School Information
Vision and Aims:
We aim to:
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We shall deliver excellence for a brighter future.
Deliver the highest standards of attainment, personal responsibility and
self-confidence.
Promote positive attitudes, behaviour and relationships. In our school, effort
and achievement are equally valued.
Develop a vibrant and inclusive ‘enterprise’ curriculum which sets high
expectations and standards and through which all children can reach their
potential.
Develop a school community that encourages mutual respect and
understanding of people of all abilities, physical needs, gender, backgrounds
and religious beliefs.
Provide a safe and secure environment in which children are happy and eager
to learn.
Work closely with parents, carers the local and extended communities to
enhance and enrich pupils educational opportunities, broaden their horizons
and widen their experiences
Cullingworth Village Primary School
New School Lane,
off Halifax Road,
Cullingworth,
Bradford, BD13 5DA
Telephone:
Fax:
e-mail
Headteacher
Mrs Kate Sutcliffe
01535 273839
01535 275951
[email protected]
1
Contents
Welcome to Cullingworth Village Primary School ....................................................... 3
Staff and Governor information .................................................................................. 4
General Information ................................................................................................... 5
Admissions policy .................................................................................................. 5
New Entrants ......................................................................................................... 5
Children transferring from other schools ................................................................ 5
Secondary Schools ................................................................................................ 5
Information for Parents........................................................................................... 5
Vital information for us ........................................................................................... 5
Emergency Closure of the School .......................................................................... 5
The School Day ..................................................................................................... 6
Clothing ................................................................................................................. 6
Reading Folders .................................................................................................... 7
Equipment.............................................................................................................. 7
School Meals ......................................................................................................... 7
Milk ........................................................................................................................ 7
Water in School ..................................................................................................... 7
Sweets ................................................................................................................... 7
Tuck Shop / Fruit in School .................................................................................... 7
Toys ....................................................................................................................... 7
Environmental Visits .............................................................................................. 8
Work-Life Balance Arrangements .......................................................................... 8
Parents and School and the Home School Agreement .......................................... 8
Caspers Care Club ................................................................................................ 8
Code of Conduct .................................................................................................... 8
Behaviour Management ......................................................................................... 8
Journals ................................................................................................................. 9
Achievement File ................................................................................................... 9
School Website .................................................................................................... 10
Complaints procedure .......................................................................................... 10
Disclaimer ............................................................................................................ 10
Holiday dates until July 2014 ................................................................................... 11
SATS results 2013 .................................................................................................. 12
Child Welfare ........................................................................................................... 13
Child Protection ................................................................................................... 14
Special Educational Needs (summary of the Governing Bodies Policy) ............... 14
Medicines ............................................................................................................ 14
Returning to school after absence........................................................................ 14
What We Teach ....................................................................................................... 15
Extra Curricular Activities ..................................................................................... 15
Foundation Stage - Curriculum Focus .................................................................. 16
Year 1 - Curriculum Focus ................................................................................... 19
Year 2 - Curriculum Focus ................................................................................... 20
Year 3 - Curriculum Focus ................................................................................... 22
Year 4 - Curriculum Focus ................................................................................... 24
Year 5 - Curriculum Focus ................................................................................... 26
Year 6 - Curriculum Focus ................................................................................... 28
2
Welcome to Cullingworth Village Primary School
Our Address is:
Cullingworth Village Primary School
New School Lane,
off Halifax Road,
Cullingworth,
Bradford,
BD13 5DA
Telephone
Fax
01535 273839
01535 275951
e-mail
website
[email protected]
www.cullingworth.bradford.sch.uk
Children’s Services
Future House
Bolling Road
BRADFORD
BD4 7EB
The Local Education Authority Address is:
School Times
Reception and Years 1 and 2
8:55 – 12:00
13:00 – 15:05pm
Years 3, 4, 5 and 6
8:55 – 12:15pm 13:00 – 15:05pm
The school doors open at 8.45am to allow the children
enough time to sort their coats and bags out and be sitting
at their desks for registration by 8.55am.
Office Hours
8:30am – 3.15 p.m.
(answerphone available after this time)
Governing Body
Parents, staff, LEA representatives and members of the local
community are represented on the governing body of the school.
The governing body meets twice a term to lead and manage the
school. Wide ranges of issues are discussed. A list of names is
on display on the school notice board in the entrance and also
on the school website. The first five minutes of the meetings are
available for parents to raise any issues with governors. Parents
are welcome to look at any policy statements that are kept in the
school office with prior notice.
Visitors are welcome - a telephone call for an appointment would be appreciated.
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Staff and Governor information – from September 2014
Chair of Governors
Clerk to Governors
Mrs Anne Jordan
Mrs Nikki Hardaker
Headteacher
Mrs Kate Sutcliffe
Deputy Headteacher
Miss Louise Thirkill
Parent & Inclusion Worker
Mrs Debbie Macdonald
Office Manager
Mrs Nikki Hardaker
Administrative Assistants
Mrs Jill Smith and Mrs Sally Heyes
Site Manager
Mr. Gary Dobson
Reception 1 Class Teacher & SENCO
Reception 2 Class Teacher
Nursery Nurse
Part-time teacher
Reception Classroom Assistants
Mrs. Elena O’Hare
Mrs Lynn Presland
Mrs Michelle Tillotson
Mrs Carolyn Hammond
Mrs Dawn Dawson, Mrs Catherine Hughes, &
Mrs Barbara Dumont
Miss Alex Harper
Teaching Assistant Apprentice
Year 1 Class Teacher
Part-time teacher
Year 1 Classroom Assistants
Miss Nicola Headley
Mrs Carolyn Hammond
Mrs Rachel Barlow &
Mrs Rachel Newboult
Year 2 Class Teacher
Year 2 Classroom Assistants
Mrs Liz Rooney
Mrs Liliana Copland & Mrs Julie Wood
Year 3 Class Teachers
Year 3 Classroom Assistants &
SEN Support
Miss Louise Thirkill & Mrs Susie Byrnes
Mrs Fiona Campbell, Mrs Susan Nunn &
Mrs Sally Dickerson
Year 4 Class Teacher
Year 4 Classroom Assistant
Mrs Janice Parfett
Mrs Janet Iwanczuk
Year 5 Class Teacher
Year 5 Classroom Assistant
Ms Joanne Langley
Mrs Sandra Simpson & Mrs Jackie Ford
Year 6 Class Teacher
Year 6 Classroom Assistants
Mr Stephen Singh
Miss Sarah Fletcher, Mrs Jayne Dowd &
Mrs Rachel Newboult
Teaching Assistants
(Special Needs)
Mrs Fiona Campbell
Mrs Susan Nunn
Mrs Jayne Dowd
Modern Foreign Language Teacher
Mrs Patricia Taylor
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General Information
Cullingworth is a Bradford Local Authority Community Primary School. We take children from four to
eleven years and currently have approximately 220 pupils arranged in year group classes, with
children being grouped according to age. We have one form entry and our intake allocation is 30
children per year. If there are more children than our year intake, the local authority admissions
policy operates. The school has no religious affiliations. From September 2014 the school will begin
a planned expansion process to one and a half form entry. This means that, starting in September
2014, our Reception class intake will be 45 children.
Admissions policy
1. Siblings already in school.
2. Children from the school catchment area as defined by the LEA. Children living nearest the
school are given first priority.
3. Others outside the catchment area whose names are on the waiting list.
The LEA will advise parents of children not offered a school place. Parents are encouraged to visit
the school. Choices of primary school are made in November for the following school year.
New Entrants
The school adopts the standard admissions policy used by the LEA for new entrants. Children and
their parents are invited to visit school in the term before they start and are also invited to watch the
reception class assembly. Our reception class teacher usually gives a short talk to parents one
evening, along with other staff and governors, and answers any queries they may have. Personal
interviews are held with the parents and teacher once a child is admitted.
Children transferring from other schools
Parents wishing to transfer their children to Cullingworth Village Primary School are encouraged to
visit the school. A telephone call before hand will ensure that someone is available to assist you
and show you around. Unless children move directly into the village, the LEA rules do not permit
transfer between Bradford schools mid term.
Secondary Schools
Children move to secondary school in the September after their eleventh birthday. Parents are
asked to make a choice of secondary school at the beginning of the Autumn term, but places
allocated will depend on numbers wanting a particular school. Catchment areas can change
annually. Currently choices are made in September for the following school year. If your child is not
allocated a place at the school of your choice this must be taken up with the LEA, as the staff at
Cullingworth have no influence on the decision, or appeals process.
Vital information for us
It is vital that we have up to date information for your child (address, telephone, email address,
place of work, emergency number) in case we need to contact you by phone or through Parent
Mail. If you change these, please let us know immediately. Please ring and inform the school if your
child is absent for any reason. If you know in advance that your child may be absent from school on
a particular date, please request a School Absence Form from the school office. The Headteacher
will be unable to authorise absences for family holidays, but can authorise some absences for
exceptional circumstances (for example, for medical reasons or a funeral). Regular unauthorised
absences will be referred to the education social welfare service.
Information for Parents
The School Profile which has replaced the Governors Report to Parents can be accessed on-line
via http://www.schoolsfinder.direct.gov.uk Queries can be addressed through the school office, with
staff or parent governors. The list of governors’ names is displayed in the entrance.
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Emergency Closure of the School
In the event that the school has to close at short notice we will make every effort to contact parents
in order that they may take their children home. If such arrangements cannot be made, your child
will be cared for until you can collect them.
Information on closures will, as far as possible, be broadcast by local radio early in the morning,
although this is generally only used where an emergency or severe weather has occurred. We will
also send a text message to those parents who have signed up to Schoolcomms. It is essential to
ensure that parents keep the school up to date with any changes to mobile phone numbers.
Parents can also check the school website, where information will be regularly updated.
The School Day
Morning Session
Morning Break
Morning Session
Lunch Break
Afternoon Session
08:55 – 10:30
10:30 – 10:45
10:45 – 12:00 (12:15 for Key Stage 2)
12:00 – 13:00
13:00 – 15.05
Classrooms have shared cloakrooms with doors onto the playground. The school doors open at
8.45am. Please do not let your child arrive before this time, especially when it is raining. The doors
will close at 8.55am. Parents are responsible for their own children and any siblings whilst
they are on the school premises before and after school.
In the morning, children will come into school via their class cloakroom, not the front door. If your
child is late they need to report to the office. The main school entrance is operated by an intercom
system and if children are late they may be left waiting outside until someone is available to let
them in. Dogs should not be brought into the school grounds under any circumstances.
The school has a dropping off zone and parents must drop off children, rather than park in the drop
off zone and bring them in to school. Please do not park on yellow lines or on the pavement as this
creates danger to others. The main gates are electrically operated and entry is for staff, visitors and
deliveries only. We would be grateful if parents, dropping off, or collecting children by car could
think of our neighbours. The cycle entrance is also the pedestrian entrance and therefore we ask
cyclists to dismount and wheel their bikes to the bike stands. We encourage children to walk
or cycle to school.
Clothing
Clothes should be suitable for school activities allowing ease of movement and should be easily
washable in case of accidents with glue or paint. All clothing MUST be marked with the child’s
name. A lost property box is situated outside the rear hall door (or inside at the back of the hall
when it is wet) and it is cleared out at regular intervals. Low heeled strong black shoes or trainers,
which may also be used for outdoor PE, are required. These should be waterproof in winter. It is
expected that School Uniform will be worn. The wearing of jewellery is not permitted other than
studs. Make up should not be worn.
Our uniform colours are red and grey. A grey skirt or grey trousers worn with a white polo shirt.
Leggings must not be worn instead of trousers or under skirts. A red sweatshirt, jumper or cardigan
can be worn. Summer wear should follow this colour scheme with red and white dresses for girls
and grey shorts for boys. Sweatshirts, polo shirts, baseball caps and fleeces embroidered with the
school logo, can be bought from Firths on Low Street in Keighley.
For indoor P.E. each child will need blue shorts, red T-shirt and pumps. For outdoor P.E. a blue
tracksuit and trainers or pumps. All items must be named. Long hair needs to be tied back for P.E.
Due to limited space in the cloakrooms, we ask that P.E. bags are limited to a reasonable size. The
type we prefer is the pull-string bags (rather than rucksack style), as these hang easily on the
cloakroom pegs. This type of bag is available from Firths or from the school office.
6
Reading Folders
The children will need a bag to transport reading books to and from school. The school red reading
bags are available from the office, prior to your child starting school. However, although we
encourage the use of our school reading bags, this is not essential and children can use their own
reasonably sized bags if preferred. Please ensure that library books are returned in the clear
plastic bag provided. If your child’s reading or library book is lost or damaged, please can you
forward a contribution into school towards the replacement of the book. Due to lack of space in the
cloakrooms, we ask that bag size is limited.
Equipment
Children in upper Key Stage 2 are encouraged to bring their own equipment to school. This will
include a handwriting pen, pencil, ruler, eraser and pencil sharpener.
School Meals
All children in Key Stage 1 (Reception, Year 1 and Year 2) will be eligible for free school meals from
September 2014. At present school meals cost £7.75 per week. Please try to send the money each
Monday for dinners that week, in an envelope bearing your child’s name and class. Dinner money
envelopes are available free of charge from the school office. (Free school meal enquiries should
be made to the Education Office, Keighley). A catering firm supplies the meals and enquiries
regarding accounts can made via the school office. There is no facility for credit. Sandwiches may
be brought in a suitable container and should be balanced and nutritious. All children are provided
with water at lunchtime. The school has been awarded the Healthy School Award and we
encourage children to make healthy choices in their eating.
Milk
Milk is provided free of charge for children in Reception. Children in Key Stage 1 can order milk,
which must be paid for in advance. Parents will be notified of costs as these may vary termly.
Water in School
Children should bring water in bottles from home which they will have access to throughout the day.
Bottles must have a sports cap.
Sweets
Sweets are not allowed in school. Occasionally teachers and other staff will give a reward or
parents will send sweets for a whole class on a special occasion such as a birthday. Please inform
the school of any medical conditions, which would make the giving of sweets a problem. Fruit can
be brought in to eat at break times.
Tuck Shop / Fruit in School
A healthy tuck shop is held every Friday morning playtime. Children should not bring more than 50p
to spend. A piece of fruit is available for each KS1 child every day.
Toys
Toys are not allowed in school. Footballs will be provided by the school. Games can be borrowed
by children during dry lunchtimes. There is also a games shop and Playground Leaders will help
ensure that children have a suitable toy to play with if they want one.
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Environmental Visits
At the beginning of each academic year, parents will be asked to sign a form allowing short
environmental visits around the school and the local area, as part of our work in school (eg: along
the lane for project work, or to the local church). These will always be well supervised. For visits
that take place during or after school which require transport and or coaching, we will usually ask
for a financial contribution from parents. If insufficient funds are received we may have to cancel the
visit. Where necessary, payment can be made in instalments. There is a residential visit in Year Six.
Work-Life Balance Arrangements
The government, with the agreement of the teacher unions, have agreed that all teachers will be
given ‘PPA’ time. This is time for them to plan, prepare and assess children’s work as part of their
work-life balance arrangements. This means that for 10% of each week a teacher will be away from
his or her classroom. We employ three part-time teachers who regularly teach classes during a
teacher’s absence. Suitably qualified teaching assistants also supervise the children and deliver
work previously set by the teachers when they are absent from class.
Parents and the Home School Agreement
There is a home school agreement (included with the Prospectus) that sets out what parents can
expect from school and how children and parents should help us. This is issued to all new pupils.
All parents are asked to sign the contract and return a copy to the school.
We welcome offers of help to hear readers, or to help in various ways. We would like mums, dads,
grandparents and carers to come to school events as well as class assemblies and sports days. We
have a very active Parent Teacher Association (PTA) which organise excellent events throughout
the year to raise money for items in school. The PTA is always looking for willing and enthusiastic
members and helpers. Ask at the school office if you would like more information about helping in
any way.
Caspers Care Club
There is an independently run before and after school ‘care club’ for parents whose work
commitments mean that they need to leave children earlier or collect them later than the school
day. Places are limited to 16 children. They may be contacted on 07890 661154 between 7.45 a.m.
and 8.45 a.m. and 3.05 p.m. – 5.20 p.m. on school days.
Code of Conduct
There is a school code that outlines our expectations of the children while they are here and out in
the community representing the school. There are a number of rules which state how children
should care for the school and the pupils and staff who work in it. The Code is as follows:
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Always try your best
Be polite at all times
Respect other people’s property
Stand still after the bell goes
Walk down the corridor on the left hand side
Behaviour Management
The school has a behaviour management system that reflects the school’s aims. Minor incidents of
poor behaviour will be dealt with verbally by the class teacher with an occasional loss of privileges
or free time. More serious incidents of poor behaviour will result in parents being contacted. Racist
behaviour or language is not tolerated and will be dealt with following the LEA guidelines for
reporting such behaviour.
8
Journals
Pupils in Key Stage 2 and Year 2 will be given a ‘Journal’ at the beginning of the year which
contains information about the school including: the school aims, sessions times, holiday dates and
so on. The main purpose of the Journal is to improve communication between home and school
and provide day to day information about your child’s work, achievements and behaviour that is
either better or worse than we would normally expect. The staff will record these instances in the
form of comments, stamps and stickers. From time to time the children will be asked to write in
various pieces of information such as: homework tasks, scores, marks and things to remember.
We hope that the children will take pride in maintaining them as a record of their work in school.
Your child will bring their journal home each afternoon in their reading files and they will be with you
over the weekend. We would be grateful if you would look at them, discuss with your child the
comments they contain and initial in the space at the bottom of each week. It is anticipated that
every child’s journal will contain at least one comment each week from a member of staff. Parents
are invited to add brief comments also if they wish. If there are particular concerns please write to or
make an appointment to see your child’s teacher. The Journals will not replace more formal contact
with the school so please do not use them for requests such as for medical appointments. New
Journals will be issued half-way through the school year.
Achievement File
Each week a child’s name from each class is added to the achievement file if he/she has excelled in
an area of work, behaviour or has achieved something of great significance in their own time.
These children are presented with a certificate during the Friday assembly when their achievements
are shared. Children who have produced excellent work or have gained a certificate should bring it
into the assembly.
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School Website
Our school website is available at www.cullingworth.bradford.sch.uk. This contains a parents
section, letters, an events calendar and numerous other items of interest. It is also linked to our
learning platform where pupils and parents can access curriculum details, homework etc. There are
also links to other websites which the school subscribes to, for example Education City, Purple
Mash, Bug Club and Bradford Learning Network.
Complaints procedure
Complaints should be brought initially to the class teacher, then, if necessary, to the Headteacher
who will listen and advise. A guide to the complaints procedure (Ed Reform Act 1988) is available in
school. The Headteacher will, in most cases, be able to resolve complaints but may need time to
investigate. A more formal route for more serious complaints is by letter to the Clerk to the
Governors, c/o the school.
Disclaimer
Information in this booklet was believed to be correct at the time of printing. There may be
changes throughout the course of the year.
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Cullingworth Village Primary School
Holiday Dates until July 2015
Spring Bank
Close
Re-open
Summer
Close
Friday
Monday
23rd May 2014
9th June 2014
Wednesday
Summer holidays
Re-open
Monday
23rd July 2014
Half term
Close
Re-open
Friday
Monday
24th October 2014
3rd November 2014
Christmas
Close
Re-open
Friday
Tuesday
19th December 2014
6th January 2015
Half term
Close
Re-open
Friday
Monday
13th February 2015
23rd February 2015
Easter
Close
Re-open
Friday
Monday
27th March 2015
13th May 2015
May Bank holiday
Close
Re-open
Friday
Tuesday
1st May 2015
5th May 2015
Spring Bank
Close
Re-open
Friday
Monday
22nd May 2015
8th June 2015
Summer
Close
Re-start new
academic year
Re-start new
academic year
Tuesday
Summer holidays
Re-open
Tuesday
1st September 2014
21st July 2015
Provisional date of
1st September 2015
- to be confirmed
11
SATS Results 2013
Key Stage One SATS Targets and Results 2013
SUBJECT
NATIONAL
2012
K.S.1
SATS
RESULTS
2013
Reading % Level 2+
87%
97%(28)
Reading % Level
2B+
76%
90%(26)
Reading % Level 3
27%
41%(12)
Writing % Level 2+
83%
97%(28)
Writing % Level
2B+
64%
90%(26)
Writing % Level 3
14%
28%(8)
Maths % Level 2+
91%
97%(28%)
Maths % Level 2B+
76%
90%(26)
Maths % Level 3
22%
21%(6)
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End of Key Stage Two 2013 SATS Results- 33 in class
SUBJECT
NATIONAL
2012
JULY.’13
SATS
RESULTs
Reading % Level 4+
87%
94% (31)
Reading % Level 5
48%
39% (13)
Writing % Level 4+
81%
T.A.
91% (30)
Writing % Level 5
28%
T.A.
27% (9)
English % Level 4+
85%
T.A.
94% (31)
English % Level 5
36%
T.A.
33% (11)
Grammar, punctuation
and spelling
N/A
Level 5
42% (14)
Maths % Level 4+
84%
91% (30)
Maths % Level 5+
39%
57% (19)
Maths % Level 6
12% (4)
KS1-2 English % 2 levels
of progress
89%
KS1-2 Maths % 2 levels
of progress
87%
KS 2 % 4+ in
English and Maths
80%
both
2+ levels of progress
97% (32)
3 levels of progress
18% (6)
2+ levels of progress
94% (31)
3 levels of progress
36% (12)
13
91% (30)
Child Welfare
Child Protection
Where a child shows signs of neglect or staff notice evidence of possible ill treatment, this is
reported to the named person within school. LEA regulations state that we must pass this
information on to the Bradford Safeguarding Board for the safety of the child.
Special Educational Needs (summary of the Governing Bodies Policy)
All children are special but some will have problems for example, moving around the school or
concentrating on their work. Through careful monitoring and help from outside agencies we make
every effort to help all children to achieve their full potential.
Where learning is a problem we have a recording structure, which monitors all children’s progress
and allows support to be given quickly. Help from parents in identifying problems, providing
information and supporting children is greatly valued. Whenever a child’s development gives cause
for concern, parents will be consulted at the earliest opportunity, to discuss the best support for their
child. If a child is given extra support they will have an ‘individual education plan’, which identifies
what these needs are.
Our Special Educational Needs Co-ordinator (SENCO) is usually available to see parents on
Wednesday mornings. Please make an appointment. School has been designed to allow access for
children with different physical disabilities.
Medicines
Medicine will be administered to children who bring antibiotics to be taken four times a day.
Parents may come to school to administer other medicines if they wish. We have recently reviewed
the school’s Administration of Medication policy. The law states that:
 we can only give medicines with the prior written consent of parents
 we can only give medicines provided by the parent
If you would like your child to be given medicine in school, please request a consent form from the
office and bring this into school with the appropriate medicine. This includes both prescribed
medicines, such as inhalers and antibiotics and non-prescribed medicines, such as paracetamol.
Under no circumstances can we administer any medication to a child unless the attached form has
been filled in and the medicine has been provided by the parent.
If children become very poorly during the day, the school will endeavour to contact parents and/or
carers. It is essential that we have up to date contact telephone numbers and addresses. If your
child is injured we will take steps to ensure that they receive professional help quickly.
The school has occasional visits from health professionals. It is possible to contact the school nurse
at Canalside Health Care Centre in Bingley on 01274 221055 or 221056.
Returning to school after absence
If your child has been absent due to sickness or diarrhoea they should not return until they have
been free of symptoms for 48 hours. A phone call should be made to the office to report an
absence and this should be repeated each day the absence continues. The Education Social
Worker may be notified if the reason for absence is not received.
14
What We Teach
Children are taught in mixed ability classes for most lessons. A broad and varied education is
delivered through short units, cross-curricular themes and direct subject teaching. Literacy and
Numeracy are part of the daily routine. Teaching occurs in whole classes, small groups or
individually, depending on the type of work and the needs of the children involved.
The National Curriculum consists of the four core subjects: Mathematics, English, Science and ICT.
The remainder are foundation subjects: Design and Technology, History, Geography, Music, Art
and Design, Physical Education, Religious Education, P.H.S.C.E and we also teach Spanish across
Key Stage 2. Targets are set for all children who are tested in English and maths at the age of
seven (end of Year 2) and eleven (end of Year 6). Teachers assess children continually as part of
the normal routine. Their attainment and progress is recorded and communicated to parents at
parent’s evenings and school reports.
Religious Education follows the Local Education agreed syllabus. It forms an integral part of the life
of the school and will be part of many themes and areas of study within the classroom. Parents
wishing to withdraw their child from collective worship must discuss this with the Head Teacher and
give written verification. All major faiths are studied and a great effort is made to share experiences
and celebrations of the home faiths of our children.
Extra Curricular Activities
Currently: dance, chess, choir, ICT, saxophone lessons, keyboard lessons, fun on the field, art &
crafts, times tables classes and many others, are offered to pupils after school. Swimming lessons
occur in Year 5, as does preparation for Cycling Proficiency. Music lessons are available at a cost
through Bradford Music Service.
Homework
Homework is set regularly for all children. For early years the childrens’ homework is centered
around reading, spelling and times tables. For all other children, homework is set regularly and
details can be found in the children’s Journals.
Parent School Contact
Consultations evenings are held in the Autumn and Spring term giving an opportunity to discuss
your child’s progress and attitude and to set targets for the remainder of the year. Booking sheets
for appointments are put up during the term for you to organise a convenient time. Written reports
are issued late in the Summer term and consultations are available for parents with any real
concerns.
Creative Curriculum
Some subjects are taught as part of a creative curriculum, including Geography and History. This is
an opportunity for staff to teach a more relevant, interesting and exciting work to the children while
teaching the core skills detailed in the National Curriculum. Children also have the opportunity to
develop skills in ‘enterprise’, such as: taking risks, making decisions working in and leading a team,
to help prepare them for the challenges and opportunities they will face in life.
School Inspection April 2012
The inspection of the school was completed in December 2012 by inspectors from CfBT on behalf
of Ofsted. The school did extremely well, being judged as ‘outstanding’ in behaviour and safety of
pupils. It was judged ‘good’ overall, with elements of outstanding practice in all other aspects of its
work. The role of the governors was judged to be good. The inspectors praised the improvements
made since the last inspection in April 2008, the progress and attainment of pupils, the quality of
teaching, the effectiveness of the Foundation Stage and the capacity of the school to improve
further. The school is working hard towards being judged as outstanding at its next Ofsted
inspection.
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Foundation Stage - Curriculum Focus
We aim to give your child the basic skills to access the National Curriculum, which begins in Year 1.
We build on your child’s previous knowledge and encourage independence in your child from the
start.
The Early Years Foundation Stage framework which dictates the areas of learning and Early
Learning Goals for Reception classes was revised in September 2012. If you would like more
information about the new framework and the changes that have been made, please refer to
www.foundationyears.org.uk
There are seven areas of learning and development that must shape educational programmes in
early years settings. All areas of learning and development are important and inter-connected.
Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and
for building their capacity to learn, form relationships and thrive. These are the three prime areas of
learning:
1. Communication and language development
2. Physical development
3. Personal, social and emotional development
We also support children in four specific areas, through which the three prime areas are strengthened
and applied. These four specific areas of learning are:
1.
2.
3.
4.
Literacy development
Mathematics
Understanding the world
Expressive arts and design
All the early learning goals are taught through topics. Our topics for this year will be: ‘Ourselves’,
‘Fairy tales’, ‘Exploration’, ‘Plants’, ‘Minibeasts’ and ‘Space’. The topics involve activities and
experiences for children which cover the areas of learning, as follows:
Communication and language development
This involves giving children opportunities to experience a rich language environment; to develop
their confidence and skills in expressing themselves; and to speak and listen in a range of
situations.
We use activities such as ‘Circle Time’ to develop your child’s ability to speak clearly to an audience
and to listen or question appropriately.
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Physical development
This involves providing opportunities for young children to be active and interactive; and to develop
their co-ordination, control, and movement. Children must also be helped to understand the
importance of physical activity, and to make healthy choices in relation to food.
We develop the use of gross motor skills in: skipping, rolling, jumping, turning, balancing, throwing
and catching in gym, dance, games and outdoor play, encouraging an understanding of the need to
exercise and the benefits of a healthy lifestyle. Fine motor skills are developed by playing with
dough, sewing, tracing, threading beads, construction kits, pegboards and jigsaws.
Personal, social and emotional development
This involves helping children to develop a positive sense of themselves, and others; to form
positive relationships and develop respect for others; to develop social skills and learn how to
manage their feelings; to understand appropriate behaviour in groups; and to have confidence in
their own abilities.
Children are encouraged to share, be polite to others, respect themselves and others, to take turns,
look after their belongings and the school’s resources, to care for other’s feelings and see their
point of view and to be considerate. A lot of this is dealt with in everyday classroom life and specific
issues are discussed in circle time.
Literacy development
This involves encouraging children to link sounds and letters and to begin to read and write.
Children are given access to a wide range of reading materials (books, poems, and other written
materials) to ignite their interest.
Our school uses ‘Bug Club’ which is a whole school reading programme. It links books with online
reading. These books are specifically to your child’s reading ability and are used for the children’s
guided reading sessions. PHONICS BUG is a dedicated strand of Bug Club and is taught to our
children from Reception class. Phonics is taught in a synthetic and comprehensive way which is fun
and engaging. Children in Reception class receive a “How to help your child with phonics” booklet
with their prospectus and starter pack. Further copies are also available from the office.
Mathematics
This involves providing children with opportunities to develop and improve their skills in counting,
understanding and using numbers, calculating simple addition and subtraction problems; and to
describe shapes, spaces, and measures.
We develop the use of numbers to 20, including counting sets, adding and subtracting numbers and
using coins. We work on measuring length, height, weight and time and also identify 2D and 3D
shapes and encourage understanding of pattern and problem solving. We familiarise children with
numbers and make this fun and enjoyable by, for example, playing games and baking.
Understanding the world
This involves guiding children to make sense of their physical world and their community through
opportunities to explore, observe and find out about people, places, technology and the
environment.
This area includes a wide range of topics and we encourage the use of all senses to discover and
investigate items. Areas including: ourselves, sand, water, ice, growing plants, lifecycles of animals,
electricity and healthy eating are covered. We learn to log on to computers, make pictures using art
programmes, and word process using Microsoft Word. Work is printed out and children use a turtle
programme to develop the ability to give directions. Work is linked into other areas, eg. literacy and
numeracy. Other topics include weather, seasons and festivals of our own and other cultures.
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Expressive arts and design
This involves enabling children to explore and play with a wide range of media and materials, as
well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings
through a variety of activities in art, music, movement, dance, role-play, and design and technology.
We aim to develop appropriate use of small tools such as rulers, scissors and glue and give
opportunities to work with many types of materials such as: clay, wool, fabric, recyclable materials,
paper and construction sets to produce 2D and 3D results. Creativity is also encouraged in P.E.
sequences, dance and drama moves, role-play, small world play, drawing and painting.
Continuous Provision
These activities are available all the time in foundation stage. They include: water, sand, dough,
home corner, outside play, book corner, construction area, computer, office, creative table and an
enhanced role play area based on different environments such as the rainforest, arctic and garden
centre.
Visits
Our children visit the local churches at Harvest and Christmas time and have an Autumn and Spring
sensory walk. We go on the bus to a local garden centre and have a Summer trip. Visitors come
into school such as the school nurse, vicar, ‘Life Caravan’, a theatre performance and there are
occasional P.E. displays. Pre-school children visit our class in small groups on a weekly basis
during the Summer Term for transition purposes.
Reading
There are three types of reading in class: individual, guided and shared.
Individual reading starts with learning individual letter sounds using Bug Club and building up a
sight vocabulary from flashcards and using these words to read simple books. Children are
encouraged to point to the words as they read them and use the story, pictures and eventually letter
sounds to help them find out what new words say. Reading books and flashcards are brought home
to practice. Please write in the blue reading record book when you read with your child and briefly
say how the session went. It is important to find a good time in your routine, to read together.
Guided reading is done in class, in small, ability groups. The books are new to the children and
they are taught how to tackle an unknown book eg, to look at the cover, read the title, look at the
pictures and predict what might happen in the book. The children read together in foundation and
the story or information is discussed as the book is read. Guided reading books do not come home.
Shared reading is done as a whole class, using a big book. The same skills as in guided reading
and individual reading are developed.
We encourage positive relationships with parents and are always willing to discuss any queries you
might have.
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Year 1 - Curriculum Focus
Literacy
The children will read a range of stories and poems including fairy stories, traditional stories, stories
and rhymes from different cultures, action rhymes, plays and stories about fantasy worlds. They will
also read a variety of non-fiction texts including information books, signs, labels, captions, lists and
instructions and begin to use capital letters, full stops and question marks in their writing and
recognise them in their reading. Children are encouraged to practice their handwriting ensuring
letters are formed correctly, joining letters together.
Numeracy
Children will count and order numbers to 30 and begin to have some understanding of basic
addition and subtraction. They should also know pairs of numbers that add up to 10, be able to
solve simple oral problems using counting and be able to compare different lengths, masses and
capacities. The language of numeracy is very important with younger children and so they will be
encouraged to describe, estimate and compare using mathematical language wherever possible.
Science
In the Ourselves unit, children will learn about their senses and how they can use them to explore
the world around them. They will also learn that humans and other animals move and grow. The
Growing Plants unit will introduce children to the idea of plants as living things that grow and
change. In Sorting and Using Materials, children will learn about the characteristics and uses of a
range of common materials. The unit on Light and Dark will develop the children’s understanding
of the need for light in order to see things. In the Pushes and Pulls unit children will learn about
different sorts of movement and how to describe these. The Sound and Hearing unit will develop
understanding of the huge variety of sounds and sources of sound they will encounter.
Experimental and investigative skills will be developed throughout all units.
I.C.T.
The children are introduced to modelling using various graphic packages, they will use and produce
word banks and learn how to represent information graphically. They will use basic instructions and
commands to control a virtual machine and the real thing, use of the internet and build word
processing skills. The work we do is embedded in all curriculum areas.
Creative Curriculum.
In addition to links with art, design technology and I.C.T, the year 1 Creative Curriculum units will
include the development of skills in history and geography modules.
Half termly themes include; ‘Ourselves’, ‘At the Seaside’, ‘Beyond Earth’, ‘Africa’, ‘Gardener’s
World’ and ‘Toys past and present’. Children will use enterprise skills and develop further their links
with the community through the themes of ‘Reduce, Reuse and Recycle’ and ‘Keeping Safe’.
Design and Technology
Work is planned in three topics. The first is Moving Pictures where children develop an
understanding of simple mechanisms through designing and making moving pictures. Homes gives
an opportunity to develop an understanding of structures and how they can be made stronger and
more stable. Food is covered during the interactive visits to the Life Caravan. These topics link to
our work in the creative curriculum.
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Music
All children will develop their musical ability by regularly singing from memory a variety of songs,
often accompanying them with a rhythm. They will also listen and respond to a wide range of
different kinds of music. In addition the children will explore sounds and explore the duration of
sounds. They will develop their ability to explore pulse and rhythm with the use of musical
instruments.
P.E.
Children develop basic game playing skills, in particular, throwing and catching. They play games
such as tennis, football, rounders and cricket and aim to develop rolling, underarm throwing, hitting
and kicking a ball. Gymnastics: children investigate movement and basic gymnastic actions. They
apply their skills by linking movements together into simple phrases. Dance: children are given a
variety of stimuli, eg poems, pictures, music and stories and encouraged to respond with different
actions eg, jumping, turning, and spinning. As in gym they aim to put together a short piece of
movement and perform to the class. Throughout their work the children learn to move and place
apparatus safely and to be aware of the benefits of exercise to their health.
R.E.
The focus religions are Christianity and Hinduism. They will study the topic Myself, which helps
develop respect for difference and develops skills in reflection and build self esteem. In Special
People they will focus on people the children might meet in their communities as well as introducing
them to key figures in the history and development of religions. In studying Precious Things the
children will look at what is precious in their lives and the lives of people from different religions.
Personal, Health, Social and Citizenship Education
Whilst this is taught as a curriculum subject, it is also explicit throughout all aspects of school life.
Children are encouraged to make informed decisions about being safe, having a healthy lifestyle,
making responsible interactions in social and personal relationships. They are encouraged to
express themselves confidently, be self-reliant, motivated and disciplined and have high selfesteem. They should co-operate with others and respect and value themselves and others within
their local and extended community.
Year 2 - Curriculum Focus
Literacy
Children will read a range of stories, comparing books by different authors on similar themes. We
will also look at the language of stories in familiar and traditional settings and different stories by the
same author. Children will be taught to look at stories in detail: plots, character and setting
descriptions, and the use of dialogue within stories. Sentence construction will be developed
through the use of time sentence starters and connectives. In poetry we will study well known
children’s poets, looking at riddles, tongue twisters and humorous verse.
Our non-fiction reading and writing will include instructions, explanations, and non-chronological
reports. Children will be shown how statements can be turned into questions using ‘wh’ words.
Punctuation skills are developed, the use of exclamation, question and speech marks and using
commas in a list, in addition to an expectation that they can use a capital letter to start a sentence
and a full stop at the end. Children are helped to join their handwriting with confidence.
Phonic knowledge will be consolidated with the addition of prefix and suffixes, -ed and -ing spelling
patterns and plural spelling patterns.
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Numeracy
Children are encouraged to work with numbers up to 100 and beyond, if applicable, undertake basic
addition and subtraction and know by heart the 2, 5 and 10 multiplication tables. Children will have
regular mental maths lessons and learn how to solve maths problems using the 4 rules of number.
In this year they will read simple scales and learn more about time, recognise simple fractions and
estimate, measure, draw and compare lengths using a ruler. The children will also know the
common names for some 2D and 3D shapes, be able to sort them, describe some of their
properties and use mathematical vocabulary. During the year, inverse relationships between
addition/subtraction and division/multiplication are exemplified and consolidated. Children learn to
add and subtract two 2 digit numbers.
Science
In the Health and Growth unit, children learn that all animals grow and reproduce. Children will
learn about plants and animals in their immediate environment and how differences between places
very close to each other result in a different range of plants and animals being found. In the
Variation unit, children will learn that although individual living things are different, there are
similarities, which can help to sort them into groups. In the Grouping and Changing Materials unit,
children will learn to distinguish between an object and the material from which it is made. The
Forces and Movement unit will extend the children’s understanding of how pushes and pulls affect
the movement and shape of objects. In Using Electricity children will be introduced to the concept
of electricity and the essential role it plays in everyday life. Experimental and investigative skills will
be developed throughout all units.
I.C.T.
The children will learn many skills such as: email, word-processing, digital photography, story
boarding and animation, control programming, data collecting, data handling charts and graphs.
Throughout all units, the emphasis is on finding things out and research. How to access the internet
safely is taught and the children will be encouraged to use netbooks in class for research and
additional word processing opportunities.
Creative Curriculum
The key skills that used to be taught in subjects such as History, Geography, Art and Design and
Technology will be covered during our Creative Curriculum. Units will include, ‘Fire!’ looking at the
Great Fire of London, ‘Here and There’ learning about different locations, ‘Heroes and Heroines’
finding out about famous people such as Grace Darling and Florence Nightingale, ‘Islands and the
Sea’ where we will read about Katie Morag and her environment. Children will be encouraged to
develop their understanding of geographic locations and their natural and manmade features,
researching places they wish to learn more about.
Music
All children will develop their music ability by regularly singing from memory a variety of songs,
often accompanying them with a rhythm. They will also listen and respond to a wide range of
different kinds of music and discriminate between different pitch and create simple pattern. The
children will use a variety of instruments to name and see the way sounds are made and develop
their ability to recognise the tempo, seeing how instruments can be used expressively. We will also
use music ICT software to explore and create sounds and effects.
P.E.
Games: children begin to improve their basic skills and apply them to a game situation. They begin
to choose how to use space, avoid opponents, keep the ball and score points. They practice aiming
at targets and throwing underarm, over arm, high, low, fast and slow and observe and evaluate the
performance of others. Gymnastics: children begin to increase their range of skill and develop the
control they have over their movements and begin to develop sequences. Dance: children focus on
creating and performing short dances that communicate emotions and may use ideas from different
times and cultures.
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R.E.
The focus religions will be Christianity and Hinduism. In the topic Special Places children begin to
explore places regarded as special to them or to other religions and in Special Days we look at
how different religions mark the passing of special days of the week, special birthdays and festival
days. In the topic Our World the children learn about how we as people have a responsibility for
our world and are introduced to the various religious beliefs of the origins of the world. We also
learn about the bible and its different stories.
Personal, Health, Social and Citizenship Education
Whilst this is taught as a curriculum subject, it is also explicit throughout all aspects of school life.
Children are encouraged to make informed decisions about being safe, having a healthy lifestyle,
making responsible interactions in social and personal relationships. They are encouraged to
express themselves confidently, be self-reliant, motivated and disciplined and have high selfesteem. They should co-operate with others and respect and value themselves within their
community.
Year 3 - Curriculum Focus
Literacy
The children will read stories with familiar settings, plays, myths, legends and fables, humorous
poetry and mystery stories. They will also read a range of letters written for different purposes: to
recount, congratulate and complain. Children will learn how to use a dictionary, encyclopaedia,
index and thesaurus and they will look at verb tenses. Children will continue to learn to use speech
marks and other punctuation correctly and begin joining sentences in interesting ways. They will
identify mis-spelt words in their own writing and keep a log of those words in their own dictionary
together with learning their weekly spellings. They will build up handwriting speed, fluency and
legibility through practice.
Numeracy
Children will use numbers up to 1000 and count on and back in tens and hundreds. They will begin
to recognise fractions such as ½ and ¾ and use them to find fractions of shapes and numbers and
improve their skills in multiplication and division. Children begin to study time and money and start
to solve simple problems and identify right angles and lines of symmetry and begin to organise data
into simple charts, tables and lists.
Science
The Teeth and Eating unit will reinforce the children’s knowledge of their personal health and how
this relates to their diet. In the Materials and their Uses unit the children learn about different
materials and the properties that characterise them. In Rocks and Soils children will come to
recognise that underneath all surfaces is rock, which may get broken down into pebbles and soil,
and that different rocks have different characteristics. The Magnets and Springs unit will give
children experience of forces, including attraction and repulsion between magnets and the
compression and stretching of springs. In Light and Shadows children are introduced to the
relationship between light and shadows. In Helping Plants Grow, children learn about the
conditions plants need in order to grow. Experimental and investigative skills will be developed
throughout all units.
I.C.T.
The children will learn how to use the internet to research given topics. They will create pictures and
plans using a graphics package and make a comic strip. Children are introduced to databases, will
learn how to e-mail and how to combine text and graphics in different ways.
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P.E.
Games: the children start to consolidate their techniques in a game situation. They develop passing
and receiving the ball, dribbling and keeping possession and using space. They will also learn how
to play golf. Gymnastics: quality of movement becomes important and sequences of contrasting
actions, varied speeds and smooth links. Work includes floor, mats and apparatus and children are
encouraged to evaluate performances. Dance: children now need to recognise the importance of
warming up and cooling down and start to create and link a range of dance actions. Athletics:
children explore jumping, running and throwing activities and think how to achieve the best speed,
height, distance and accuracy.
Creative Curriculum
In Year 3, the children will study a selection of Creative Curriculum topics throughout the year which
will incorporate elements of Art, DT, Geography, History and Enterprise together with other
curriculum areas.
‘Our Village’ will allow the children to be taught the main physical and human features of a locality
and use and interpret maps, plans and photos. They are encouraged to develop skills of enquiry,
field work and the use of secondary sources and use geographical terms such as: urban, rural, land
use and slope.
In ‘I am a Roman!’ children will develop their history skills by the use of dates and terms relating to
the passing of time such as ancient, modern, century and develop the children’s ability to describe
historical events and give reasons for them. The children will learn about the attitudes and beliefs of
the people they study.
The children will also participate in a ‘Pirate Adventure’ where they will discover the historic
background of pirates. They will take part in a variety of creative activities, including designing a flag
and writing a CV. An enterprise element will be making a board game for other children to trial.
In ‘To Buy or Not to Buy’ the children will pretend that a national chain of supermarkets is to open a
store in Cullingworth. They will collect data from local people to gauge public opinion. They will also
design an ideal village in groups.
Music
All children will develop their music ability by regularly singing from memory a range of songs. They
will also use a variety of musical instruments as well as listening to and responding to different
types of music. In addition, the children will create, perform, and analyse descriptive sounds,
explore simple rhythmic patterns and perform as part of a class performance. The children will also
begin to learn how to play the recorder.
R.E.
The focus religions will be Sikhism, Christianity and Judaism. The topic Beginnings will allow the
children to learn about naming ceremonies and will give them an opportunity to listen to stories
about the birth of important religious leaders. The unit Places of Worship will allow pupils to make
links between the religious buildings’ design and shape and the beliefs and practices of the religious
community. The topic Journeys allows children to be introduced to the idea of religious journeys,
to places of pilgrimage and sacred sites and also to the important place journeys had in the lives of
great religious teachers.
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Personal, Health, Social and Citizenship Education
Whilst this is taught as a curriculum subject, it is also explicit throughout all aspects of school life.
Children are encouraged to make informed decisions about being safe, having a healthy lifestyle,
making responsible interactions in social and personal relationships. They are encouraged to
express themselves confidently, be self-reliant, motivated and disciplined and have high selfesteem. They should co-operate with others and respect and value themselves within their
community.
Spanish
In Year 3, children will start to develop skills in Spanish in speaking and listening followed by writing
and reading. The scheme of work follows set guidelines that will show progression, consolidation
and reinforcement of the language. Each of the ten units will be supported by work on computers,
playing games, music and completing project work in which children can share their knowledge of
the language and culture of Spain.
Year 4 - Curriculum Focus
Literacy
The children will read a range of historical novels, play scripts, science-fiction and fantasy
adventures and poems alongside stories that raise issues such as bullying and bereavement and a
variety of non-fiction including adverts, circulars, flyers, reports and articles in newspapers. They
will begin to use powerful verbs and start to use the apostrophe appropriately and identify different
types of punctuation including commas, semi-colons and colons. They will re-read their own writing
to check for accuracy and correct use of grammar. They will also be encouraged to identify
mistakes and recognise errors in spelling. They will continue to build up speed in handwriting and
use a range of presentational skills e.g. captions, sub-headings, labels and capital letters for such
things as posters and title pages.
Numeracy
Children will be asked to use symbols such as = and > correctly and to round numbers. They will
use fractions, decimals and whole numbers, carry out more difficult addition and subtractions, know
by heart the 2, 3, 4, 5 and 10 multiplication tables and use them for simple division work. The
children will tackle work on length and mass, classify shapes and choose appropriate ways to solve
problems.
Science
In the Moving and Growing unit children will learn about how the skeleton is related to movement
and support in humans and what happens to the skeleton and muscles as they move. Through
Habitats they will begin to understand how a habitat provides organisms found there with
conditions for life and how animals depend on plants or other animals, which eat plants for food. In
Keeping Warm, children will build on their ideas about temperature as a measure of how hot or
cold objects are and learn about thermal insulators. In Separating Solids and Liquids they will
learn about the differences between solids and liquids and recognise that the same material can
exist in both forms. Through Friction children learn that forces can be measured and compared
and in Circuits and Conductors children will extend their understanding of circuits, conductors and
insulators. Experimental and investigative skills will be developed through all units.
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I.C.T.
The children will write for different audiences using graphics and text and more advanced features
of a word processing package. They will develop images using graphics packages and learn how to
collect and process information and use databases. They will create and review sequences of
commands to make them efficient and effective. There will be cross curricular links with literacy
using digital imagery and recording and with Creative Curriculum topics where powerpoint and
photostory will be used. The children will be encouraged to make choices about the appropriate
programme to use.
Art
In Year 4 the children continue to develop their drawing skills by recording features through direct
observation and by developing their ideas for design. They cover 2 units: Take a seat (which has
cross curricular links with Design and Technology) and Journeys. Further art skills will continue to
be developed as part of Creative Curriculum units.
Design and Technology
Work is planned in two units. One unit covered is Lighting it Up, when children apply knowledge
about electrical circuits which they have acquired in science to design and make a rocket or game
which lights up. The second links with Art and Creative Curriculum in the Take a seat unit.
Creative Curriculum
In addition to links with art, design technology and I.C.T. the year 4 Creative Curriculum units will
include our history and geography skills development in addition to enterprise.
Two units about Aztec Life and Tudor Times develop our skills in history and geography work as
we investigate and compare life in different parts of the world at a similar time in history. We will
also look at weather across the world in an art/geography based unit. We will carry out an
enterprise unit during the year which will involve children using work-based skills.
Music
All children will develop their music ability by regularly singing from memory a variety of songs,
often accompanying them with a rhythm and listen and respond to a wide range of different kinds of
music. The children will develop their ability to create, perform and analyse compositions Exploring
singing games will consolidate their sense of pulse and ability to perform with others.
P.E.
Dance: the children work on creating characters and narrative through movement and gesture and
they work in pairs and small groups and express their ideas, issues, feelings and thoughts.
Gymnastics: children create sequences including changes of level and speed and with clear use of
body shape and evaluate their own performances and suggest improvements. Games: children
learn how to hit a ball into spaces to score runs in different ways. They learn how to field and
defend their goals. Athletics: children develop good basic running, jumping and throwing
techniques, always trying to gain the best speed, height, distance or accuracy.
R.E.
The focus religions are Christianity, Buddhism and Judaism. The Special books unit enables pupils
to explore their meaning and significance and to understand their origin and authority for religious
people. Pupils will learn about how sacred books are treated and the authority they possess. In the
unit Right and Wrong the pupils are encouraged to explore the key teachings of religions about
human behaviour and to think about their own behaviour and values. Creation and the
Environment combines two main themes: stories and beliefs about creation and the environment
and attitudes towards it.
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Personal, Health, Social and Citizenship Education
Whilst this is taught as a curriculum subject, it is also explicit throughout all aspects of school life.
Children are encouraged to make informed decisions about being safe, having a healthy lifestyle,
making responsible interactions in social and personal relationships. They are encouraged to
express themselves confidently, be self-reliant, motivated and disciplined and have high selfesteem. They should co-operate with others and respect and value themselves within their
community.
Spanish
In Year 4 children will continue to develop key skills in speaking and listening followed by writing
and reading in Spanish The scheme of work follows set guidelines that will show progression,
consolidation and reinforcement of the language. Each of the ten units will be used as a basis for
work on computers, games, music and project work in which children can share their knowledge of
the language and culture of Spain.
Year 5 - Curriculum Focus
Literacy
Children read stories, novels and poems by well-known children’s writers and look at myths,
legends and fables, classical poetry and poems from different cultures. They will also read a range
of persuasive writing – letters, commentaries and leaflets. They will look again at the use of
apostrophes and begin to use connectives to link clauses and to sentences in longer texts. They will
discuss, proof-read and edit their own writing and begin to adapt their writing for different readers
and different purposes by changing vocabulary, tone and sentence structure.
Numeracy
The children will begin to use numbers beyond 1000, complete more difficult mental calculations
such as 8006-2993, more difficult addition and subtractions, order positive and negative numbers
and use decimal notation of tenths and hundredths. By now children should know all the
multiplication tables up to 10 and carry out short and long multiplication. Children will also be
encouraged to understand the measurement of area, recognise parallel and perpendicular lines and
use addition, subtraction, multiplication and division to solve problems, explaining what they have
done.
Science
The Keeping Healthy unit will help children to learn that there are many aspects to keeping
healthy. They will learn about the heart and how heartbeat is affected by exercise. Through Life
Cycles, children will learn that plants and animals reproduce as part of their life cycle. In the Gases
Around Us unit children will learn that gases are material and can be distinguished from solids and
liquids by their properties. Through the Changing State unit children will consolidate their ideas
about changes of state that can be reversed. In the Earth, Sun and Moon unit they will learn about
the shapes and relative sizes of the Earth, Sun and Moon. They will also learn how the three bodies
move relative to each other and how these movements relate to night and day. Through Changing
Sounds, children will learn that vibrations produce sounds and that these vibrations travel from the
source through a variety of materials. They will also investigate ways of producing sounds and how
pitch and loudness can be altered. Experimental and investigative skills will be developed
throughout all units.
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I.C.T.
The children will be introduced to spreadsheets to produce simple questionnaires and use the
information gathered to produce basic charts. They will learn to evaluate information and analyse
and process data from databases and use graphical modelling packages and control real and
virtual devices.
Creative Curriculum
The Creative Curriculum encompasses the subjects Art, Design and Technology, Geography and
History. The children will be taught different topics and will develop their skills required to be taught
for each of these subjects. Some of these skills are as follows:
History

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Using sources to research historical events
How history has changed society
How attitudes develop over time
Geography



Use secondary sources for information
To identify physical features
To make and use maps and plans
Design & Technology
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Plan and use material effectively
Explore common aspects of designs
Make decisions and produce work to their design specification

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Investigate visual and tactile elements
Explore the use of different art materials
Develop the use of tools and methods
Art
Music
All children will develop their music ability by regularly singing from memory a variety of songs,
often accompanying them with a rhythm. They will also listen and respond to a wide range of
different kinds of music. In addition they will explore rhythm and pulse. Their ability to sing and play
music in rounds will be developed. They will explore sound sources.
P.E.
Dance: children learn different styles of dance and develop an awareness of the historical and
cultural origins of them. Children develop their own warm up and cool down sequences.
Gymnastics: children create longer sequences to perform for an audience, using an extended
range of actions and more difficult combinations. Games: children develop more skilful attacking
and team play and work as a team. They learn about using team positions and defending, using
mini versions of invasion games such as hockey. Athletics: children focus on developing a more
technical understanding of athletics, setting targets and improving their performance and try out the
roles of umpires, coaches, judges and recorders. Swimming: children attend the local pool in
Bingley once a week for 6 months. They have to learn to keep themselves afloat and propel
themselves through the water, improving their strokes and learning personal survival techniques.
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R.E.
The focus religions will be Christianity, Buddhism and Islam. Sacred Writings focuses on the
content and status of sacred writings for faith communities and individuals. In Places of Worship
the children focus on places of worship in the community and make comparisons between them.
They find out about places of worship, the events that take place within them and the people who
use them. Signs and Symbols allows children to learn about a range of symbols from different
religions and explore their meaning and significance for believers.
Personal, Health, Social and Citizenship Education
Whilst this is taught as a curriculum subject, it is also explicit throughout all aspects of school life.
Children are encouraged to make informed decisions about being safe, having a healthy lifestyle,
making responsible interactions in social and personal relationships. They are encouraged to
express themselves confidently, be self-reliant, motivated and disciplined and have high selfesteem. They should co-operate with others and respect and value themselves within their
community.
Spanish
In Year 5 children will continue to develop key skills in speaking and listening followed by writing
and reading in Spanish. The scheme of work follows set guidelines that will show progression,
consolidation and reinforcement of the language. Each of the ten units will be used as a basis for
work on computers, games, music and project work in which children can share their knowledge of
the language and culture of Spain.
Year 6 - Curriculum Focus
Literacy
The children will read a wide variety of texts ranging from classic fiction, poetry and drama to
science fiction, biographies, diaries and journals. They will try to sustain their engagement and
increase their understanding of the features of different types of text and try to develop critical
reflection and personal opinions about what they read. They will experiment with different narrative
form, styles and techniques to write their own stories and prose independently, and use different
texts as models to improve their writing and creativity.
Numeracy
The children will divide decimals mentally by 10 and 100, order numbers up to 3 decimal places,
‘cancel’ fractions and use them to find fractions of numbers and quantities. They will begin to use
percentages and ratio and proportion, solve simple problems and carry out the addition and
subtraction of numbers using decimals. They will improve their work in long multiplication and
division. The children will also use protractors, calculate area and perimeter, plot co-ordinates and
measure and estimate angles, using the correct mathematical vocabulary. They will present
information using various graphs and tables with the help of I.C.T.
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Science
In Food Chains children will extend their knowledge of the way in which plants and animals in
different habitats depends upon each other and are suited to their environment. Through the Microorganisms unit they will learn that there are many very small organisms called micro-organisms
which feed, grow and reproduce and which may be harmful or beneficial. The Dissolving unit will
look at what happens when a variety of solids dissolve. The Different Changes unit will develop
work that the children have done on reversible changes, and introduces burning as a change that
cannot be reversed. Through the Forces in Action unit children will apply their knowledge of a
variety of forces, including magnetic attraction, gravitational attraction and friction. In the Seeing
Things unit they will learn that mirrors and shiny surfaces alter the direction in which light travels
and when they see objects, light enters the eye. The Changing Circuits unit will extend the
children’s understanding of ways in which the brightness of bulbs in a circuit can be changed.
Experimental and investigative skills will be developed throughout all units.
I.C.T.
The children will use the internet to research information then see how they can use the information
they find in a constructive way. They will use various multimedia packages to produce
presentations. These ICT skills and knowledge will also be applied to many other different subject
areas.
Creative Curriculum
The Creative Curriculum encompasses the subjects Art, Design and Technology, Geography and
History. The children will be taught different topics and will develop their skills required to be taught
for each of these subjects. Some of these skills are as follows:
History



Using sources to research historical events
How history has changed society
How attitudes develop over time
Geography



Use secondary sources for information
To identify physical features
To make and use maps and plans
Design & Technology



Plan and use material effectively
Explore common aspects of designs
Make decisions and produce work to their design specification
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Art



Investigate visual and tactile elements
Explore the use of different art materials
Develop the use of tools and methods
Music
All children will develop their music ability by regularly singing from memory a variety of songs,
often accompanying them with a rhythm. They will also listen and respond to a wide range of
different kinds of music. In addition they will explore lyrics and melody. They will develop and
demonstrate their musical knowledge exploring musical processes.
P.E.
Dance: children consolidate their knowledge and understanding of how to compose, perform and
appreciate dance. They try new skills such as taking weight, supporting, leaning and balancing.
They warm up and cool down independently and show understanding of how to structure a dance.
Gymnastics: children will plan and perform a sequence with a partner, choosing their own music,
apparatus and designing a layout. They may work in a group. They will use partners for support e.g.
as a base for a balance. They become more able to give effective feedback. Games: children use
rackets to develop a range of skills and tactics, trying to land the ball in a place where it is difficult
for their opponent to return. They improve their defending and attacking play in games such as
rugby, hockey, basketball or football. They play in even sided teams and learn to play safely and
fairly. Outdoor and adventurous activities: children are given the opportunity to develop their
orienteering and problem solving skills in an unfamiliar situation on a residential visit to Robinwood
Activity Centre in Lancashire. They face personal challenges and become more self-reliant. They
take on physical challenges and develop interpersonal and leadership skills. Throughout their work
the children learn to move and place apparatus safely and to be aware of the benefits of exercise to
their health.
R.E.
The focus religions will be Christianity, Buddhism and Islam. The unit Pilgrimage focuses on the
concept of pilgrimage, both in terms of religious activity and a way of life. Sites of pilgrimage will be
studied and pupils will be helped to understand the motivation and preparation for the pilgrimage as
well as the rituals, which are undertaken. In Sacred Places the children will identify and explain the
significant religious places of different faiths. The unit Initiation Rites focuses on the ideas of
responsibility and commitment and the ways in which people show their commitment to a religious
life. Ceremonies of initiation are studied and their meaning and significance made clear.
Personal, Health, Social and Citizenship Education
Whilst this is taught as a curriculum subject, it is also explicit throughout all aspects of school life.
Children are encouraged to make informed decisions about being safe, having a healthy lifestyle,
making responsible interactions in social and personal relationships. They are encouraged to
express themselves confidently, be self-reliant, motivated and disciplined and have high selfesteem. They should co-operate with others and respect and value themselves within their
community.
Spanish
In Year 6 children will continue to develop key skills in speaking and listening followed by writing
and reading in Spanish. The scheme of work follows set guidelines that will show progression,
consolidation and reinforcement of the language. Each of the ten units will be used as a basis for
work on computers, games, music and project work in which children can share their knowledge of
the language and culture of Spain. Through close links with local secondary schools the work
covered by pupils ensures a smooth transition to study further Modern Foreign Languages at Key
Stage 3.
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