Curriculum overview

Curriculum Overview


Early Years

The Early Years Foundation Stage (EYFS) is a comprehensive framework which sets the standards for learning, development and care of children from birth to five. For each area, the practice guidance sets out the Early Learning Goals. These goals state what is expected that children will know and be able to do at the end of their Reception year of their education. The practice guidance also sets out the likely stages of progress a child makes along their learning journey towards the early learning goals. We ensure that this is used when assessing children and planning their ‘next steps’ of learning.

EYFS Parent Guide

Key Stage One and Two

The National Curriculum highlights English, Mathematics, Science, Computing as the core subjects.  These are taught alongside, the foundation subjects (History, Geography, Music, Art, Physical Education) and Religious Education, we also teach modern foreign languages. Children’s work is planned to meet their particular needs.  It is differentiated to meet the needs of their differing abilities.

Alongside the academic curriculum, we ensure that we develop the ‘whole child’.  We have structured learning environment where we work to cultivate the aesthetic, creative, physical, spiritual, moral and social areas of experience for the benefit of all our pupils.  The School is fully committed to Equal Opportunities Multi-cultural Education and promoting Modern British Values.

A PDF version of the full National Curriculum can be obtained at our Office.




Our literacy sessions include writing, reading, spelling and/or phonics, handwriting and comprehension. These skills are taught during our daily literacy session, which is 1 hour and 30 minutes long, but will also be taught or revisited during other areas of the curriculum and sessions on the timetable.

We use RWI to teach phonics in school.

Teachers aim for children to complete one piece of extended writing a week, the definition of extended writing will vary depending on the ability and age of the children but it always provides children with an opportunity to embed any skills taught previously. Every half term the children plan and write independently, this piece of work is then levelled using our school writing targets and used to inform our teacher assessments. We always try to link our writing to our half termly or termly topic and usually to a text being read. A wide range of genres are covered, including fiction and non-fiction.


We follow our school’s ‘Written Calculation Policy’ when teaching calculation (addition, subtraction, multiplication and division). Each Friday we concentrate on developing children’s mental calculation skills through a session which has become known within school as ‘Mental Friday’.

During these sessions children complete ‘club sheets’, where they practise re-calling their multiplication and division facts at speed, working through the stages at their own pace. Therefore, to support us with this, when completing any homework with your child please follow the same methods as we are teaching in school to avoid any confusion- a ‘Parents Guide to Written Calculation Methods’ is available on here or from the school office.


Our PE curriculum aims to ensure that all pupils develop the fundamental skills and competence to excel in a wide range of physical activities by providing a broad & balanced curriculum with opportunities for all to be enjoyed.
We also offer a range of sporting activities opportunities in our after school clubs.
Our mission is to improve and increase the quality and quantity of high quality PE for pupils, to show how PE can enhance pupils’ attainment and achievement and to create pathways for them to continue to be active beyond school. We are striving towards improving the delivery of the teaching & learning of PE in order to promote participation, progress and performance.

Long Term Subject Plans
School Improvement Plans

We promote an inclusive curriculum where every child has the right to achieve their full potential.  Children remain at the centre of the curriculum and play a key part with their contribution to the planning stage, whether in Early Years where our practitioners observe the children’s interests and enhance the environment accordingly; or in upper school where pupils contribute their questions to a planning session.