local History and Heritage

As a school we are privileged to be situated a stones throw from the heart of the historic city of Lincoln. We want to ensure that our pupils learn about their local community and it's history and have designed our curriculum to do this. The pupils will learn about:

  • Lincolnshire as an agricultural county
  • Lincoln Cathedral and it's history
  • Lincoln Castle and the Magna Carta
  • Bomber County and the Dambusters
  • Roman Lincoln
  • Famous figures from Lincolnshire

Teaching our pupils to stay safe

WOW Days

WOW Days provide the opportunity for children to be immersed in new, exciting and inspiring experiences that create lasting memories of their time at primary school and contribute to their educational outcomes. WOW days are planned for every year group with at least 3 taking place during every academic year and are usually at the beginning of a topic to immerse the children in their new topic. Each WOW day will involve some of these key ingredients:

A different timetable to other days to add an extra element of excitement.

A visitor who delivers a workshop or experience.

An element of awe and wonder where a scenario has been set up for children to ‘stumble upon’ as they arrive in school.

Hands-on, practical activities.

A multi-sensory approach which might include elements of drama, music, multimedia, art or perhaps the chance to dress up.

A different learning environment – the outdoors, the hall, the classroom changed or decorated to make it feel like a different space.

A chance to work with other teachers or support staff who are experts in their subject.

Here is what some of our children and parents say about WOW Days...

"They are so exciting, reinforce learning and they celebrate all their hard work."

Parent - Year 1

"I liked World Book Day as I got to dress up as Bendy my favourite book character."

Caven - Year 5

"Our daughter loves them! They are exciting and memorable days."

Parent - Year 2

"I like going to different classrooms and seeing different teachers."

Ollie-Jack - Year 4

"My favourite was Space WOW Day because we got to go in that big tent (the planetarium)."

Anna - Year 1

"I like seeing everybody's different dress up costumes."

Reece - Year 4


Experiences and School Trips

Each year group has a programme of experience days and school trips planned for the school year. These are always linked to a subject area or theme that they are working on and are designed to add a different dimension to the learning in the classroom.


What is the impact of all of this?

At the end of their time at Lincoln Carlton Academy, learners will:

  • Be ready for the next stage of their education. This means they will have developed learning behaviours that prepare them for life at secondary school as well as having acquired the knowledge they need for their next steps.
  • Have recognised and developed their skills and talents.
  • Have fond memories of the primary experience at LCA.
  • Have developed their character including their resilience, confidence and independence, and this will help them keep physically and mentally healthy.
  • Have a sound knowledge of the heritage and context of their local community.
  • Have the knowledge and skills to be responsible, respectful, active citizens who contribute positively to society, developing their understanding of fundamental human values, their understanding and appreciation of diversity, celebrating what we have in common and promoting respect for all.


LCA Curriculum Policy 2022 - 2023 [ PDF, 498.21 KB ]
This document outlines the intent, implementation and impact of our curriculum at LCA.