Early Years Foundation Stage (EYFS)

The curriculum that we teach in our nursery class and reception classes meets the requirements set out in the Early Years Foundation Stage Framework (2012), with seven areas of learning and development underpinning the curriculum. These seven areas are divided into:

The three prime areas of:

  • Communication and Language
  • Physical Development
  • Personal, social and emotional development

And the four specific areas of:

  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive arts and design

Our school fully support the principle that young children learn through play, and by engaging in well planned structured activities. Our curriculum planning focuses on the Early Learning Goals and on developing children’s skills and experiences, as set out in the EYFS Framework document.

Assessment through the Foundation Stage (nursery and reception) is largely carried out through observations and informal activities, which feed into the child’s Learning Journey, a collection of evidence of pieces of work, photographs, observation notes etc. This ongoing form of assessment forms an important part of the future curriculum planning for each child. We strive to build positive links with the parents of each child by keeping them informed about the way in which the children are being taught and about how well their child is progressing. Parents are encouraged to play an active role in their child’s learning. We ask parents to share their child’s Learning Journey and to contribute to their overall assessment through our use of ‘2build a profile’, an electronic assessment tool that parents can access information about their child’s observations and learning in school on a regular basis.

KS1 and KS2

We agree long term plans for each key stage and year group. This indicates what topics are to be taught in each term or half term, which subjects and the areas of these subjects. We frequently adopt a cross-curricular approach to planning where appropriate, in order for our pupils to make relevant links about their learning and to apply their knowledge and understanding across different subjects. In some cases, subjects are deemed better to be taught discreetly, in order to develop an in depth understanding of the relevant concepts and skills.

KS1 Cycle A




Colour & Pattern

Adventures in Space

Buckets & Spades

KS1 Cycle B




On the Move

Hot & Cold

The Great Outdoors

KS2 Cycle A




World War 2

Take a Tale


KS2 Cycle B




Ancient Egypt



Our English and Mathematics planning follows the requirements of the new National Curriculum, implemented in September 2014. 

Although we base our teaching of all subjects on the National Curriculum 2014 guidance documents, we have tweaked and enriched our curriculum through the development and use of local schemes of work.


Subjects taught as part of our broad, balanced and stimulating curriculum


Phonics: Read, Write, Inc is used as the basis for our teaching of phonics in Foundation Stage and KS1. Once the children have completed this multi-sensory approach to learning to read and write, they progress onto Read, Write, Inc’s spelling programme.

Reading: We use a range of reading schemes within school and for practice at home. Read, Write, Inc books are used as part of their daily phonics sessions and these are then supported with additional reading scheme books such as Oxford Reading Tree, Rigby Star and ‘real books’ to ensure the children have breadth to their learning. We have a selection of sets of books/texts for guided reading sessions in groups, which are further supplemented by books that we are able to source through our PTA funded subscription to Resources for Learning, based in Bridgwater. We also access collections of books linked to our termly topics or focus authors from here to complement our central school library and books within classrooms.

Writing: Much of our writing is taught through the ‘Talk for Writing’ approach, advocated by Pie Corbett. Often our writing is linked to our topic work. Spelling, punctuation and grammar is taught both discreetly and incorporated into our daily lessons.


Clear progression is planned for in our teaching of Maths through our use of the ‘White Rose Hub’ schemes of work, alongside our Calculation Policy which clearly states how we teach the four operations (addition, subtraction, multiplication and division) across the school.


We aim to encourage scientific curiosity, widen pupils' knowledge and develop a logical approach to scientific investigation.


Children are taught how to use different pieces of equipment and elements of software relevant to their age and ability. They then have the opportunity to practice skills within discrete lessons and as part of other curriculum work. Each class also has an iPad. On-line safety is taken very seriously and is taught as part of the curriculum.



Pupils develop a chronological secure knowledge and understanding of British, local and world history. They are encouraged to appreciate changes within their living memory, significant events beyond living memory and study important individuals from the past.


Pupils develop knowledge about places, human and physical geography, geographical skills and fieldwork. Work includes study of the United Kingdom, the wider world as well as our more immediate local area.

Design and Technology

A wide range of activities, often linked to the term's topic work are undertaken. Emphasis is placed on the design, making and evaluation processes, rather than just on the finished product. Cooking and nutrition is also an integral part of the new DT curriculum.

Art & Design

A wide variety of mediums, such as paint, collage, print, clay, needlework, pastel and pencil, are used to teach children new skills and techniques. Specific styles and artists are studied, as well as the opportunity for individual and group work based on imagination.


The appreciation of music is taught alongside the development of singing and music making skills. Children are encouraged to participate in all activities, with hymn practice supplementing the in-class work. We are able to offer tuition in certain instruments using peripatetic music teachers, if the demand is great enough and we also on occasions are able to access the expertise of specialist singing teacher, Kate Lynch.


Themes are integrated into our collective worship programme for assemblies as well as our scheme of work for in classes.

Forest School

Sessions are linked to on-going work in the classroom as appropriate.