The staff at the Federation take great care in planning a curriculum which gives the children the opportunity to learn new skills whilst encouraging them to become independent learners.  We want to promote a love for learning which children will carry with them into secondary school, preparing them for adult life. We try to make our curriculum creative and lively with the intention of getting the children ‘hooked’ on learning. We might supplement the children’s learning with trips or visits to places of interest or by inviting guest speakers or ‘experts’ to come into school to work with the children.

We also value the breadth of the curriculum that we provide. We aim to foster creativity in our children, and to help them become independent learners. Above all we believe in making learning fun.

Our school curriculum is underpinned by our core values. We strive to provide an education which develops and improves the children’s basic literacy and numeracy skills. We aim to create confident readers, writers and mathematicians who are willing to give things a go. The curriculum is the means by which the school achieves its objective of educating children in the knowledge, skills and understanding that they need in order to lead fulfilling lives. Click here to find out more about our wider school curriculum.


  Phonics and Reading



We have is a clear, systematic approach to the teaching of phonics. It is taught every day in Foundation Stage and Key Stage 1 & these phonic lessons last 20-30 minutes.

The program of study for phonics is sequenced and progressive, starting with hearing sounds in words to eventually reading and writing complex spelling patterns and rules. We adopt a teaching sequence of: Review, teach, practice, apply and assess and use Letters and Sounds, Jolly Phonics, reading scheme materials and online games to provide a multisensory approach to all teaching and learning.

Children’s ability in phonics is regularly assessed during phonics lessons and application in reading and writing and from this children are grouped based on their learning needs. Children in KS2, who still have gaps in their phonics knowledge, are provided with support and intervention to enable progress.

To find out more about how you can help with phonics progression at home please read the parents pamphlet.



Our aim is to develop a love of reading in all our children and we encourage reading to be an integral element of our whole curriculum and learning environment. Children are given the opportunity to read on a daily basis, sometimes with an adult and other times independently.

Important skills are taught through shared, guided and independent reading. The focus of Reading is not only the ability to decode text, but also to show a clear understanding of what is happening in the book, through deep questioning and thoughtful prompting. This is in order to support children in developing their comprehension, analysis and prediction skills.

  • Guided reading takes place in small groups, reading the same text supported by the teacher.
  • Independent reading is one-one with adult/ teacher support.
  • Shared reading is whole class or larger groups sharing the same text either through listening to it being read or reading the text together.

Reading Scheme used:

Independent Reading

  • KS1 - Rigby Star (Clinker Castle, Pirate Cove, Independent) and Oxford Reading Tree (Snap Dragons, Traditional Tales, Songbirds) plus independent choice reading material
  • KS2 - Project X and Project X Intervention code plus independent choice reading material

Guided Reading

  • Pearson Bug Club plus supplementary texts.

Shared reading

  • Text from relevant, up to date and inspirational authors linked to the curriculum


Please click on the links below which are used by KS2 children for maths homework, games and times table challenges:






 Assessment lies at the heart of the process of promoting children’s learning. It provides a framework within which educational objectives may be set and children’s progress expressed and monitored. This should be done in partnership with the children.

On a day-to-day basis, the pupils are involved in assessment by discussing work with adults, comparing their work against success criteria, evaluation with peers, written comments on their work, informal quizzes or tests, etc.

We have our own system for assessing the attainment and achievement of individual pupils in Reading, Writing and Maths. This system assesses children against age related expectations and is based on the National Curriculum. At the end of the school year, children will be assessed against these expectations and will fall into one of four categories: Emerging; Developing; Secure; Mastered. Copies of our assessment grids can be accessed by clicking on the links below.




The careful monitoring of all assessment data provides teachers with valuable information that directs their planning and gives early indication of when extra help or support is needed for children to achieve their full potential.  Many intervention strategies are delivered by adults in the school which help build the confidence and achievements of pupils.  Work is differentiated to ensure that all children are catered for, including those with higher abilities. 

Every child in the Federation, from Reception upwards, is mentored once a term to enable them to know where they are and what their next steps in learning should be.

Mentoring with individual children takes place out of the classroom, with each child given the chance for a 'private' meeting with their class teacher. It is an opportunity for the teacher to share how the child is performing in literacy and numeracy and also to discuss the child’s behaviour, attitude, etc. Targets are shared between the teacher and child for them to work on over the following months. This information is then sent home to parents and acts as an agenda for consultation evenings.