At St. Crispin’s Infant School, we believe we are laying the foundations for learning and life by providing a curriculum that is purposeful and relevant. It is designed around our belief that each child is unique and can achieve their full potential as lifelong learners. The progressive structure of lessons allows children to explore, embed and develop expertise.
You can find out more about our curriculum in the tabs below.
Our children follow a broad and balanced curriculum, underpinned by the latest EYFS Framework Nov 2024. There are seven areas of learning and development. All areas of learning and development are important and inter-connected. EYFS Practitioners consider the individual needs, interests and stage of development of each child in their care in order to plan a challenging and enjoyable experience for each child in all of the areas of learning and development. 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 known as the three Prime areas of learning.
At the Stour Academy Trust, our priority is both the teaching of reading skills and the enjoyment of literature, enabling children to become lifelong, confident readers. We have a strong focus on speech and language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.
We believe that all our children can become fluent readers and writers regardless of their background, needs, abilities and age, and are determined to make this happen. Our aim is that by the end of year 6, pupils’ reading and writing is sufficiently fluent and effortless for them to manage the general demands of the curriculum in year 7, across all subjects and not just in English.
This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Nursery/Reception and follow the Little Wandle Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, clear teacher modelling of effective reading strategies, as well as from reading and discussing a range of stories, poems and non-fiction
We value reading as a crucial life skill. By the time children leave us we want them to read confidently for meaning and regularly enjoy reading for pleasure. Reading for pleasure is the single most important indicator of a child’s success.
We ensure that there is a balance of teaching instruction and instilling a love of reading. At the forefront of our reading curriculum is our ‘reading for pleasure’ agenda, where we strive to provide experiences that encourage children to be intrinsically motivated to read, through ensuring they experience the rewards that reading practices bring. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds (2014 National Curriculum).
We have developed a programme of reading aloud to all pupils from Reception to year 6. We read aloud to children every day and across the school day as a part of the timetabled 5 a day reading diet. Through reading aloud teachers develop children’s key listening skills and model active thinking aloud skills and teach children to be text tellers and storytellers. This enables them to ‘talk like a book’ and notice more about text. Active listeners are likely to turn into active readers who build meaning. Teachers choose these books carefully as we want children to experience a wide range of books and genres, including books that reflect the children at the Stour Academy Trust and our local community as well as books that open windows into other worlds and cultures. In reading lessons and when reading at home, children from Reception to year 6 have access to Apps that encourage children to read for pleasure and to increase their reading mileage.
Little Wandle Letters and Sounds Resources for Parents
To find out more about Reading in the Primary English curriculum click the link below
It is our intent to facilitate our pupils’ development as effective communicators who can confidently use both spoken and written English.
Our goal is for our children to develop into enthusiastic, fluent, and responsive readers, writers, and orators who can learn and gain pleasure from the written word. Our high-quality Literacy curriculum, which develops reading comprehension and writing composition, fosters a whole school love of reading and writing. By placing quality children’s literature at the heart of Literacy learning, we aim to inspire creativity and critical thinking.
We incorporate the Centre for Literacy in Primary Education’s Power of Reading approach into our curriculum. This approach emphasises the use of high-quality texts to engage pupils, stimulate their imaginations, and develop their writing skills. Through the Power of Reading, we provide opportunities for pupils to explore diverse literature, enhancing their understanding of different genres and styles while fostering a love of storytelling.
We strive to equip pupils with firm foundations in English, enabling them to succeed in education, employment, and to participate fully in society.
We embrace a variety of technologies to develop English learning and to allow all children, regardless of barriers, to access and successfully achieve their full potential.
We recognise that each child is an individual and has their own learning needs; therefore, we measure progress in line with stage rather than age, ensuring that every child can celebrate success.
You can view our Writing Policy below:
Click the link below to find out more about the English national curriculum
- In EYFS pupils experience mathematics daily, through teacher directed and adult initiated tasks and child-initiated play. Opportunities for mathematics should be developed through daily routines and all areas of learning. The White Rose Education Mathematics scheme of work is used felxibly to support planning.
- A daily mathematics lesson is taught in Year 1 and Year 2. The White Rose Education Mathematics scheme is also used.
- Extra arithmetic sessions are taught from Year 1. White Rose Fluency Bee is used from Year 1 to Year 4.
- Problem solving and reasoning activities will take place regularly, enhanced by the use of technology to help remove any communication barriers, Including: Immersive reader to make problems accessible to all, collaborations space, Flip to pose and respond to questions, White Rose or teacher-made video (a demonstration of your knowledge using screen record, manipulatives etc), audio.
- Pupils are taught within their classrooms and the outside areas. Mathematics Collaboration spaces are available in each classroom, which includes, group whiteboards, manipulatives, flexible seating and technology. This will ensure resources are accessible for all children if they require it and children can independently choose which ones are appropriate to use.
- The skills acquired in the maths lesson are applied across the curriculum.
- A CPA approach is utilised in all year groups, all classes have access to a range of mathematical manipulatives to support learning and understanding. A CPA calculation policy is followed by all year groups.
- building young children’s confidence,
- their willingness to have a go,
- their mathematical self-esteem and enjoyment; and
- establishing firm relationships with the adults in school and with their families
- Counting basic objects within the home environment
- Telling the time at home
- Using money in real life situations
- Helping weigh materials on scales
- Learning times tables and number bonds to 5, 10, 20, 50 and 100.
Our science curriculum is varied, progressive, and encourages children to develop a sense of wonder and curiosity about the world around them. We intend for our children to gain and develop the essential enquiry skills and Scientific knowledge necessary to become confident scientists; finding out why things happen the way they do.
You can find out more about the Science curriculum below:
National curriculum in England: science programmes of study – GOV.UK
In geography, we have designed our lessons around the 4 key areas of Geography focussing on locational knowledge, place knowledge, human and physical features and geographical skills. Our lessons intend to build on investigative and questioning skills throughout encouraging children to use secondary resources to find answers and extend their learning. The lessons are intended to improve children’s geographical vocabulary, map skills and geographical facts. We provide opportunities for consolidation and variety to ensure interest and progression in the subject.
You can find out more about the Geography curriculum below:
National curriculum in England: geography programmes of study – GOV.UK (www.gov.uk)
In history, our sequence of lessons are topic linked and investigative. The children are encouraged to look at artefacts and identify history facts and questions through looking at a broad variety of resources.
You can find out more about the History curriculum below:
National curriculum in England: history programmes of study – GOV.UK (www.gov.uk)
DT at St Crispin’s is inspiring, rigorous and practical. Design and Technology encourages children to learn to think creatively to solve problems both as individuals and as part of a team. We encourage children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.
You can find out more about the Design and Technology curriculum below:
National curriculum in England: design and technology programmes of study – GOV.UK (www.gov.uk)
In Art we ensure all pupils produce creative, imaginative work through a sequence of lessons offering skills and knowledge progression. Learning within art enables all pupils to communicate what they see, feel and think through the use of colour, texture, form and pattern. Pupils become confident and proficient in a variety of techniques including drawing, painting, sculpting, and craft skills, e.g., collage, printing, weaving and patterns.
You can find out more about the Art curriculum below:
National curriculum in England: art and design programmes of study – GOV.UK (www.gov.uk)
At St Crispin’s Infant School, we want all students to be able to thrive as responsible, digital citizens. Technology is everywhere and will play a pivotal part in our students’ lives. Therefore, we want to model and educate our pupils on how to use technology positively and safely. In computing pupils learning focuses on three strands i.e., computer science, information technology and digital literacy, throughout which we encourage our pupils to develop their ‘computational thinking’ and creativity to understand the importance and place for computing in the world in which we all live.
Computing Long Term Plan 25/26
Computing Long Term Plan 26/27
To find out more about Computing in the Primary curriculum click the link below
We follow the Kent Agreed Syllabus for non-church schools. You can find an overview of the scheme of work for all years below:
Kent has always been an important geographical gateway for the United Kingdom. This has created a richness and diversity of faith that results in a vibrant and dynamic community. Kent’s unique position also presents exciting opportunities for its citizens to explore faith and culture in the wider world community. Our Religious Education teaching follows an active and creative response to this tradition and diversity in Kent. It seeks to develop in our young people, the skills and processes which will enable them to engage with their own world views and those of others.
The school places a strong emphasis on compassion, respect, friendship and truth as values that help create and sustain the ethos of our school.
We aim to:
- Promote personal respect for pupils’ own world views and those of others
- Deepen understanding of their own and other people’s beliefs and opinions
- Foster an enquiring and open mind
- Encourage the confidence to ask ultimate questions
- Develop the skills of listening, communicating and empathising
Find out more about the Primary RE curriculum here:
Read our RE Policy below:
Our school aims for each child to:
- develop their fundamental skills
- enhance their skills so that they can excel at a wide range of sports
- engage in a range of competitive and engaging activities, allowing them to develop tactical awareness and a healthy competitive nature
- lead an active and healthy lifestyle
- find enjoyment and engagement in physical activity
- work collaboratively and develop a fair-play nature through refereeing and leading sessions with their peers.
To see an overview of the areas that we cover in PE and what your child will be learning about term by term, please view the document below:
To find out more about the national curriculum for Physical Education, click here.
In PSHE (Personal, Social and Health Education) we aim for our children to become independent, confident, healthy and responsible members of today’s society by developing the ‘whole child’s’ intellectual, moral, social, creative and spiritual education. We enable this through carefully planned, progressive lessons incorporating the three core areas of Health and Well-Being, Relationships and Living in the Wider World.
You can find out more about PSHE below:
In music, we provide a range of enjoyable musical experiences that develop the children’s understanding of key musical concepts. By exploring the inter-related dimensions of music as well as singing, composing and performing the children are building independence and confidence. They are provided with the opportunity to use untuned and tuned instruments and if they choose to, are also taught standard musical notation through the learning of the recorder.
You can find out more about the Music curriculum below:
National curriculum in England: music programmes of study – GOV.UK (www.gov.uk)