Our Curriculum

We believe in the development of the whole child at our school. All subjects are important in our development and so every child learns from a broad, interesting and well-balanced curriculum. We deliver a curriculum that is chronological through space or time which enables the children to develop deep knowledge and understanding appropriate to their level of development. It is a clear, concise and progressive curriculum which is also enhanced by outdoor learning through Forest School.

Every child in our school has Forest School for half a day every week. During this time they learn personal skills such as resilience, problem-solving and relationship centred social development. They also learn skills such as fire building, cooking, den building and stick whittling. Our children can name the species of a tree from a leaf and can explain the seasonal changes in the world around them. Our teachers also benefit from Forest School as whilst the children are outside learning our teachers engage in personalised continuous professional development which ensures they are the best teachers and subject leaders they can be.

Role models are used to name our classrooms and also feature in our subjects to promote aspiration both in the present and the future. It is a huge motivating factor for our children to see who they could become through the eyes of someone who has achieved greatness in our world.

Reading is the bedrock of our school. We utilise a non-classroom based reading recovery teacher and trained learning support assistants to ensure children learn to read quickly through specific interventions and high-quality phonics lessons. Our reading books, library and reading schemes are of a very high quality which ensures our children are enthusiastic readers.

We have a non classroom based special educational needs leader. We utilise highly skilled learning support assistants and liaise with outside agencies to support children in their academic and emotional progress. We strive to see what drives a child's response to their environment and work tirelessly with families to ensure those needs are clearly identified, supported and understood by everyone to enhance with their improvement.

Our curriculum is enhanced and supported by highly skilled peripatetic specialist teachers in dance, gymnastics, music and computing. These specialists link their teaching into our curriculum enabling the learning achieved to build upon whatever a class is learning about.

Equality and inclusivity are at the heart of all we aim to achieve. This is evident in our relationships with one another and through our learning such as our use of Makaton sign language when singing songs, telling stories and sharing our school values. 



Our Curriculum Leaflet gives a good overview of our approaches, resources and specialists. 

View the Curriculum by Class Year

'' Your curriculum, particularly the outdoor eduction initiative, is designed to promote pupils' independance, resilience and acceptance of responsibility.'' - OFSTED 2017

We have worked with a number of consultants over the years to ensure enjoyment, coverage and challenge. Our co-produced curriculum overviews are used as a starting point to create our curriculum maps. They are used by the teachers to ensure that children's knowledge progresses through the year groups cumulatively. We utilise a range of knowledge retention techniques such as Learning By Questions and KAHOOT quizzes to ensure that what is learnt is remembered.

We utilise different teaching styles as and when they are appropriate. Mastery teaching styles are utilised when it suits to teach the whole class but we also utilise an integrated teaching style for some lessons when it is deemed appropriate. We utilise Education Endowment Fund research especially around Metacognition and self regulated learning to inform and continuously enhance our approaches to teaching and learning. 

Class Dojo

We reward through the class DOJO which is a secure site for parents and teachers to share rewards, personalised learning, homework, positive messages or information crucial to the smooth running of the school. We use class dojo to share the winners of the values trophies each Friday with our school community. 

'' An enticing array of books is available in every classroom and in corridors with quiet little reading areas dotted around the school.'' - OFSTED 2017

Phonics in KS1

Throughout KS1 the children receive discrete daily phonics sessions for 20 minutes every morning. The children are streamed into ability groups depending on their progression through the six phases. Phase 2 covers the single letters of the alphabet, Phase 3 begins to focus on some of the sounds that need two (digraph) or three (tri-graph) letters in them. Phase 4 focuses on reading consonant clusters within words e.g. spring. As well as polysyllabic words such as lunchbox. Through to Phase 5 which is where the children learn all the different and alternative combinations of letters and the sounds they make. Phase 6 focuses on spelling and different word endings. Children are generally fluent readers by the time they reach Phase 6.

Sound cards are sent home with the children containing all the sounds they have learnt so far. The children need to be confident with the sounds as this will enable them to become enthusiastic readers. Please practise these sounds every night with your child.

Year 1 children have to complete a Phonics Screening test in June, this test checks the children’s letters and sounds knowledge by a word list containing 40 words. Included in the test are a mixture of real and pseudo (fake) words that the children have to decode. The children have to sound out and read the majority of the words correctly to pass the test. Children who fail the test in Year 1 have to take the test again in Year 2.

Children who fail the test again in year 2 are given further support in year 3 and beyond through identifying specific needs in pupil progress meetings and then bridging the gap through 1:1 phonics counts, toe by toe or other interventions.

'' Teachers set work which is well-matched to the needs of pupils of different abilities.'' - OFSTED 2017