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We believe that the purpose of education is to bring about goodness: human flourishing.


We believe that to do this, our curriculum should develop both propositional knowledge and procedural knowledge; it should encourage independence, curiosity and creativity; produce collaborators, innovators, leaders and, above all, it should help our children to understand what it means to be human.


Working across three terms allows us to explore areas of the curriculum in greater depth.  In the autumn term, the main theme is Geography; in the spring term, it's History, and in the summer term, we focus on the Arts. 


We believe that our children deserve inspirational learning opportunities. Curriculum planning ensures that children are immersed in exciting projects with authentic outcomes. They are challenged to work creatively whilst deepening their knowledge and understanding through highly engaging and enriching experiences.


Using a concept-based learning model, we begin by identifying the curriculum content to be covered. We then identify key concepts that can be drawn out to allow different areas of the curriculum to be threaded together. The concepts are then framed with an enquiry question that provides a starting point for the projects. Throughout, children are encouraged to think deeply about their work, expand their horizons and take responsibility for their learning.         


All our projects are contextualised, culturally relevant and purposeful. Children work towards authentic outcomes and engage with critical audiences.  Projects frequently involve the children dealing with complex issues, and, as a result, they develop an understanding of what is possible and a belief that they can make a difference.


Our writing is focussed on a high quality novel that is age appropriate and links to the children's project work. The children work towards a big write every two weeks where they embrace the opportunity to show off their learning and produce high quality writing that they work hard to improve through their editing skills. 


Our children follow the ‘Come and See’ programme of study for Religious Education as recommended by the Diocese of Hallam.


The ‘mastery approach’ to teaching maths is the underlying principle of Mathematics Mastery. Instead of learning mathematical procedures by rote, we want our pupils to build a deep conceptual understanding of concepts, which will enable them to apply their learning in different situations. 


The Mathematics Mastery curriculum is cumulative - each school year begins with a focus on the concepts and skills that have the most connections, which are then applied and connected throughout the school year to consolidate learning. This gives our pupils the opportunity to ‘master maths’; by using previous learning throughout the school year, they are able to develop mathematical fluency and conceptual understanding.


We are also a Read Write Inc school and use the programme to teach our children from Foundation Stage onwards to be able to read, write and spell accurately in small groups matched by ability every week. We use the phonics element of Read Write Inc daily in Foundation and KS1. 


In Key Stage Two our children are taught Reciprocal reading, which is a structured approach to teaching strategies (questioning, clarifying, summarising and predicting) that students can use to improve their reading comprehension.


For further details on what your child is doing in class please see the individual class pages where you can view the medium term planning.