Our curriculum is built on the foundations of the Key Stage 1&2 National Curriculum (NC) for England and the Early Years Foundation Framework.

As we teach in mixed-age classes, each consisting of two year groups, all curriculum content is delivered across 2-year programmes of study. The curriculum is dividied into the following phases: EYFS (Nursery & Reception); Key Stage 1 (Years 1&2); Lower Key Stage 2 (Years 3&4); Upper Key Stage 2 (Years 5&6).

In addition to the subjects listed in the NC, Religious Studies are taught in line with the Cumbria Agreed syllabus (2017) with a focus on Buddhism, Sikhism and Judaism. 

Mathematics teaching follows the Collins Busy Ants Maths scheme - providing a consistent approach to maths learning throughout the school with appropriately differentiated tasks to challenge all abilities. The calculation policy that underpins learning in each year group can be viewed here; this can be helpful to support parents' understanding of the approaches taught in school when working on calculations at home.

The English curriculum is delivered pro-actively, identifying specific areas in which each cohort require specific support, whilst following a rolling programme of content coverage.

Parents can find out more about what the English and maths curricula involve here.

Phonics and early reading are taught across the EYFS and KS1 Monster Phonics resources. This is complemented by our school-wide handwriting scheme - Nelson Handwriting - which links developing phonics knowledge with physical writing - and early readers from the Oxford Reading Tree scheme. 

Our Sex & Relationships Education curriculum is taught within Physical, Social, Health and Economic Education (PSHE) which is taught primarily through the JIGSAW scheme and includes coverage of British Values.

Outdoor Education is integrated into the weekly KS2 timetable, offering pupils opportunities to take part in collaborative learning in the outdoor environment, on site or in a nearby woodland, to develop their resilience and self-confidence, as well as cookery skills. KS1 make use of the outdoor environment in a more ad hoc manner, maximising the opportunity to learn outdoors in all areas of the curriculum.

In PE, weekly practical sessions in school develop basic skills of teamwork, tactical awareness and movement. The school endeavours to take part in multiple competitive events throughout the year, providing opportunities for pupils to experience competitive sport. Opportunities to take part in climbing sessions at a local climbing wall and other opportunities to take part in 'niche' sports are included. Swimming lessons are provided for pupils in years 3&4  with top-up sessions provided to those in subsequent years who may not have reached the basic expectations in the pool. 

Immersive Modern Foreign Language teaching is provided tby a peripatetic teacher and Key Stage 2 pupils study French. 

The school promotes a learning culture based on the principles of metacognition, making pupils aware of the various skills that they can draw upon to be effective and independent learners and how they can solve challenges or improve their approach through experience.



We recognise that many of our pupils spend a considerable amount of time outside school hours travelling to and taking part in extra-curricular activities and sports. 

To simplify the setting of homework, we primarily use online resources that allow children (supported by parents) to access relevant tasks and to manage their own learning, enabling them to spend an appropriate amount of time developing the core maths and literacy skills required for success in the classroom. There is an expectation that at least 30 minutes per week will be spent on these resources, but there is no upper limit!

In addition, pupils are expected to complete weekly reading and spelling tasks and teachers will typically set a termly 'project task' to be completed over a period of weeks, linked to their current classroom topic. 

Where appropriate, or where a pupil does not have internet access at home,  teachers may also choose to send home worksheet tasks and will set an achievable deadline for these. 



Our Marking Policy was last reviewed in November 2016 to reflect the findings of a review of practice in line with research. 

The marking policy supports an assessment system that focuses on formative assessment in the classroom, with the onus placed on verbal feedback and responses whilst work is being completed. This supports our wider aim of promoting independent learning strategies and pupil-initiated review of work. 

Our classrooms are intended to be 'no hands up' zones for the majority of the time, to promote thinking time and individual engagement as well as further facilitating effective formative assessment. 


In addition to daily formative assessment by teachers, we use written assessments each term to track pupil progress. 

We use NFER test materials in the autumn, spring and summer terms to measure pupil attainment against age-appropriate curriculum outcomes.  In years 2&6, national tests and the statutory teacher assessment frameworks are also used. 

The NFER tests offer a useful age-standardised scoring scale. We also convert raw test scores in reading, writing, spelling, punctuation & grammar and mathematics into 'steps' which are recorded and can be used to measure progress against broader expectations. Assessment outcomes are reported to parents 2-3 times per year, typically just before termly progress meetings.

Assessment results help teachers to identify pupils who require further support or who are exceeding age-related expectations in these curriculum areas. They also give an indication of likely outcomes at the end of each Key Stage. 


AUTUMN TERM Planning overview