Our Phonic and Reading Scheme
Read Write Inc. (RWI) is a high-quality phonics programme developed by Ruth Miskin, designed to help children learn to read, write, and spell with confidence. At our school, we use RWI in the early years and Key Stage 1 to provide a consistent and engaging approach to phonics. Children are taught in small, carefully matched groups based on their specific learning needs, allowing them to make rapid and sustained progress. For pupils in Key Stage 2 who require additional support, we continue to use RWI to close gaps and build fluency. This targeted approach ensures that every child receives the right level of support to become a confident, independent reader. We also provide targeted keep-up and catch-up sessions to ensure that no child falls behind. These short, focused interventions are delivered regularly and are tailored to address individual gaps in learning, helping every child to become a confident, independent reader.
Writing
Pathways to Write is a high-quality, evidence-based writing programme that supports the development of vocabulary, grammar, and writing skills through the use of rich, engaging texts. At our school, we deliver Pathways to Write lessons three times a week, ensuring consistent and focused opportunities for pupils to develop their writing across a range of genres. Each unit is built around a carefully chosen book and includes clear objectives, modelled writing, and opportunities for children to apply their skills in meaningful contexts. This structured approach helps pupils to build confidence, deepen their understanding of language, and make sustained progress in writing.
Handwriting
At our school, we use the Penpals for Handwriting scheme to support the development of fluent, legible, and confident handwriting from the early years through to Key Stage 2. Penpals is a structured programme that combines digital resources, interactive lessons, and practical handwriting activities to engage pupils and build fine motor skills. We teach a dedicated 30-minute handwriting lesson every Monday, followed by daily 10-minute inputs to reinforce key skills and ensure consistent practice. Lessons are carefully sequenced to match children’s developmental stages, and children are supported in developing a clear, joined handwriting style. Additional support is provided where needed to help every child take pride in their written work.
Spelling
Spelling must be taught daily for 10 minutes. The various stages are outlined above, however the main principles/ methods in how to teach spelling remain the same across all levels.
Children are taught spelling by understanding the grapheme/ phoneme correspondences. They are taught to segment words using Fred Fingers into phonemes and then to think about what grapheme would be used to represent each phoneme.
Green Words
In initial stages (set 1 and 2 sounds) there is usually only one grapheme choice for each phoneme heard.
Once set three sounds are taught, there may be two or three grapheme choices for each phoneme heard. At this stage we introduce some simple rules to help children make the correct choices. However, the more children read, the better they will become at choosing the correct choices for themselves.
Red words
These words contain very unusual grapheme /phoneme correspondences which we call “grotty graphemes.” We still teach the children to segment red words to hear each phoneme and then we point out/ teach the grotty grapheme.
When teaching spellings from set 2 and above, the teacher should introduce the rule, model the rule and then ensure the children practice the rule. Once the children seem to have grasped the rule, spellings should be dictated in sentences. Finally, words previously taught should be quickly recapped and tested on a Friday or as appropriate on a weekly basis.
At all times, when teaching spellings or correcting spelling the appropriate phoneme /grapheme chart must be referred to.
Maths Curriculum
At our school, we follow the NCETM (National Centre for Excellence in the Teaching of Mathematics) approach to ensure high-quality maths teaching and learning. This mastery-based framework supports deep understanding by focusing on small, carefully sequenced steps that build pupils’ confidence and fluency. Through the use of the NCETM’s Curriculum Prioritisation materials and professional development resources, our teachers deliver lessons that encourage mathematical thinking, reasoning, and problem-solving. This approach helps all children, regardless of starting point, to develop a secure and lasting understanding of key mathematical concepts.
Curriculum prioritisation in primary maths | NCETM
PSHE
At our school, we use the Coram SCARF (Safety, Caring, Achievement, Resilience, Friendship) curriculum to deliver high-quality PSHE (Personal, Social, Health and Economic) education across all year groups. SCARF provides a comprehensive, age-appropriate programme that supports children’s emotional wellbeing, personal development, and understanding of the world around them. Through engaging lessons, assemblies, and cross-curricular links, pupils explore key themes such as relationships, health, safety, and citizenship. The curriculum is fully aligned with the statutory PSHE and RSE (Relationships and Sex Education) requirements, and helps children develop the knowledge, skills, and values they need to thrive both in and out of school.
RE
At our school, Religious Education (RE) is taught using the Saffron Academy Trust (SAT) scheme of work, which is fully aligned with the Essex SACRE Agreed Syllabus. This enquiry-led, multi-faith curriculum explores religious and non-religious worldviews through three distinct lenses: Theology, Philosophy, and Human & Social Sciences. The scheme is designed to be accessible, consistent, and engaging, with detailed lesson plans, high-quality resources, and PowerPoints provided for every year group from EYFS to Year 6. Lessons follow a structured 5-step pedagogy based on Rosenshine’s Principles of Instruction, supporting pupils through modelled, guided, and independent learning. This approach ensures that all children can explore complex ideas in manageable steps, encouraging thoughtful reflection, respect for diversity, and a deeper understanding of the world around them.
Parents have the legal right to withdraw their child from all or part of RE lessons if they wish, and we encourage any parents considering this to speak with the school to discuss their concerns and the options available.
Science
Science is taught using the White Rose Science scheme, which provides a clear, structured approach to developing both scientific knowledge and enquiry skills. The curriculum is carefully sequenced to ensure progression across year groups, with each unit building on prior learning and deepening pupils’ understanding of key scientific concepts. Lessons are practical, engaging, and designed to spark curiosity about the world around us. Children are encouraged to ask questions, make predictions, carry out investigations, and draw conclusions based on evidence. The scheme also supports the development of scientific vocabulary and promotes cross-curricular links, particularly with maths and English. Through regular hands-on experiments and enquiry-based learning, pupils gain the confidence to think critically, work collaboratively, and apply their scientific understanding in real-life contexts.
Primary science curriculum and resources | White Rose Education
Foundation Subjects:
We follow the AccessArt scheme, which encourages creativity, experimentation, and skill development through a wide range of media and techniques. Lessons are designed to nurture individual expression while building a strong foundation in visual literacy and artistic confidence.
DT is taught using the Twinkl scheme, which provides engaging, hands-on projects that develop pupils’ design thinking, problem-solving, and practical skills. Children explore real-world challenges through designing, making, and evaluating their own products.
Our Computing curriculum is delivered through Purple Mash, a comprehensive platform that supports learning in coding, digital literacy, and online safety. Pupils engage with interactive tools and activities that build their confidence and competence in using technology responsibly and creatively.
These subjects are taught through a carefully planned, school-written scheme that ensures progression, relevance, and engagement. Our curriculum is designed to build historical and geographical knowledge while encouraging enquiry, critical thinking, and connections to the local and global community.
MFL is delivered through a school-written scheme tailored to the needs and interests of our pupils. The curriculum focuses on developing listening, speaking, reading, and writing skills in a fun and meaningful way, while also fostering cultural awareness.
PE is taught using the PE Planning scheme, which offers a wide range of activities to support physical development, fitness, teamwork, and sportsmanship. Lessons are inclusive, progressive, and designed to help every child enjoy being active and healthy.
We use the Charanga scheme to deliver a rich and progressive music curriculum. Children explore rhythm, pitch, composition, and performance through a variety of musical styles and instruments, helping them to develop both technical skills and a love of music.
Remote Learning
At our school, we are committed to ensuring that all pupils can continue their learning at home when needed through a clear and supportive remote learning offer. In the event of absence due to illness, isolation, or school closures, we provide high-quality learning materials that align with our in-school curriculum. Work can be sent home in printed packs or accessed digitally, depending on each family's needs. We also make use of Purple Mash, an interactive online platform that allows pupils to access lessons, complete tasks, and communicate with their teachers in a safe and engaging environment. This ensures continuity of learning and helps pupils stay connected with their education, even when learning remotely.