At Carcroft we ensure that ‘The 2014 Primary National Curriculum’ is taught in a way that ensures that all children are able to develop their own knowledge, interest and skills. We provide children with a wide and varied curriculum which allows them to have as many experiences as possible to help them to be engaged and actively involved in their education.


We have developed a curriculum that will allow us to deliver the vision for children at Carcroft Primary School.

In particular it will address the following areas which we have identified as priorities for our children -


  • Ensure they achieve high standards in reading, writing and math’s.
  • Open up the world to them introducing them to ideas, places and experiences they might not otherwise have.
  • Provide opportunities for them to develop and extend their vocabulary and spoken language skills.
  • Encourage a love of learning and an excitement about finding out more.
  • Develop their ability to be good learners - to ask questions, find answers and construct and explain their understanding.

Thematic Cross Curricular Approach to Learning

At Carcroft Primary School we address the foundation subjects of History, Geography, Art and Technology through a thematic, cross curricular approach. Our theme usually also includes our Science and IT but these are also taught as discrete subjects on their own as necessary in order to cover the National Curriculum Programs of Study. In addition we follow the Locally Agreed RE syllabus.


English within our school focuses around a text-led approach that correlates with the topics that we teach within school.  As a school, we find that this cross-curricular approach really engages our learners and makes it purposeful to them.  We are committed to ensuring that our children are achieving their full potential in English, in order to transfer these skills to the rest of the curriculum.

Within our English lessons the children experience direct class teaching covering word level, sentence level and text level work, through which they develop a range of reading and writing skills.  They read shared texts collectively during this time, which include fiction, non-fiction and poetry books.  Talk for writing is a focal part of our English lessons throughout school, ensuring that our children are talking about their learning, rehearsing and reciting sentences in readiness for writing. This begins in Foundation Stage.

Throughout school we follow a structured phonics programme, which combines elements of Jolly phonics and Letters and Sounds. This is assessed rigorously throughout school and once the children are secure with Phase 6, they move on to Year group spellings which are differentiated according to ability.  

We follow the Cursive script for Handwriting, which is taught consistently throughout KS1 and KS2.   

Our school has a library, where guided reading books and loan books are available for the children to use. This ensures that children have a range of reading material available to them.  The school has recently purchased new books for the library, which is encouraging our children to read for enjoyment. 


Maths equips pupils with the uniquely powerful set of tools, including logical reasoning, problem solving skills and the ability to think in abstract ways. Maths is important and essential in everyday life. It is integral to all aspects of life and with this in mind we endeavour to ensure that pupils develop a healthy and enthusiastic attitude towards numeracy that will stay with them.

Our aim is all pupils should:

  • Have a sense of the size of a number and where it fits into the number system
  • Know by heart number facts such as number bonds, multiplication tables, doubles and halves
  • Use what they know by heart to figure out numbers mentally
  • Calculate accurately and efficiently, both mentally and in written, drawing on a range of calculation strategies
  • Recognise when it is appropriate to use a calculator and be able to do so effectively
  • Make sense of number problems, including non-routine problems, and recognise the operations needed to solve them
  • Explain their methods and reasoning using correct mathematical terms
  • Judge whether their answers are reasonable and have strategies for checking the where necessary
  • Suggest suitable units for measuring and make sensible estimates of measurements
  • Explain and make predictions from the numbers in graphs, diagrams, charts and tables
  • Develop spatial awareness and an understanding of the properties of 2D and 3D shapes.

Pupils are provided with a variety of opportunities to develop and extend their mathematical skills in and across each phase of education. Pupils engage in:

  • The development of mental strategies
  • Written methods
  • Practical work
  • Investigational work
  • Problem solving
  • Mathematical discussion
  • Consolidation of basic skills and number facts


A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics.  Science has changed our lives and is vital to the world’s future prosperity and all pupils should be taught essential aspects of the knowledge, methods and processes and uses of science. Through building up a body of key foundational knowledge and concepts, our pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.  They are encouraged to understand how science can be used to explain what is occurring, predict how things will behave and analyse causes.

At Carcroft Primary we strive to ensure that our pupils experience science as a continuous process, to ensure that they develop an understanding of the world around them. Our aim is to develop scientific understanding, knowledge and skills through practical investigations, research and teacher led demonstrations. We value pupil’s enquiry questions and, wherever possible, use them as starting points for further investigations. 

In order for our children to achieve the highest standards in science, we feel it is important to develop specific skills of increasing complexity as they progress through school. The new curriculum, alongside Empiribox, is the scheme of work that we follow throughout the school.The safe use of equipment is promoted at all times.


Our curriculum includes frequent visits to broaden children’s experiences and horizons.  We will also bring visitors into school to share their experiences with children. 


Each half term we will have a focus week which will help children understand what it is to be British and to develop their social, moral, spiritual and cultural understanding and experiences. 


We have a School Council and Class Councils to help children understand what it means to be part of a democracy and how it works.



We continually assess children’s understanding of the learning intentions identified for each lesson.  This assessment is through observations of children learning, questioning and feedback about the work produced. Assessment information is used to adapt learning during a lesson, to inform the next lessons planned and to contribute to end of term teacher assessments.

We set targets for children’s achievement for the end of their current key stage (Y2 or Y6) and for the years in between.  These targets are aimed to make sure that children make at least expected progress from their own starting points and for most children to achieve the national expectations for their age.  For some children targets are very challenging to ensure that they make better than expected progress and achieve closer to national expectations for their age.

At the end of each term teachers use all the available evidence – from their observations of learning, through working with the children and through their work in books - to assess children’s current level of achievement against national expectations for their age.  We identify children who may be in danger of under achieving and put interventions in place to make sure they quickly catch up. 


Statutory assessments

Statutory assessments take place regularly as children move through school.  They are assessed on entry to FS2 (Baseline assessment) and again at the end of FS2.  Theses assessments are based on adults on-going observations, the children are not aware they are being assessed.  The baseline assessment is the children’s starting point assessment and their progress is measured from this.  There is a phonics check at the end of Y1 to see if children are at the standard expected for their age.  At the end of Y2 and the end of Y6 children are assessed in reading, writing and maths. 



We encourage all children to read at home every day.  There is strong evidence to show that reading for 15 minutes a day at home makes a big impact on how well children achieve in school.  For younger children this is reading to and with an adult.  For the older children it may be reading quietly to themselves. 


We also send homework menus for the children to select activities they enjoy. Homework tasks are linked to work being done in class and are linked to a wide range of subjects.  For younger children homework tasks are usually something they can do with parents. 

Children’s University 

We have enrolled our children with the Children’s University so that they will gain credits for after school activities they engage with and can then ‘graduate’ at different levels.  We will continue to offer a wide range of after school clubs covering sports, expressive arts, creative arts, cookery, technology and computing. 

Children's University

Useful Links

There are lots of great websites to enhance your child’s skills.