The school believes that art and design are an essential part of a child’s education, helping them grow in many different ways. The aim is to give children opportunities to explore creativity and express themselves confidently.

Through art, children are encouraged to become:

• Imaginative and expressive
• Creative and independent thinkers
• Observant and analytical

Art is seen not just as a subject, but as a way for children to share their ideas, emotions, and individuality, supporting their overall development.

The school delivers art and design through a structured and progressive curriculum based on national guidelines and a tailored progression framework.

Key ways this is implemented include:

• Planned progression: Skills and knowledge build from early years through to Year 6 using a clear framework.
• Sketchbooks: Each child keeps a sketchbook throughout school, helping track progress and develop ideas over time.
• Knowledge building: Lessons start with key vocabulary and concepts to connect new learning with what pupils already know.
• Cross-curricular links: Art is connected with subjects like History, Geography, RE, PSHE, and Computing to deepen understanding.
• Adaptability: Lessons are adjusted to suit different ages and abilities through support, resources, and project choices.
• Enrichment opportunities: Trips, workshops, visiting artists, and themed art days enhance learning experiences.
• Assessment and monitoring: Teachers use ongoing assessment and review activities (like looking at sketchbooks and pupil feedback) to improve teaching and learning.

As a result of this approach, children develop strong artistic skills and a deeper understanding of art.

You would see:

• A clear progression of skills in sketchbooks
• A mix of practical artwork and knowledge about art history
• Confidence in using different materials and techniques
• Pride in their work and high-quality outcomes

By the end of their learning journey, pupils:

• Can create and evaluate their own artwork
• Understand key artistic concepts like colour, texture, and composition
• Know about important artists and cultural influences
• Use sketchbooks to refine and improve their ideas

Overall, children gain both creative skills and a broader understanding of the world through art.

The school wants children to become confident and responsible users of technology—masters of it, not controlled by it. The goal is to teach pupils how to use technology safely, positively, and creatively in a world where it plays a huge role.

Children are encouraged to:

• Be creators, not just consumers of technology
• Understand how to make responsible choices online
• Use technology to express ideas and support their learning
• Develop confidence with a range of digital tools

The curriculum balances strong knowledge with opportunities for creativity, helping children grow into skilled and thoughtful users of technology.

Computing is taught through a well-planned, progressive curriculum that builds skills year by year and is woven throughout other subjects.

Key features include:

• Structured curriculum: Based on the NCCE Teach Computing Curriculum, covering computer science, information technology, and digital literacy (as shown in the table on page 1).
• Progression framework: Skills develop from EYFS to Year 6 using clear learning pathways and “learning graphs.”
• Spiral approach: Topics are revisited regularly, each time at a deeper level to strengthen understanding.
• Four key areas:
  – Computing systems & networks
  – Creating media
  – Data & information
  – Programming
• Cross-curricular use: Computing is embedded across subjects (e.g., programming in science, digital media in history, graphics in maths).
• Inclusive teaching: Lessons are carefully sequenced and adapted so all children can succeed.
• Real-world connections:
  – Use of platforms like Class Dojo and Office 365
  – Engagement with parents and the wider community
• Visits, workshops, and links with local schools and professionals
• Assessment & monitoring: Ongoing teacher assessment, learning walks, and reviewing pupils’ digital work ensure progress.

As a result, children become confident, reflective, and skilled users of technology.

You would see:

• Work stored and shared digitally (e.g., Office 365, Class Dojo)
• Pupils confidently discussing what they’ve learned and why it matters
• Increasing independence in choosing the right tools for tasks

By the end of their learning journey, pupils:

• Understand the importance of balancing technology use
• Can explain both how and why they use digital tools
• Appreciate the role of technology in learning and everyday life
• Show creativity in presenting and sharing their work

Overall, the curriculum helps children develop the skills and mindset needed to use technology effectively, safely, and thoughtfully—both now and in the future.

The school aims to give children a Design & Technology education that prepares them for a fast-changing world. The focus is on helping pupils become creative problem solvers who can think independently and develop practical skills.

Through D&T, children are encouraged to:

• Be innovative and think for themselves
• Design, make, and evaluate products
• Work with a variety of materials (e.g. textiles, food, wood)
• Build resilience and confidence through hands-on learning

The subject is designed to help children apply skills from across the curriculum in meaningful, real-life projects.

D&T is delivered through a structured and progressive curriculum, ensuring children build their skills step by step.

Key features include:

• Curriculum design: Based on the National Curriculum and “Projects on a Page,” supported by the Design and Technology Association.
• Progression framework: Skills develop from EYFS to Year 6, with clear guidance for teachers on planning and delivery.
• Skill development areas:
• Cooking and nutrition
• Mechanical and electrical systems
• Structures and materials
• Learning process: Children follow a clear journey—researching, designing, making, and evaluating products.
• Cross-curricular links: D&T connects with subjects like maths and science through skills such as measuring, planning, and problem-solving.
• Adaptability: Activities are tailored to suit different ages and abilities through support, tools, and project choices.
• Real-world experiences: Links with local businesses, farms, and experts help children see how D&T works in everyday life.
• Assessment & monitoring: Teacher assessments, learning walks, and pupil feedback ensure progression and improvement.

As a result, children develop strong practical and creative skills, along with the confidence to design and make their own products.

You would see:

• Detailed records of ideas, designs, and evaluations in topic books
• Evidence of planning, testing, and improving work
• A range of practical projects using different materials

By the end of their learning journey, pupils:

• Can design purposeful and innovative products
• Use tools and materials safely and effectively
• Evaluate and improve their work based on feedback
• Communicate their ideas clearly in different ways

Overall, D&T helps children become thoughtful designers and makers who can apply their learning to real-life situations.

The school aims to develop children into confident young geographers by building their knowledge, skills, and understanding of the world.

The curriculum focuses on:

• Deepening knowledge about places, people, and environments
• Developing strong geographical vocabulary
• Encouraging curiosity about both the local area and the wider world

Overall, Geography is designed to help children understand their place in the world and how different environments and cultures are connected.

Geography is taught through a carefully planned, progressive curriculum that builds learning over time.

Key features include:

• Curriculum design: Based on the National Curriculum with an accumulative approach, where children study three new units each year.
• Balanced content: Each unit covers both human and physical geography, locally and globally.
• Progression of skills: A structured framework ensures learning develops from EYFS to Year 6.
• Knowledge organisers: Used at the start of each unit to support vocabulary and prior knowledge.
• Careful sequencing: Units are planned to avoid repetition while still building on previous learning.
• Cross-curricular links: Geography connects with subjects like English (writing), History, and Science.
• Inclusive teaching: Lessons are adapted through support, resources, and project choices to meet different needs.
• Real-world experiences:
• Local walks to explore the community
• Trips and enrichment activities
• Whole-school events like Earth Day and recycling challenges
• Assessment & monitoring: Teacher assessments, quizzes, book reviews, and pupil feedback ensure progress.

As a result, children gain a strong understanding of the world and their place within it.

You would see:

• A clear progression of knowledge and skills in books
• Accurate use of geographical vocabulary
• Work that shows understanding of how learning connects to real life
• High-quality work with pride and care

By the end of their learning journey, pupils:

• Understand both physical features (like rivers and mountains) and human aspects (like cities and cultures)
• Can explain how different parts of the world are connected
• Have a growing awareness of global issues and their role within the world

Overall, Geography helps children become informed, curious, and thoughtful global citizens.

The school aims to develop children into confident young historians by building their knowledge, skills, and understanding of the past.

The curriculum focuses on:

• Deepening knowledge of historical events and periods
• Developing strong historical vocabulary
• Encouraging curiosity and critical thinking about the past

Children are supported to understand how history connects to their own lives and the world around them, helping them make sense of both the past and present.

History is taught through a carefully structured and progressive curriculum that builds learning over time.

Key features include:

• Curriculum design: Based on the National Curriculum with an accumulative approach, where children study three new units each year
• Key historical concepts: Lessons are built around important ideas such as:
  – Change and continuity
  – Similarities and differences
  – Historical significance
  – Cause and consequence
  – Interpretation
• Progression of skills: A clear framework ensures development from EYFS to Year 6.
• Knowledge organisers: Used at the start of each unit to reinforce vocabulary and prior knowledge.
• Careful sequencing: Units are planned to avoid repetition while still ensuring progression.
• Cross-curricular links: History connects with English (writing), Geography, and Science topics.
• Inclusive teaching: Lessons are adapted to suit different abilities through support, resources, and choice.
• Enrichment opportunities:
  – Trips to places like museums (e.g. Roman Museum and Gladstone Pottery Museum)
  – Whole-school events such as Black History Month and Remembrance Day
• Assessment & monitoring: Teacher assessments, quizzes, book reviews, and pupil voice help track progress and improve teaching.

As a result, children develop a strong understanding of history and its relevance to their lives.

You would see:

• A clear progression of historical skills and knowledge in books
• Accurate use of historical vocabulary
• Work showing understanding of how history connects to real life
• High-quality work with pride and care

By the end of their learning journey, pupils:

• Understand key historical events and concepts
• Can explain how the past has shaped the present
• Show curiosity and critical thinking about different time periods
• Relate historical learning to their own experiences

Overall, History helps children become thoughtful learners who can understand and reflect on the world—both past and present.

The school aims to provide a high-quality MFL education that helps children develop confidence in communicating in another language—specifically French.

The focus is on:

• Building foundational language skills for communication
• Developing a fascination with how language sounds and works
• Encouraging curiosity about French-speaking countries and cultures

By the end of primary school, pupils are expected to feel confident expressing themselves and understanding others in basic French.

MFL is taught through a structured and progressive approach that builds language skills over time.

Key features include:

• Curriculum design: Based on the Local Authority syllabus and supported by the Language Angels programme.
• Progression framework: Learning develops from Year 3 to Year 6, with increasing depth in:
  – Speaking
  – Listening
  – Reading
  –  Writing
• Repetition with progression: Key vocabulary and skills are revisited and built upon to support long-term learning.
• Cross-curricular links: MFL connects with other subjects, such as:
  – Maths (numbers and data)
  – English (reading and writing skills)
  – Geography (countries and cultures)
  – DT (food and traditions)
• Inclusive teaching: Lessons are adapted to suit different abilities, with flexibility to focus more on certain skills when needed.
• Assessment & monitoring: Regular assessments track progress, supported by tools like Language Angels and teacher evaluations.
• Staff support: Teachers receive training and guidance, including help with pronunciation and subject knowledge.

As a result, children develop confidence and enjoyment in learning a new language.

You would see:

• Pupils communicating ideas with increasing confidence and fluency
• Improved pronunciation and accuracy over time
• A balance of speaking, listening, reading, and writing activities
• Work that shows pride and careful use of topic-specific vocabulary

By the end of their learning journey, pupils:

• Can express ideas and respond to others in French
• Understand basic spoken and written language
• Gain insight into different cultures and ways of thinking
• Build a strong foundation for learning languages in the future

Overall, MFL helps children become confident communicators and broadens their understanding of the wider world.

The school aims to inspire a love of music while helping children develop their talents and confidence as musicians.

The focus is on:

• Building self-confidence, creativity, and enjoyment
• Developing skills in singing, playing instruments, and performing
• Learning musical notation and understanding different genres

Children are encouraged to enjoy music in many ways and leave primary school with strong performing skills, a broad musical knowledge, and an appreciation of different styles and cultures.

Music is taught through a structured, progressive curriculum supported by high-quality resources and a wide range of experiences.

Key features include:

• Curriculum design: Delivered through the Sparkyard programme (EYFS–Year 6), with Soundpots supporting early years
• Core areas of learning:
  – Singing
  – Listening and appraising
  – Composing and improvising
  – Performing
  – Musical vocabulary and history
• Instrumental learning: Children play a range of instruments (e.g. recorder, glockenspiel, ukulele, percussion).
• Progression: Skills build from EYFS to Year 6 using progression grids and knowledge organisers.
• Cross-curricular links: Music connects to topics such as historical events, cultural celebrations, and wider curriculum themes.
• Inclusive teaching: Activities are structured in stages to support different abilities and learning speeds.
• Enrichment opportunities:
  – Peripatetic music lessons and workshops
  – Choir and performances (e.g. concerts, community events, Young Voices)
  – Exposure to live and recorded music
• Assessment & monitoring: Ongoing teacher assessment and learning walks ensure quality and progression.

As a result, children develop confidence, creativity, and a strong connection to music.

You would see:

• Pupils confidently singing, performing, and playing instruments
• Growing ability to create and compose music
• High levels of engagement and enjoyment in lessons and activities

By the end of their learning journey, pupils:

• Can perform individually and as part of a group
• Understand rhythm, melody, and musical structure
• Appreciate a wide range of music from different cultures and times
• Choose how they want to engage with music—as a listener, performer, or creator

Children show progress through increased musical ability, enthusiasm, and a genuine enjoyment of music, often continuing their interest beyond the classroom.

The school sees PE as a vital part of children’s development and aims to inspire a lifelong love of sport and physical activity.

The focus is on:

• Creating a safe, supportive, and inclusive environment
• Encouraging teamwork, resilience, and determination
• Supporting children’s physical, emotional, and social development
• Providing opportunities to take part in a wide range of sports and competitions

The overall goal is for children to enjoy being active and believe they can achieve through effort and perseverance.

PE is taught through a structured and progressive curriculum that develops skills over time.

Key features include:

• Curriculum design: Based on the National Curriculum, focusing on four key areas (shown on page 1):
• Skill development
• Applying skills and tactics
• Evaluating performance
• Understanding fitness and health
• Progression framework: Skills develop from basic movements in KS1 (running, jumping, throwing) to more complex skills and competitive games in KS2.
• Variety of sports: KS2 pupils focus on a different sport each half term to broaden experience and confidence.
• Cross-curricular links: Strong links with Science, particularly around health and healthy lifestyles.
• Inclusive teaching: Lessons are adapted using the STEPs approach (Space, Task, Equipment, People) to meet different needs.
• Enrichment opportunities:
  – After-school clubs (e.g. football, netball, dance)
  – Competitions and sporting events
  – Whole-school activities like Sports Day and links to major events (e.g. Olympics)
  – Support from external providers such as Stoke City

• Assessment & monitoring
  – Progress tracked using a simple colour system (green, amber, red)
  – Ongoing feedback from coaches and teachers
  – Regular monitoring by the PE coordinator

As a result, children develop confidence, creativity, and a strong connection to music.

You would see:

• Pupils confidently singing, performing, and playing instruments
• Growing ability to create and compose music
• High levels of engagement and enjoyment in lessons and activities

By the end of their learning journey, pupils:

• Can perform individually and as part of a group
• Understand rhythm, melody, and musical structure
• Appreciate a wide range of music from different cultures and times
• Choose how they want to engage with music—as a listener, performer, or creator

Children show progress through increased musical ability, enthusiasm, and a genuine enjoyment of music, often continuing their interest beyond the classroom.

The school aims to help children explore what people believe and how those beliefs shape their lives.

The focus is on:

• Developing knowledge and understanding of different religions and beliefs
• Encouraging children to ask questions and reflect on their own ideas
• Helping pupils understand how beliefs influence people’s actions and ways of living

RE supports children in thinking deeply about important questions and developing respect for different viewpoints.

RE is taught through a structured and progressive curriculum that builds understanding over time.

Key features include:

• Curriculum design: Based on the Local Authority syllabus and supported by Understanding Christianity.
• Progression framework: Learning develops from EYFS to Year 6, covering Christianity and a range of other religions.
• Building on prior knowledge: Topics are revisited with increasing depth using “Core Learning” and “Digging Deeper” approaches.
• Key learning strategies:
  – Pre- and post-learning questions to show progress
  – “Killer Questions” to encourage deeper thinking and reflection
• Cross-curricular links: Strong links with subjects such as:
  – English (reading, writing, questioning)
  – Geography (global religions)
  – History (how beliefs change over time)
  – Science (discussions about origins and belief)
  – Art (expressing beliefs creatively)
• Inclusive teaching: Lessons are adapted to suit different abilities through support and choice of activities.
• Enrichment opportunities:
  – Visits to places of worship
  – Visitors from different faiths
  – Links with the local church and community
• Assessment & monitoring: Ongoing teacher assessment, learning walks, book reviews, and pupil voice ensure progress.

As a result, children develop a thoughtful understanding of religion and belief.

You would see:

• A wide range of religions and traditions studied
• Children asking questions and reflecting deeply on beliefs
• Confident use of topic-specific vocabulary
• Work that shows pride and high expectations

By the end of their learning journey, pupils:

• Understand Christianity and other religions in local and global contexts
• Can explore and discuss different viewpoints respectfully
• Reflect on their own beliefs, values, and identity
• Develop the skills to agree or disagree thoughtfully and respectfully

RE helps children grow into respectful, reflective individuals who are well-prepared to participate positively in society.

The school aims to give children a strong science education that builds both knowledge and understanding across biology, chemistry, and physics.

The focus is on:

• Developing scientific knowledge and concepts
• Encouraging children to ask questions and explore the world
• Teaching how science works through different types of scientific enquiry

Science is seen as essential for helping children understand the world around them and preparing them for the future.

Science is taught through a structured, progressive curriculum that builds knowledge and skills over time.

Key features include:

• Curriculum design: Based on the National Curriculum and supported by the Developing Experts programme.
• Progression framework: A clear structure ensures learning develops from EYFS to Year 6.
• Knowledge organisers: Used to reinforce vocabulary and help children build on prior learning.
• Building on prior knowledge: Previous learning is identified and revisited to deepen understanding (e.g. earlier topics supporting later learning)
• Cross-curricular links: Strong links with:
  – Maths (data, measuring, calculations)
  – English (reading and explaining findings)
  – Geography (topics like weather and habitats)
  – History (development of scientific ideas)
  – RE (e.g. discussions around evolution)
• Inclusive teaching: Lessons are adapted through support, resources, and choice of activities.
• Enrichment opportunities:
  – Trips to museums and secondary schools
  – Visits from scientists
  – Participation in events like British Science Week
• Assessment & monitoring:
  – Ongoing teacher assessment
  – Development of the TAPS assessment model
  – Monitoring through book reviews, learning walks, and pupil voice

As a result, children develop strong scientific skills and a clear understanding of the world.

You would see:

• A progressive build-up of skills over time
• Clear, well-presented work with labelled diagrams
• Accurate scientific writing using appropriate vocabulary
• Structured investigation work (planning, testing, and reporting)

By the end of their learning journey, pupils:

• Understand key scientific concepts across different areas
• Can carry out and explain investigations
• Show curiosity and confidence when exploring scientific ideas
• Apply their knowledge to real-life situations

Children benefit from hands-on and outdoor learning experiences, helping them engage with science in a meaningful and memorable way.