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All Saints Carshalton

Church of England Primary School

Trust in God and give of your best

Our Curriculum Vision and Overview

At All Saints Carshalton, our vision is driven by our aim to provide the pupils and adults with a loving, stimulating and supportive environment where they can feel safe and valued as individuals within our school community. In addition we develop the Christian faith to enable all our pupils to grow spiritually, socially, intellectually and emotionally to 'trust in God and give of their best'.

Our Christian ethos is rooted in our nine values: Faith, Hope, Love, Trust, Courage, Respect, Forgiveness, Friendship and Peace, which were chosen by the school community. They are shared regularly in Collective Worship, in learning across the curriculum and in all aspects of school life and permeate everything we do. As a school we share these values, can articulate what they mean to us and endeavour to live by them.

In doing so, our Christian vision: "For each one of us to shine as a light believing we can make a difference in the world…" Matthew 5:16, becomes a reality.

We want our pupils to:

For these reasons, our intention is to deliver a stimulating and exciting curriculum, which is both inclusive and challenging in order to get the very best from each and every pupil by developing imaginative and creative thinkers who can 'shine as a light believing we can make a difference in the world'.

It has been designed to make the learning experience for all the children at All Saints; exciting, challenging, memorable, contextualised, cross curricular and fun with a clear "exit point" that brings together and consolidates all the learning. At All Saints Carshalton, we place a strong emphasis on 'community' and 'learning together' and believe that our Christian values play an integral role in helping to shape our vision. We want our children to be aware of their local community, the diversity that exists within it and discover how they can play an increasing role within this larger 'family'.

We have deliberately shaped our curriculum to be ambitious for our children, so that it provides them with a range of new concepts that we feel are relevant to our community of learners. We want our pupils respectively to 'shine as a light', but to understand that this is best achieved if we work together and celebrate the but to understand that this is best achieved if you work together and celebrate the achievements of others. While we have strong outcomes within our core subjects, we are equally ambitious in our vision to ensure that our offer encompasses a range of curriculum opportunities.

In order to learn successfully, we believe our children need:

How we implement our Curriculum

The National Curriculum lies at the heart of what is taught at All Saints Carshalton. It sets out a clear, full and statutory entitlement to learning for all children aged five to eleven and determines the content of what will be taught. It is preceded by the Early Years Foundation Stage Curriculum which is taught to children aged three to five.

Our curriculum is not static and is subject to ongoing development in order to enhance the delivery to our children and remove potential barriers to learning. The current National Curriculum is divided into Core and Foundation subjects and is taught to children in Key Stage 1 and Key Stage 2.

The Core Curriculum subjects are:

The foundation subjects are:

Each subject has a programme of study which specifies the knowledge, skills and concepts that the children will be expected to acquire as they progress through both primary and secondary school. There will be times when these subjects are best taught discretely and systematically, and other times when they will be taught in a cross-curricular way enabling the children to develop their knowledge, skills and understanding in a broader sense.

In order to ensure that our curriculum offer is of high quality and has strong impacts on all learners, we work to ensure that the elements below shape the leadership of each curriculum area:

Subject Leadership

All leaders at the school work hard to ensure that their specific curriculum leadership helps to secure a strong offer for pupils across the school. Subject leaders are accountable for ensuring that their curriculum areas offer a strong and engaging experience for our children. They are also responsible for ensuring curriculum progression through the school (breadth and depth). This ensures that specific skills get more challenging as pupils move through the school. We want our curriculum to be delivered in such a way that it is inclusive to all children at the school, regardless of starting point. We want our practitioners to be strong in their delivery across the curriculum and invest in their professional development.

At All Saints Carshalton, we follow the Early Years Statutory Framework for the Early Years Foundation Stage, published in March 2014 by the DfES We recognise each and every child as a unique individual and our curriculum is designed to celebrate and welcome differences and diversity within our school community. This enables our pupils to demonstrate key British values such as mutual respect, tolerance and individual liberty which are key to their early development as citizens.

We place emphasis on language and vocabulary development, by creating a language-rich environment which enables our pupils to succeed across all areas of learning. We use quality books and rich experiences to develop children's language and words, listening skills and understanding. We develop children's phonics skills for reading and writing using Letters and Sounds, which is supplemented by other schemes as our main approach to teaching phonics in Nursery and Reception.

We spend time developing the foundations for reading and writing ensuring that the children experience frequent, high-quality opportunities to read and write for a range of purposes across early years.

We hold a parent workshop, on how we teach phonics and 'Bug Club', to supplement reading at home and another on teaching maths and using Tapestry (our learning journey), to ensure that our parents are aware of the skills and approaches we value and to develop a bank of skills themselves with which to support their child's progress and attainment. Our partnerships with parents and the time we invest in forging strong relationships with our families we believe is key for the success of our pupils.

In addition, we have termly Relatives days when relatives come into school to share learning opportunities with the children.

We also place an emphasis on developing pupil independence, which promotes responsibility for learning and future success. Many of our Reception class pupils come from our Nursery where these skills of independence have already been instilled. Outdoor learning is a valued part of our EYFS experience, providing opportunity to develop children's curiosity of learning and knowledge & understanding of the world. It is a highly valuable experience for our pupils to explore the natural world, take risks, and develop the characteristics of learning. Appropriate age related opportunities are planned weekly for both our Nursery and Reception children to apply their curriculum knowledge outside the classroom.

Each term (in Reception) and once a year (in Nursery), our pupils experience cultural capital enhancements in the form of a visitor or an external visit, linked to themes being taught, to provide first-hand experiences for the children to support and develop their learning and to prepare them for the future. Children leave our Early Years with a sense of belonging to our whole school community, ready to start Key Stage One. They have the confidence and skills to make decisions and self-evaluate, make connections and become lifelong learners.

Through our art curriculum we aim for children to learn and develop artistic skills which will enable them to enjoy exploring the processes of art; and to express themselves using a range of media and techniques; with inspiration from a wide variety of artists and crafts persons. Art provides visual, tactile and sensory experiences and a unique way of understanding and responding to the world. Children use a variety of tools, materials and processes, to explore and represent colour, form, texture and pattern, to communicate what they see, feel and think. Through looking at art in original/reproduction form, children’s awareness of the diverse roles and functions of Art and Design in the wider world is broadened. Understanding, appreciation and enjoyment of the visual arts have the power to enrich our children’s lives. All children are valued as artists in their own right and work is regularly displayed around the school.

Our aims in teaching Art and Design are to enable children to –

  • produce creative work, exploring their ideas and recording their experiences
  • become proficient in drawing, painting, sculpture, printmaking and other art, craft and design techniques
  • evaluate and analyse creative works using the language of art, craft and design
  • know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms


The school has a hard wired network computer system to which all the computers are linked. Each class has at least two networked computers. In addition via our wireless network children have access to iPods, iPads and Chrome Books. Clevertouch screens in each class (including the Nursery) are also used to enhance teaching and learning. Further hardware includes; digital cameras, microscopes and visualisers.

A core of programs including online resources and apps are used to support the Computing curriculum. The school has a policy governing children’s access to the Internet, including online safety.

Our aims in teaching Computing are to allow children to –

  • understand and apply the fundamental principles and concepts of computing, including abstraction, logic, algorithms and data representation
  • analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • be responsible, competent, confident and creative users of information and communication technology
  • know how to keep themselves safe online


We teach English not only as a subject in its own right, but also as integral to other curriculum subjects. Children develop skills in speaking and listening, reading, writing and drama, enabling them to express themselves creatively and imaginatively and to communicate with others effectively.

Children learn to write in different genres and for a variety of purposes and audiences. Children learn to become enthusiastic, critical and life-long lovers of reading and explore a range of stories, poetry and drama as well as non-fiction and media texts. Opportunities in class include: silent reading, paired reading, and guided and whole class reading. Hearing the teacher model and read aloud further enhances children’s enthusiasm for reading as do our book fairs and book weeks. We ask that you support your children by listening to them read at home and asking them questions about the texts they read.

Our aims in teaching English are to allow children to –

  • read fluently and expressively, with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • be competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate


Reading and writing have a high profile at All Saints Carshalton. We believe that teaching children not only to read and write successfully, but to enjoy the journey, is key in enabling them to reach their potential. This will also help them to develop a lifelong love for literacy.

We want to make sure that our expectations are high and that we have good progression in writing skills across the school.

The National Curriculum Programmes of Study

The programmes of study for writing at Key Stages 1 and 2 consist of

  • transcription (spelling and handwriting)
  • composition (articulating ideas and structuring them in speech and writing).

In order to make good progression in writing, children need to:

  • Enjoy writing and recognise its value,
  • Write with confidence, clarity and imagination,
  • Write grammatically correct sentences that are punctuated accurately,
  • Understand the features of and how to write in a range of genres and non-fiction texts,
  • Plan, draft, revise and edit their own writing,
  • Develop an adventurous and broad vocabulary,
  • Know their next steps and how they can make their writing better,
  • Develop fine motor skills to ensure consistent mark making with increasing dexterity, to produce recognisable letters, developing into a continuous cursive style of handwriting,
  • Use phonological knowledge and spelling rules to spell accurately.

At All Saints Carshalton, we use a whole-text approach to teaching literacy which is then linked to a curriculum theme. We refer to the New National Curriculum to plan and design exciting and imaginative opportunities for learning.

Spelling, vocabulary, grammar and punctuation

There are two statutory appendices in the New Curriculum on Spelling and on Vocabulary, Grammar and Punctuation. Spellings are taught weekly and are sent home in children's spelling journal for them to learn. These are then reinforced in school. Grammar and punctuation is taught as part of the literacy lesson. Grammar and Punctuation is taught through writing and reading sessions. Teachers use the correct terminology expected for each Year group in classrooms and expect the children to use and understand it (bossy verbs / Imperative verbs').

Click here to view the National Curriculum Spelling Appendix Years 1-6

Click here to view the National Curriculum Vocab, Grammar and Punctuation Appendix Years 1-6

In Key Stage One

Reading in Key Stage One is closely linked to and overlaps with our phonics provision at the school. Through daily phonics teaching as well as dedicated time to development of comprehension skills and fluency, through the use of 60 Second Reads, we aim to form well rounded readers. Pupils have access to the school library to enrich their reading diet as well as their banded reading book to take home and read to an adult.

Click here for an overview of phonics provision across the school.

In Key Stage Two

Pupils are given excellent opportunities to improve their reading skills, such as inference and comprehension by talking and coming to judgements both as a class or independently, through taught sessions. The Reading Roles system is used for weekly whole class guided reading sessions, where children develop and enhance specific skills such as word knowledge, vocabulary, retrieval and inference. As well as this, pupils also have opportunities each week to read aloud at school and are expected to take their reading books and home school diaries home so that they can read to an adult.

Click here for an overview of reading provision across the school.

Children learn Geography through the study of localities and themes using a variety of teaching methods and resources (aisles, maps, plans, globes and photographs including aerial photographs). The Geography curriculum is linked where possible to educational visits and through the use of IT.

Our aims in teaching Geography are to allow children to –

  • develop contextual knowledge of the location of places, seas and oceans, applying this knowledge to help compare and define physical and human characteristics
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • be competent in the geographical skills needed to:
  • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • interpret a range of sources of geographical information, including atlases, maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length


At All Saints the focus at all times is to make the study of History enjoyable, whilst at the same time to inspire the children’s curiosity to know more about the past, ask perceptive questions, think critically and develop perspective and judgement. We strongly believe that History helps children to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Children are taught a high-quality history education through themes and projects covering a variety of different topics. In Early Years children look at changes within living memory, as well as learning about significant events in the past. As children progress through the school they learn about significant individuals in the past who have contributed to national and international achievements. Through stories, drama, artefacts, art and trips, they also focus on comparing their own experiences to significant events and periods further back in history. By the end of KS2 children will have developed a chronologically secure knowledge of British, local and world history. As they develop these skills in a range of contexts, so too will they develop the ability to be independent learners, using the key historical skills they have gained to analyse, question and compare a range of sources to form their own judgements about the past.

Our aims in teaching History are to allow children to –

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically-grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales


At All Saints, we teach maths as a key skill for life, helping children to make sense of the world around them and to tackle a range of practical tasks and real life problems. We do this initially through using the White Rose Hub scheme which links directly to the Primary National Curriculum. This takes children through small steps of learning, aiming to achieve the larger end of year learning objectives for their year group. Our teaching is driven by the White Rose Hub scheme but we also use ideas and activities from many other places, to develop the children's skills in becoming more confident mathematicians who can apply their learning to any challenge.

Children are encouraged to choose their own level of challenge within maths lessons. This supports the growing learning attitudes of our children which are based upon resilience, perseverance, motivation and, of course, a love of learning. We recognise that, however, that some children may need additional support within lessons while others may need more challenge and enrichment. We provide this through levels of adult and peer support, use of resources and differentiated tasks as appropriate.

Emphasis is placed on the conceptual understanding of maths, where children use concrete and pictorial methods to learn new concepts before moving onto the abstract. They develop their fluency, which in turn improves speed and rapid recall of calculations, such as times tables. Children also learn to solve mathematical problems and develop their reasoning skills. They also learn to explain and justify their thinking using challenging mathematical vocabulary.

Learning is organised into number blocks: place value, mental and written methods of addition, subtraction, division, multiplication, fractions, decimals, ratio and percentages. They are taught how to apply these skills and strategies to problem solving. Further blocks of learning are organised around the teaching of shape, measuring time, temperature, length, mass and capacity and handling data.

Home Learning is set regularly to support mathematical learning and we ask you to support and encourage your child with this. Children have individual accounts to use the computer program TT Rockstars to improve the fluency of times tables from Years 2-6 at home, which we know are crucial in many areas of maths. By the time the children leave Year 4, they should be able to rapidly recall all times tables up to 12x12.

Spanish is timetabled across KS2 and French is taught more informally in the Infants.

Our aims in teaching a Modern Foreign Language are to allow children to –

  • understand and respond to spoken and written language from a variety of authentic sources
  • speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
  • to write for different purposes and audiences, using the simple grammatical structures that they have learnt


Music is taught in all classes and follows the National Curriculum guidelines. Children are given frequent opportunities to sing, listen to and develop an understanding of a wide range of music from different times and places, and to present ideas through their own compositions, which can be performed to others. They enjoy composing and performing using a huge variety of instruments, which include tuned and untuned percussion, xylophones and glockenspiels, keyboard, recorder and ukulele. We have both Extra Curricular music at the school includes the Infant (Songbirds) and Junior (Rockin' Robins) Choirs and Orchestra, which perform for the school and the local community during the year. In addition, children in Year 3 learn to play the recorder and in Year 5 and 6 the ukulele. There are also opportunities for junior children to learn to play a variety of musical instruments including: guitar, flute, clarinet, saxophone, brass and strings.

Our aims in teaching Music are to allow children to –

  • understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations
  • listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of great composers and musicians
  • learn to sing and to use their voices expressively
  • create, compose and develop music on their own and with others
  • have the opportunity to learn a musical instrument through whole class ensemble tuition, which supports their future instrumental learning
  • have access to music technology resources to arrange, mix and compose a variety of styles of music, from contemporary electronic music, to classical programme music
  • regularly perform in front of their peers, adults and families in small and large groups to encourage and support their confidence and showcase their hard work and creativity


The informal aspects of PSHE come from the day-to-day life of the school where teachers promote an inclusive environment that meets the needs of pupils. When children understand and respect our common humanity, diversity and differences, they are able to form effective, respectful, fulfilling relationships that are an essential part of life and learning. Children reflect on their experiences and understand how they are developing personally and socially, tackling many spiritual, moral, social and cultural issues that are part of growing up, for example, sharing feelings, leading a healthy lifestyle and the dangers of drugs and alcohol. Children find out about social institutions that affect their lives and about their responsibilities, rights and duties as individuals and members of the community. Pupils’ opinions are highly valued and opportunities are provided for the ‘pupil voice’ to be heard e.g. through the School Council, Charity voting, The Big Debate etc. Six main themes are followed through the year; Being Me In My World, Celebrating Difference, Dreams and Goals, Healthy Me, Relationships and Changing Me. These also link into our themes for worship.

Visits are arranged to support the curriculum from the police liaison officer, medical professionals, the safer cycling team and fire service and Year 6 children take part in a ‘Safer Travel’ session, run by Transport for London.

Our aims in teaching PSHE are to enable children to –

  • gain the knowledge, skills and understanding they need to lead confident, healthy (physically and mentally), independent lives and become informed, active and responsible citizens
  • recognise their own worth
  • work well with others and resolve conflicts effectively whilst respecting and celebrating diversity
  • become increasingly responsible for their own learning and behaviour
  • develop their resilience to setbacks and take pride in their achievements which will allow them to flourish and have fulfilled lives


At All Saints we believe that physical education and activity are vital in children’s development; both physical and mental. We aspire for All Saints pupils to be happy, healthy children who are confident in their own physical literacy. There is a focus on transferable multi-abilities including personal skills, social skills and creativity which support both our school’s vision and learning powers. Through PE, our children develop sportsmanship and know that they can make a difference in their own and others’ lives. We want our children to leave school understanding what it means to be healthy, and to be motivated to lead healthy and active lives.

Through our curriculum and extra-curricular activities, children at All Saints are introduced to a wide variety of sports and opportunities to be active. Our children receive two hours of PE per week where they learn and develop fundamental movement skills at their own rate and apply these in games. Children in Years 3-5 receive one term of swimming per year at Westcroft Leisure Centre, with support for those who have not met the requirement for the end of KS2 by the end of Year 5. We also provide additional opportunities to remain active across the curriculum and school day for example through The Daily Mile and Teach Active.

At All Saints we also aim to develop a healthy mindset to competition. Children develop an understanding of differing levels of competition and have opportunities to take part in intra and inter-school competitions. Individual and team achievements are celebrated through assemblies and our sports newsletter. We have received the Gold School Games Mark for the last three years in celebration of our wide sports and games offer which is supported by the Sutton Schools Sports Partnership. We welcome and value parental support and involvement at events in which their children take part.

The school has a core Christian foundation; our whole school vision and nine Christian values of Faith, Love, Hope, Trust, Forgiveness, Friendship, Respect, Courage and Peace play a central part in the life of the school. Our school community, including staff and pupils, are all encouraged and inspired ‘to shine as a light believing we can make a difference in the world’.

At All Saints Carshalton we:

  • Celebrate being part of a Christian community, where each child and adult has a sense of belonging, is valued and cared for and takes an active part
  • Provide pupils with a safe space to explore their own religious ways of seeing, believing
  • Enable opportunities for every child to flourish
  • Lead the children to an awareness of God revealed in the person of Jesus and to help them to understand his life and ministry
  • Encourage the children to explore the spiritual dimension of life and worship and to provide an environment in which they can experience an awareness of God
  • Develop in the children a respect for the beliefs and customs of others while developing their own.


Through Collective Worship, the children value the opportunity to join with the school community in song, reflection and prayer. The children have an opportunity to lead collective worship through Year Group Worship, which parents are very welcome to join us. On special occasions such as Harvest, All Saints' Day, Ash Wednesday, Ascension Day and at Christmas, a Junior Carol service is held in our parish church and parents and friends are invited to join us at these. The Rector of All Saints visits the school regularly, leading worship alternatively each week in Key Stage 1 and 2. Children in Year 6 are prepared for Confirmation in the Autumn term and towards the end of the summer term, they attend a special service for leavers held in Southwark Cathedral and have sometimes led part of the service. Visits are made to local places of worship such as All Saints Church and Sutton Synagogue and those further afield such as Southwark Cathedral and visitors and speakers in school enhance the children’s learning. Our Christian vision inspires the whole school community to engage in social action and to be courageous advocates for change in their local, national and global communities. Each year a local and national/international charity are chosen by the children and fund raising events are organised and run by the chosen charities ambassadors.

The teaching of Religious Education within the school supports our vision, mission statement and the CofE Statement of Entitlement. As a school we follow the Southwark Diocesan Religious Education Guidelines and Syllabus. Through the RE teaching, the school will:

  • Introduce the children to the life and teaching of Jesus
  • Give children a basic knowledge of the Bible and stories handed down to us through the Old and New Testaments
  • Create in them an awareness of the Church as a continuing manifestation of God’s work
  • Teach them about the importance of religious and, in particular, Christian festivals support this through attendance at church services
  • Introduce the children to the lives of significant individuals who have influenced the way Christians believe and live
  • Teach the children about the different elements of worship as practised at the church services they attend and help to plan in the school
  • Acquaint them with the symbolism which lies behind church buildings and their furnishings
  • Explore other ways of worshipping and to learn to respect these
  • Lay foundations of knowledge and respect for other world faiths and in particular to explore Judaism, Hinduism, Buddhism, Sikhism and Islam
  • Nurture in the children an understanding of their own individual worth and potential for growth
  • Help them realise how important it is to belong to a family and to groups within the wider community
  • Help them realise that belonging means caring for and showing respect for each other, but also taking on responsibility for those less fortunate than themselves
  • Open up the children’s minds to the needs of God’s world


Under the terms of Section 9 of the 1988 Education Act, parents have the right to withdraw their children from the collective act of worship and/or Religious Education. Parents wishing to exercise this right must notify the Head teacher in writing.

Through teaching science, we aim for all learners to become individuals who are curious about and respectful of the world and environment that they live in, by asking and investigating questions. They are given opportunities to explore aspects of physics, chemistry and biology within an exciting, relevant, practical and engaging curriculum.

To gain a deeper understanding of the subject, children are given an investigation-led approach that aims to:

  • encourage children to use themselves as starting points for learning about science, and to build on their enthusiasm and natural sense of wonder about the world.
  • provide pupils with opportunities to offer their own suggestions, ask their own questions and to be creative in their approach to Science.
  • provide pupils with opportunities to use a variety of approaches to answer relevant scientific questions, including:

a) observing over time
b) pattern seeking
c) identifying, classifying and grouping
d) comparative and fair testing (controlled investigations
e) researching using secondary sources.

  • develop pupils scientific vocabulary, especially for words linked to Working Scientifically ; encourage correct usage and spelling of scientific vocabulary
  • enable children to develop their skills of co-operation through working with others, and to encourage where possible, ways for children to explore Science in ways which are relevant and meaningful to them, including opportunities for outdoor learning where appropriate.
  • encourage children to treat the living and non-living environment with respect and sensitivity.



Equal Opportunities

We believe that every pupil should have equal opportunity and equal access to the curriculum, irrespective of gender, ability, race or social circumstances. The school has a Single Equality Policy, which aims to foster an understanding and appreciation of the multicultural society in which we live. Pupils, staff, parents and governors from all sectors of the community are welcomed and the school acts emphatically against discrimination on any grounds.

Class Curriculum Plans
Nursery - Ducklings and  Cygnets
Curriculum Overview
Autumn 1 Autumn 2
Spring 1 Spring 2
Summer 1 Summer 2
Reception - Sparrows and Puffins
Curriculum Overview
Autumn 1 Autumn 2
Spring 1 Spring 2
Summer 1 Summer 2
Year 1 - Chaffinches and Woodpeckers
Curriculum Overview
Autumn 1 Autumn 2
Spring 1  Spring 2
Summer 1 Summer 2
Year 2 - Skylarks and Wrens
Curriculum Overview
Autumn 1 Autumn 2
Spring 1 Spring 2
Summer 1 Summer 2
Year 3 - Rowan and Hazel
Curriculum Overview
Autumn 1 Autumn 2
Spring 1 Spring 2
Summer 1 Summer 2
Year 4 - Willow and Oak
Curriculum Overview
Autumn 1 Autumn 2
Spring 1 Spring 2
Summer 1 Summer 2
Year 5 - Ash and Beech
Curriculum Overview
Autumn 1 Autumn 2
Spring 1 Spring 2
Summer 1 Summer 2
Year 6 - Juniper and Elm
Curriculum Overview
Autumn 1 Autumn 2
Spring 1 Spring 2


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