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Our Curriculum:

September 2015 marked the implementation of the new National Curriculum for all children in Year One and Year Two.

For Detailed curriculum overviews for each year, please see the Class pages in the Children (yellow boat) section of this website.

School Curriculum

The curriculum is designed to provide:

  • flexibility
  • balance
  • variety
  • engaging activities which motivate children to learn

We plan effectively to ensure that the curriculum meets the needs of the children and meets the statutory requirements of the National Curriculum.

We support and extend pupils through individual, group and class teaching


Foundation Stage classes

The Foundation Stage classes follow an Early Years curriculum that meets the requirements of the Early Learning Goals. This curriculum is divided into seven areas of learning that are the foundation of later National Curriculum subjects taught in years one and two.


Key Stage 1 classes

Each teacher ensures that the statutory curriculum is delivered in a stimulating way. Links are made between subject areas wherever possible through an integrated cross curricular programme of study. We continually review our curriculum to ensure that the children access vibrant cross curriculum learning indoors and out which is designed by both staff and pupils. Pupils are actively involved in identifying topics they would like to study.


English (subject leader Mrs Montague)

Language skills, across the curriculum, are considered to be vitally important. We place great emphasis on the need to acquire the skills of reading and writing. Children are also encouraged to develop their verbal skills. A wide range of activities and techniques are employed to ensure children’s progress. The curriculum is planned in accordance with National requirements.


In September 2015 we have introduced book-banding to our progressive reading scheme.  Children's progress through the book-band colours is tracked throughout the school and pupils also have the opportunity to self select a free choice book that can be taken home to be shared. We have a good selection of fiction, non fiction, poetry and plays that the children can access. Children are also taught higher order reading skills such as inference in their BIG READ ​sessions across the week. Accurate letter formation is taught and children are taught how to join their letters from the start. We teach progressive phonics following Letters and Sounds. Click here for more details about the phases of letters and soundsChildren have a daily ten minute 'Magic Spell' session where spelling, punctuation and grammar are taught. We are currently reviewing our policy for spelling.


Maths (subject leader Mrs Cleavely)

In Mathematics, we aim to give children a clear understanding of concepts and a proficiency in the basic skills of the subject. To this end, we use a carefully structured, practical approach in line with the National requirements. We keep detailed records of pupil’s achievement. Children are always encouraged to use their mathematical skills in real-life situations.  In addition to the daily maths lesson, children also take part in a 15 minute maths meeting every day.  Maths meetings focus on the key mathematical skills your child needs to be a successful mathematician.  Our 4 rules guidance details the methods we use click here to find out more.


Science (subject leader Mrs Llewellyn)

Structured scientific activities meet the national curriculum requirements; they help children to understand principles from varied real-life environmental experiences. Scientific concepts often form the stimulus for class/school schemes of work.  Many topics taught are science based.


Computing (subject leader Mrs Worth)

All children benefit from the use of laptops and i-pads in the classroom.  We follow a structured scheme which teaches specified computing skills.  These skills are then applied across areas of the curriculum.


Art/DT (subject leader Miss Buckley)

Children are encouraged to explore and gain experience with a wide variety of art and craft materials and many techniques are taught including, sculpture, printing and 3D modelling.



There are also opportunities for structured, educational play to encourage social co-operation, independent choice and to develop curiosity and active individual learning.  Playtimes are an important part of your child's social and physical development and we ensure children receive appropriate support and opportunity during these times. Our Year Reception and Year One children also have their own outdoor learning environments.


Music (subject leader Mrs Birch)

Music plays an important role in the school curriculum. All children learn to sing and to play a variety of simple musical instruments. They are also taught to read music from Reception using the Stave House method. From time to time, the children present a programme of the songs they have learned and participate in local music festivals. We employ a specialist music teacher to teach music.  Children have the opportunity to participate in local events and we have a school choir.


Dance and Drama 

Educational dance and drama (often linked with music, PE and Literacy) is actively fostered and often provides the focus for an assembly presentation or performance.


PE (subject leader Mrs Llewellyn)

There is a good provision of large and small apparatus for Physical Education. Attention is given to safety and the development of well co-ordinated physical skills. Lessons are given in the school hall and on the school field/playground.  Parents are invited to join us for a ‘Sports Morning’ in the summer term. All children participate and are encouraged to enter into the spirit of friendly sporting and are supported in understanding the thrill of competition.  All children belong to a sports team which compete each term and earn points towards the end of year sports trophy.  Children participate in local sporting events including rugby, football and athletics. Please visit our sports news page on the children's tab and our Sport Premium page on the About Us tab.


There is an open-air swimming pool maintained by the parents association, the BSA. Infant and Junior children use this during the second half of the summer term, under the direction of a qualified swimming teacher. This activity depends upon ongoing financial contributions from parents to help pay for the swimming teacher and the pool running costs.


Religious/Moral Education (Subject leader Miss Alison Carter)

A careful distinction is made between Religious Education and Religious Instruction. Our aim is to educate not to indoctrinate. Very careful consideration is given to this aspect of the curriculum in relation to the developmental level of the children. The approach is open-ended and non-doctrinal, providing experiences that help children make informed choices at a later stage and enhance understanding of the beliefs of children within our school community. Varied resource material is available for teachers to deliver the County Agreed Syllabus.


Parents who wish their children to be withdrawn from Religious Education and Assembly should consult the headteacher to discuss alternative arrangements should this be deemed necessary after discussion.


Children with Special Educational Needs or Disabilities (SEND)  (Our SEND leader is Mrs Joyce)

Every child’s progress is carefully monitored and recorded and ensures that the curriculum is planned to take account of those needs. This applies to children who require additional support because of physical, intellectual, social, emotional, or behavioural needs. Talented or gifted children also have needs that the school addresses. Extra help may be given regularly by our SENCo or learning assistants (LSAs) (this may be either individually or in a group situation for as short or long a period of time as is necessary.) If it is felt necessary advice is sought from external professional agencies such as the Special Needs Unit and School Psychological Service. Children about whom there are concerns have a One Plan which is written in consultation with parents/carers, the child and professionals. This complies with the requirements of the Code of Practice for Children with Special Needs and the school keeps parents fully informed of their child’s progress. Pupils with special education needs and/or disabilities, and those at an early stage of learning to speak English as an additional language, are effectively supported and make increasingly good progress. (Ofsted Quote September 2011)


English as an Additional Language (EAL) (Our EAL lead is Miss Carter)

There is a carefully planned and structured approach to meeting the needs of children for whom English is an additional language. The pupils’ level of English is assessed on entry to school and an individual programme is followed to support them as they access the curriculum and develop their linguistic skills. We work closely with EMTAS, the Ethnic Minority Traveller Achievement Service and employ our own speech and communications therapist to help develop english speaking skills.


PSHE (subject leader Miss Buckley)

PSHE and citizenship will be provided through a combination of:

  • Discrete curriculum time, where appropriate, which uses an adapted version of the PSHE Association programme of study.
  • Teaching through and in other subjects/curriculum areas; and
  • PSHE and citizenship activities using the SEAL and go-givers resources
  • Local and national events e.g. Anti-bullying week.


 The PSHE Association programme comprises of three core strands:

  1. Health and wellbeing.
  2. Relationships
  3. Living in the wider world.


In the Early Years Foundation Stage, children study citizenship as part of Personal, Social and Emotional Development – one of the three “Prime” areas of development within the Foundation Stage Curriculum. 


Sex Relationship Education (SRE) 

“Sex and Relationships” is a theme that makes up part of our Personal Social and Health Education. The content is closely linked with the KS1 science curriculum objectives that can be found in SC2 – Life processes and living things. Children will learn about the cycle of human life (by, for example, bringing in baby photos and looking at how they have developed into children, and by talking about their own families.) They will discuss how people can be similar or different and think about how they will change as they grow. This is at an age appropriate level, without encroaching on parental responsibility. Our approach to SRE is regularly reviewed in the light of changes to local and national guidelines.