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Gamston Church of England Primary School

Be the best you can be


Curriculum statement


The aim of our curriculum is to ensure that children have the knowledge and skills at the end of each Key Stage to allow them to access the next step in their learning. On leaving Gamston C of E Primary, our aim is to have built sufficient cultural capital to allow children to make a lasting contribution to modern society, whilst taking a love of learning into the next stage of their education.


Our intent is to create meaningful and lasting learning experiences in order to develop the whole child. We recognise the individual needs of all pupils and their uniqueness: social and emotional development, current skills, disability or specific learning needs and faith.


Our curriculum is aspirational both in terms of the knowledge and skills taught and in preparation for pupils to play a positive part in the societies they will find themselves in. Our curriculum is being designed to provide the foundations of learning from an early age so that building blocks can be cemented and strengthened through deliberate repetition and links to past and current learning across the curriculum.


We are in the process of devising vocabulary and knowledge continuums to ensure progression is secured and knowledge is retained. We teach discrete Knowledge Lessons, using a range of areas of study which are peripheral to the topic work being covered. This allows children to grow a deeper understanding of context and concept, either before new topic learning, or during.


We are developing an enhanced curriculum to go beyond the classroom, through an increasing range of experiences and opportunities to learn. Our curriculum aims to help pupils to use new knowledge and cultural capital in all aspects of their life, both now and in the future, as active participants in society.

Curriculum Brochure and Knowledge Matrix



We use a variety of reading scheme books for home reading including Collins Big Cat and Oxford Reading Tree. Your child will be sent home with a book that comes from a coloured book band. The book band system is designed to help schools grade their reading books. Most reading scheme books for children aged 4 to 8 years have been given a book band colour by the publisher based on the level of reading difficulty. Our School library is arranged with books from pink to black book band, that your child will work through during their time at Gamston Primary School.

Whilst reading at home, your child should be able to read the book with little support; this should help to build confidence and fluency. Your child will have access to harder books in class whilst working with their class teacher.


At Gamston we follow the ‘Letters and Sounds’ programme from Foundation Stage, through KS1 and into KS2, when appropriate. The programme focuses on securing word recognition skills, essential for children to decode (read) and encode (spell) words accurately and language comprehension.

The programme is carefully structured into developmental phases. Phonics sessions are delivered on a daily basis to help ensure that by the end of Key Stage 1 children develop fluent word reading skills and good foundations in spelling.

Reading Scheme

Our Reading Scheme includes a range of reading genres from the Oxford Reading Tree collections including Songbirds, Floppy Phonics, Biff, Chip and Kipper Stories, Traditional Tales, Treetops – Myths and Legends, True Stories, Classics, Graphic Novels and Non-fiction.

The ORT scheme is supplemented by a books from a range of different publishers.

All children are able to take books home to read with an adult, this shared learning helps children to practise their reading skills and develop a lifelong love of reading.

As well as teaching the skills necessary to become confident readers, we have our own library full of exciting books which all pupils are able to borrow.





Letters and Sounds Phonics Scheme of Work

Big Maths


Big Maths is a resource published by Andrell. It comprises of a carefully structured strategy designed to teach all areas of the mathematics curriculum in a logical and systematic way. It prioritises basic skills and has clear steps of progress built in. Children are taught to count in steps, learn facts by heart, apply skills they have already secured to different contexts, make links between learning and concepts and develop efficient strategies to solve mathematical calculations. It also provides resources to promote mathematical investigation, problem solving and challenge.

Assessment is built in and key to the strategy. From the youngest of ages, children can track their own progress week by week, gaps in learning are quickly identified and intervention put into place to deal with misconceptions etc. immediately.

 Early Years Foundation Stage (EYFS)
The EYFS marks a critical time in a child’s early development. All early years’ providers must comply with the Government’s Statutory Framework for the Early Years Foundation Stage, which sets out the standards for learning, development and care for children aged 0-5. The Framework identifies seven areas of learning and development, divided into prime and specific areas of learning.

The prime areas are:

  • Communication and language (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).
  • Physical development (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).
  • Personal, social and emotional development (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).

The specific areas are:

  • Literacy (reading and writing – encouraging children to link sounds and letters and to begin to read and write).
    Mathematics (counting, understanding and using numbers, calculating simple addition and subtraction problems, describing shapes, spaces and measure).
  • Understanding the world (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).
  • Expressive arts and design (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).

By the time they reach the end of the EYFS stage, children should have achieved the 17 Early Learning Goals, which encapsulate the knowledge, skills and understanding they should have at the end of the academic year in which they turn five.

Our nursery provision offers children a variety of learning experiences that are appropriate to their needs and interests and underpin all of their future learning. Through planned, purposeful play, children are able to discover, practise and refine their skills in literacy and mathematics, as well as find out about themselves and their environment. They practice and build up their ideas, learn how to control themselves and begin to understand the need for the rules that help them make sense of the world. They are encouraged to think creatively, independently and on their own.

The Early Years’ team work closely to deliver a curriculum which provides a balance across the areas of learning from nursery to the end of the reception year.

Observations are undertaken regularly, which then inform the Foundation Stage Profile. This is a national assessment tool and allows teachers to summarise children’s progress towards the Early Learning Goals.

Through the use of regular assessments, teachers are able to plan and deliver learning opportunities according to pupils’ needs. As a collection of assessment data is a statutory requirement, both teachers and other adults make regular observations and record their findings against the Foundation Stage Profile. During the first term in the Reception class, the teacher assesses the ability of each child, using the Foundation Stage Profile. These assessments allow staff to adjust the teaching programme for individual children and groups. The information contained in the profile is shared at our parental consultation meetings.