To enable the children an equality of understanding of the world around them, access to the world and equity in their involvement in the world, thus promoting social mobility.

  • The children will have excellent literacy and numeracy skills, knowledge and understanding which will enable full access to further learning and a deepened knowledge of the life skills necessary for a successful life
  • The children will have a deep understanding of the world, cultures and their histories, the development of beliefs and citizenships which make the world as it is today
  • They will have been exposed to and have a curiosity for a love of arts and the passion for creativity enabling self-expression and development of identity
  • They will have an ownership over their health, wellbeing and safety in both the real and digital world. They will understand how to promote healthy minds and bodies though a healthy lifestyle and also enjoy the competitive aspect of life thus promoting resilience and optimism
  • Any children with SEND / severe deprivation will have accessible provision (adjustments, differentiation, therapy, specialist provision) which will ensure equity for all


Culture and systematic teaching of Reading

Across the school there is a systematic teaching of reading this encompasses:

  • Systematic daily teaching of phonics (Read Write Inc)
  • Systematic daily teaching of guided reading – project x systematically applied across the school
  • Systematic daily teaching of comprehension (cracking comprehension Y2 upwards)
  • Rigorous checking of home school reading and compensation sessions should parents not support their childs reading at home
  • Sharing the love of reading daily
  • Use of launch pad into literacy for those children who struggle with phonics – pre-learning / gap filling intervention
  • Focus on the bottom 20% of each year group ensuring reading is systematic and rehearsed
  • Use of LEXIA for reading gaps across school
  • Busy reader volunteers
  • EYFS focus on nursery rhymes / songs and building up a bank of words, rhymes and simple narratives
  • Culture of reading across the school
  • School book spine

EYFS specific:

  • Building blocks to early reading and establishment of reading culture
  • Oracy
  • Phonics. Discrete and applied in the continuous provision
  • Storytelling and memorising
  • Rhyming and singing
  • Spoken and discussed inference / role play
  • Home readers
  • Launchpad into literacy intervention
  • 1:1 reading
  • Class story

KS1 Specific:

  • Integration of building blocks into reading for purpose and the love of reading
  • Phonics
  • Comprehension activities / discussion
  • Launch pad into literacy intervention
  • Storytelling
  • Guided reading
  • 1:1 reading (Busy readers and staff)
  • Home school books
  • Lexia
  • Application of phonics and reading across whole curriculum
  • Class story

KS2 Specific:

  • Fluency, love of reading and the use of reading to enhance curriculum learning
  • Home school reading
  • Comprehension (cracking comprehension from year 2 after phonics)
  • Class story
  • Lexia
  • Whole class text investigation
  • Application across whole curriculum
  • Guided reading

Systematic teaching of writing

Across the school we use and apply systematically:

  • Talk for writing
  • Spelling Shed (Aut 2 onwards)
  • Systematic handwriting practise applied to spelling using ‘Anti-dyslexia cursive script’
  • Systematic teaching of Spelling, Punctuation and Grammar
  • Use of forensic improvements / editing of writing
  • Carefully structured curriculum mapping skills (genres) and layering learning year on year
  • Specific teaching of high level vocabulary both in core subjects and in the wide curriculum

EYFS Specific:

  • Gross and fine motor development across the curriculum
  • Specifically taught letter formation
  • Progress of writing sketch books used weekly showing progress and mapping development points
  • Application of story strands to enhanced environment – enabling writing opportunities
  • Use of talk for writing (EYFS appropriate)
  • Development of punctuation and grammar use
  • Launchpad into literacy intervention
  • High expectations of progress

KS1 Specific:

  • More formalised Talk For Writing
  • Continuance of gross and fine motor development
  • High volume of modelled story – language to build writing development
  • Daily spelling
  • Integration of improvement / editing of work
  • Small group work focussing on misconceptions, gaps in progress
  • Development of punctuation and grammar use
  • Launchpad into literacy intervention
  • High expectations of progress

KS2 Specific:

  • Talk for Writing – developing more sophisticated structures, deeper understanding of the purpose of writing – longer texts – forensic editing and redrafting
  • More complex punctuation understanding
  • Fluent cursive handwriting with applied, accurate spelling
  • Launchpad into literacy intervention
  • High expectations of progress

Systematic Teaching of Maths

THE MATHS CYCLE – White rose hub / Classroom secrets / Gareth Metcalfe – NRICH

  • Fluency / Reasoning / Problem solving
  • Contextual and non-contextual
  • Key, focussed questioning allowing for deepened learning
  • Explain it / convince me / Prove it / Use it
    • Fluent in 5 (mental arithmetic)
    • Focussed skills (new skill)
    • Independent application
    • Reasoning / problem solving
  • TT rock stars / Numbots

EYFS Specific:

  • Maths mastery (embedding integral long term concepts)
  • Discrete, systematic teaching (White rose hub)
  • Applied concepts in a rich and stimulating environment to embed and enhance learning launchpad into literacy interventions (number recognition etc)
  • Numbots

KS1 Specifics:

  • As per school Maths Cycle
  • TT Rockstars (2,5,10)
  • Numbots for fluency

KS2 Specifics:

  • As per school Maths Cycle
  • TT Rockstars

Wider Curriculum

  • Systematic teaching of a skills based curriculum focussing on deep knowledge and understanding of discrete subjects where skills are layered year on year ensuring pupils have a good understanding of the world around them.
  • Development of an exciting and curiosity evoking curriculum
  • Skills of each discrete subject are planned. Progressive and layered from EYFS to year 6
  • Teaching will ensure deep knowledge is acquired by moving away from superficial learning and developing a substantive curriculum with depth
  • School in 3 year development:
    time for wider curriculum teaching
    • Subject leaders track the progression of skills for each subject to ensure depth of understanding
    • School subject leaders have devised progression documents so teachers are aware of the pitch and skills necessary for their specific year groups
    • Science is taught in a block at the beginning of each half term (1-2 weeks) – skills are revisited through wider curriculum teaching
    • Geography, History and DT are taught in topic blocks – typically across 4 – 5 weeks ensuring that deep learning is achieved.
    • Music and Art are taught alternate weeks (once a fortnight) to enable the progression of the skills over time (use Cheranga music and Kapow art to aid in planning and progression) Skills in Art are tracked through a sketch book.
    • PE is taught twice a week – PE premium has been used to upskill teachers in their ability to plan and teach PE as well as focus on progress.
  • Phonics
  • English
  • Maths
  • Science
  • Geography
  • History
  • PE
  • RE
  • Music
  • Art
  • PSHCE / British Value