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Skerne Park Academy




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
  • Let’s get spelling
  • 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 which tr
    • 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.

‘The methods we use to teach at Skerne Park Academy are explained in our useful handbook

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