What are our Curriculum Drivers? 

At Hadley Wood we believe that our curriculum should offer children not only the National Curriculum coverage, but life skills and experiences beyond this. 

Alongside teaching the requirements of the National Curriculum, key drivers have been identified. We have prioritised the key skills and aspirations we want our children to experience and develop during their time with us. We use these ‘drivers’ to underpin the learning and experiences we undertake in all areas of school life and to ensure our curriculum offer is enriched.  These key drivers are personal to our school and reflect the social and educational needs of our local area.  

The following key drivers underpin our learning and are developed through the school. You will see them delivered throughout the school as part of the Hadley Wood Approach to Learning. Our three key drivers for our school curriculum are: 


Resilience means having the skills and resources to deal with challenges and barriers. Resilience is a measure of how much you want something and how much you are willing, and able, to overcome obstacles to get it. It has to do with your emotional strength. 

Our children will develop the emotional and physical security needed to become resilient individuals who are able to take risks and deal with different challenges across the curriculum and in the wider world by thinking positively and having the confidence to attempt tasks. We are a ‘can do’ school and as such have adopted the Growth Mindset approach to learning. In their PSHE, Circle Time and P4C lessons alongside our collective workshop sessions, we explore the power of ‘yet’ and encourage our pupils to take risks. We have also introduced Forest School to compliment the wider curriculum and further support this. 


Independence is the ability the ability to live your life to the full, confidently and to be self-sufficient.  Children will develop the life skills necessary to work with growing independence and perseverance to become resourceful problem-solvers able to nurture aspirations for the future. We aim to promote our young people’s independence and develop a commitment to learning and self-improvement, both inside and outside of the school environment. 

We want our children to be the best they can possibly be and to challenge themselves as a learner.  We will provide our children with opportunities to organise themselves, show personal responsibility, initiative, creativity and enterprise. 

We will nurture our children’s awareness that actions have consequences, and to make choices based on this awareness, understanding that they have ownership of their actions. We promote this through our Good to be Green behaviour system around the school.  

We will give our children opportunities to develop their self-help skills, to self-manage, to problem solve and to engage in activities with increasing independence. We have an active School Council and the children collectively work together to produce our Hadley Wood Voice newspaper.  


Developing curiosity and enquiry skills help to ensure our children are eager to learn and acquire new skills and knowledge whilst being confident to ask for information and question ideas. 

This approach to learning enables inquisitive thinking such as exploration, investigation, and learning and we believe will nurture natural problem solvers. In class, we encourage our children to discuss and debate their ideas. Each lesson starts with a discursive statement to stimulate engagement in the subject. All wider curriculum topics have been developed around an enquiry question in the form of a Big Question.  

We intend for children to be curious about the world around them and ask questions. We encourage the children to be inquisitive and questioning through their learning and school life experiences and take an active role in their learning.   

Please click on the link below to find out more about The Hadley Wood approach to learning:

Hadley Wood Approach to Learning Curriculum Design