Our Curriculum

The 1998 Education Act brought in a compulsory National Curriculum. In primary schools, the subjects that all pupils must study are art and design, design and technology, English, geography, history, information and communication technology, mathematics, music, physical education and science. Religious education must also be provided.

Since the introduction of the new National Curriculum in September 2014, we have adopted the Inspire Curriculum, which has been developed by Cornwall Learning to ensure coverage and progression in an interesting and engaging way. If you would like to read more about the details of the curriculum, including the units covered each term, please click here Children Studying

We feel that offering an integrated curriculum in this ways teaches the links between subject areas and makes learning more effective.

Religious Education

Our R.E schemes of work are based on the Cornwall SACRE Agreed Syllabus. Religious Education taught in the school reflects the fact that Christianity is the main religious tradition of Britain but takes into account the teaching practices of other religions represented in our country. Our collective worship is an act of a broadly Christian character which is non-denominational. All pupils take part in Religious Education and Collective Worship, however parents have the right to withdraw their children if they so wish by putting this in writing to the head teacher.

Approaches to the teaching of reading, writing, phonics/spelling and maths


Reading is taught through guided reading where pupils work as part of a group in similar abilities. We assess our pupils’ reading ability through the Primary Framework’s assessment foci. Each pupil will take part in a guided reading session with their teacher at least once a week and, depending on their ability, a teaching assistant may provide supplementary guided reading sessions. Class teachers identify children needing support, who will read with an adult every day. Where appropriate, there are opportunities for individual reading.

Identifying key features of those texts (eg. poetry, fiction such as adventure stories, or non-fiction texts such as instructions or autobiographies) allow children to use their understanding of these texts to write their own versions of these text types.

For those pupils needing support with their phonological awareness, we provide a tailored intervention programme. We also use a ‘buddy’ system where older readers support targeted younger readers.

Reading schemes:

For our early readers, our reading books are all banded in 11 stages. We regularly monitor progress through these stages recording start and finish times in each band. We also use supplementary schemes or sets of books to support children, for example high interest, low ability books for less fluent older readers.


Each term we cover poetry, fiction and non-fiction writing, which tends to be linked to each class’ topics. Every term each child will write a piece in their writing progress book. This is used to assess their achievement and to keep a record of progress made. Pupils who are struggling with their writing will be helped though individual, small group support. This may include an intervention programme, such as Rapid Writing.

For story writing, we use a storytelling approach. Pupils learn a story; they imitate writing the story and then produce their own innovations of the story.

Built into all literacy topics are word, sentence and grammar/punctuation work. This will be supported from the Inspire Curriculum, or from supplementary resources.


We predominantly use “Letters and Sounds” to teach phonics and spelling. We still use resources such as Jolly Phonics in Key Stage 1 and Reception as appropriate and Inspire Curriculum resources in Key Stage 2.

We supplement these with other ICT based tools such as iPad apps and Inspire resources.

In Foundation/year 1 pupils receive phonic/spelling based homework activities each week and in year 2 pupils receive differentiated spellings to learn each week at home.


We use Abacus Evolve and ActiveLearn maths resources to support the planning and teaching of maths. The teaching and learning of maths is also supplemented by a wide variety of other good quality resources to support pupil understanding and engagement.

We use Abacus resources amongst others to support homework.

Your child may receive additional ‘interventions’. Further information about such sessions is available below in the Special Educational Needs section.

Special Educational Needs

It is our policy to support every child in our school, from those experiencing learning difficulties to those who need a more challenging curriculum. We aim to identify special learning needs as early as possible and all staff contribute to this process. The school follows the agreed New Code of Practice for SEN (2014). Children are supported through Individual Education Plans and those with more complex needs may have  an Education Health and Care Plan.  Regular meetings are held to review progress and learning needs. We work closely with various external agencies, which provide advice, resources and expertise. Parents of children with special needs are kept fully informed of progress at all stages. Our School Information Report gives more details about the support that we provide, and is available by clicking here.

We also keep a record of higher achieving pupils, and track their progress. Some will be identified as being gifted or talented. We will try to provide activities that will encourage these children’s abilities.

The school is accessible to wheelchair users, with ramps to the majority of doorways. The school uses a range of teaching techniques and resources to allow access to the curriculum. In 2015 we were re-accredited for the Inclusive, Dyslexia Friendly Schools Mark. More information about Dyslexia can be found on the British Dyslexia Association website: here