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Curriculum Statement

At Carr Infant and Nursery School we aim to provide a curriculum that embraces creativity, confidence and communication in a whole host of different areas, and value our children being physically active throughout the school day. Our curriculum is strongly underpinned by a focus on developing essential skills to support the development of strong, independent learners, who have a drive and ambition to succeed and follow their dream. Our teaching is based on the National Curriculum (the curriculum of 2014) and EYFS Curriculum.


Our topics and themes are developed with the interests of the children in mind, therefore they may change from year to year.  Teachers plan in year groups, but then adapt planning to more precisely meet the needs of all the children in the class. The children in our school are aged between 3 and 7, and we always strive to teach through first hand experiences. We always work hard to improve our learning environments and to keep up to date with technology. Physical activity is a key feature of our curriculum and we work closely with a wide range of specialists to provide high quality PE lessons, after school clubs and enrichment opportunities. Forest School sessions are a perfect chance for children to be active outside, focusing on developing knowledge of nature and collaborative learning. 


If you would like to any more about our curriculum, please contact the school office on 01904 565140 and the appropriate member of staff will get in touch. 


Early Years (Nursery and Reception)

The Early Years Foundation Stage Curriculum consists of Prime and Specific Areas of Learning:

Prime Areas: Personal, Social and Emotional Development, Physical Development, Communication and Language

Specific areas: Literacy, Mathematics, Understanding of the World, Expressive Arts and Design.


Key Stage 1 (Year 1 and Year 2)

In Key Stage 1, The National Curriculum sets out the knowledge, skills and understanding that every child has the right to learn. It is a framework given to teachers by the government to ensure that all school children are taught in a consistent way. It provides standards that measure how well children are doing in each area and subject. In Key Stage 1, each year group has curriculum guidelines which set out in detail the content for each subject. The subjects include: English, Maths, Science, Computing, Geography, History, Physical Education, Art and Design and Technology and Music. Children are also taught Religious Education and PSHE. Through the curriculum, children learn the basic skills necessary to succeed in each subject and we use the curriculum to help them to develop their personal and social skills. Where the children have additional needs or a disability, we make provision for them so that they are given the opportunities to develop and make as much progress as they can. In addition to the National Curriculum, the school provides a range of visits and extra–curricular opportunities in school, off-site, or is provided by additional experts.


Phonics and Reading


At Carr Infant and Nursery school, the systematic teaching of phonics has high priority in Foundation Stage and Key Stage 1. We use a systematic synthetic phonics programme (SSP) developed by two DfE English Hubs called Little Wandle. It is expected that Nursery will introduce Phase 1 phonics through small focussed group and activities. This includes learning to make different sounds and developing listening skills. When appropriate, our skilled practitioners will then introduce initial sounds. With Little Wandle, pupils usually complete the programme by the beginning of Year 2; some may even finish towards the end of Year 1. 

Decodable reading books are organised in the given sequence of our chosen SSP programme and Pupils are not asked to read books that require them to guess words or deduce meaning from pictures, grammar or context clues, or taught words using whole word recognition.


Reading books are sent home on a regular basis, and all children are encouraged to read at home every evening; the children will take home one reading book that is accurately matched to their reading ability and one book which is intended to be shared as a family. In addition to this children also have access to a back catalogue of previously read texts to consolidate their learning through our Harper Collins e-library.  They are given opportunities to write in a diary to record their reading habits; these are celebrated in class. Children who do not receive support at home receive these opportunities in school.


Beyond phonics lessons, reading skills are taught in all subject areas so that our children realise that reading is important across the curriculum.



Each year children are tracked on the progress they are making. We formally assess progress and attainment each data point (Mid November, Mid February and Mid June) and record this in an online system called O’track. This data is then analysed and discussed in pupil progress meetings with the Headteacher to ensure every child makes good or better progress. These meetings allow teachers to meet with the Head to discuss each child and plan intervention programmes where necessary for children requiring additional support. It also allows us to identify Pupil Premium children, children at risk of ‘falling behind' along with children with special educational needs. Interventions are carefully planned to maximise learning and progress for a child’s starting point.


We regularly report to parents on how their child is doing at parents’ evenings and review meetings. We have an open door policy and encourage parents to talk to us whenever they need information or have a concern. We let parents know how they can help at home through parent consultations, meetings, dojo weekly learning summaries, the website, home tasks and newsletters.

Our curriculum- A 2 year rolling programme