Children in the Reception Class are at the “Foundation” Stage and work through Stepping Stones in 6 areas of Learning; Personal, Social and Emotional Development, Communication, Language and Literacy, Problem solving, Reasoning and Numeracy, Knowledge and Understanding of the World, Physical Development and Creative Development.  Children in Years 1 and 2 follow the National Curriculum Key Stage 1.

The National Curriculum consists of 12 subjects, which all children must study at school:

Literacy Mathematics Science
Religious Education Design & Technology Geography
Art Music Physical Education
P.S.H.E I.C.T History

Literacy, Numeracy, Science, Information and Communication Technology and Religious Education which help children in studying all the other subjects, are known as the ‘core’ subjects.  The remainder are called the ‘foundation’ subjects.

For each subject there are programmes of study setting out what children should be taught and attainment targets setting out expected standards of pupils’ performance.

English, Numeracy, Science, Technology, Geography and History attainment targets are set out in  level descriptions of increasing difficulty.

At the ages of 7, 11, 14 and 16, there are ‘assessments` of how children are doing compared with the attainment targets.   At age 7 our children will in the main, fall into level 2 category, though some will still be at level 1 while others will have achieved level 3.  These assessments are based on teachers’ ongoing assessments and by national tests known as Standard Attainment Tasks (SATs).

The National Curriculum, however, is not the Whole Curriculum.  Other elements have to be included within the children’s programme of work.  These are Citizenship and Personal, Social and  Health Education. They may be covered within some parts of the National Curriculum or separately as appropriate.  Children are required to be introduced to these elements in the Foundation Stage.

All schools must teach Religious Education (RE) and provide daily collective worship.  Christianity is the main religion in this country, but it is important for children to know about other religious beliefs and there will be teaching about these as well.  Parents who wish to withdraw their child from RE, have the legal right to do so.

Literacy, Mathematics, Science, Information and Communication Technology and Religious Education, which help children in studying all the other subjects, are known as the “core” subjects. The remainder are called the “foundation” subjects.


The new National Curriculum began for five-year-olds in September 1989 but has been revised working to a new Curriculum since 2000.

The areas of the curriculum are linked but fall into the following categories:

Religious Education  teaches the Christian Faith and its expression in the children’s daily life.  Children are also made aware of other faiths; Islam and Judaism.

Literacy develops and promotes the skills of communication through speaking and listening, reading and writing, and  enables children to gain knowledge and enjoyment from the world of literature.

Numeracy enables children to master basic skills and concepts but also to enable them to apply their knowledge with confidence and understanding to the solution and problems in everyday life.

Science stimulates children’s observational skills, interest and curiosity in the world around them and to encourage them to begin to establish a scientific approach to problems.

Design Technology  gives children rich and varied opportunities for applying ideas and tackling practical problems in which they have to use mathematical, scientific knowledge and in some cases ability in design, using materials to model or make solutions.

Information and Communication Technology has a critical role in enhancing the learning process throughout the curriculum. Children should develop the capability of communicating  in a variety of ways, gaining and storing information, using where appropriate, and becoming familiar with some everyday applications.

Art, Craft, Music  and Drama to encourage, develop and stimulate children’s power of creativity and to widen their knowledge and appreciation of the Arts.

Physical Education  which develops movement, skills with large and small apparatus, gymnastics and dance.

History and Geography  in order for the children to understand their heritage and physical environment, the community in which they live and the natural world.

Personal, Social and Health Education, Citizenship are an essential part of the children’s programme of learning.  They are applied where and when appropriate. Our children are encouraged to develop an attitude of care, consideration and respect for others in the school and the local community.  They are helped to foster relationships with adults and other children built on trust and co-operation.  They are taught how to keep fit and healthy.  We seek to encourage and support the growth of self-confidence and self-esteem at all times.


The School aims to encourage all children to participate in all school sport; the P.E. curriculum covers Dance/Drama, large apparatus, small apparatus and team games.  During competitive sport, where children compete as individuals or members of a team, fair play is stressed by the teachers.  Children are expected to learn and play by the rules, and to be good winners or losers.  All children are given equal opportunities in sport, regardless of gender and ability.

The children are able to join extra curricular football, multisports, Street Dance.   The school received funds to supply games equipment at lunchtime to promote healthy exercise; “Huff and Puff” and all children participate in “Activate” twice a day.  The school was awarded an Active Mark Award in 2008 as it has increased the number of hours per week of physical activity.

Sports day provides the opportunity for children to work as a team, as well as individuals.  They are rewarded with stickers for taking part.  Parents and families attend Sports Day and encourage the children to do their best.


There are arrangements for complaints to be made about the actions of Governing Bodies and Surrey County Council Local Education Authority in respect of the school curriculum and related matters.  The arrangements have been approved  following consultation with Governing Bodies and Headteachers of County, Maintained, Special and Voluntary Schools, as required by the Education Reform Act.

Complaints covered by these arrangements, will be those specified by Section 23 of the Education Reform Act and relating to School Governors or the LEA not complying with their responsibilities under the law in terms of the school curriculum; religious worship and religious education; establishment of a Standing Advisory Council on Religious Education (SACRE); provision of courses leading to external qualifications; the provision of information; determination and operation of policies on charging and remissions or a decision to withdraw a pupil(s) from part or all of the National Curriculum.

Full copies of the complaints arrangements will be available for inspection in our School, LEA offices and Surrey Libraries.

In the event of a complaint concerning Religious Education or Worship, the stage of formal complaint to the LEA is replaced by complaint to the Bishop of the Diocese, in this case, the Bishop of London who has the direct responsibility for religion.


Children’s level of development is assessed informally at the beginning of the Reception year and again at the end of the Foundation Stage.  Assessment is carried out  so that appropriate levels of work may be introduced to suit the children’s needs at the Foundation and National Curriculum stages.

Children are taught within their year groups.

In  Reception Class children are encouraged to work with others within the class; much social learning takes place.  Emphasis is placed on the sharing of equipment, following  instructions, tidying up after activities and development of speaking and listening skills, early stages of learning to read and write and the start of scientific observation and discovery.  Cursive writing is used from the start.  During this Foundation year children progress through Stepping Stones in 6 areas of learning..  Children learn from first hand experience and gain practice of working in groups, collaborating and co-operating with each other, extending their literacy skills,  and developing different ways of recording in English, Mathematics and Science.  They work in groups, individually and as a whole class depending on the task in hand.  Work is differentiated to match the level of development and ability of the children.

In Year 1 Class   children are encouraged to be independent learners, applying skills learned in order to accomplish the tasks set them.  Problem solving, investigative and open-ended work forms a part of Mathematics and Science; Writing and Literacy skills are developed more fully and simple scientific experiments take place.  Children follow all the subjects in the National Curriculum.  They tend to work in groups although individual and whole class learning forms part of the teaching and learning programme.  Provision is made for the varying abilities within the class.

In Year 2 Class  children extend the knowledge, skills and understanding that they have acquired in a variety of activities and they take on more responsibility and self discipline in tackling and completing tasks.  They are encouraged to take initiatives and are given the opportunity of leading the group.  Their work is structured; numeracy, literacy and oracy skills increase and more is expected of them.  In the Summer Term, Standard Attainment Tasks (SATs) are set before moving on to Junior Schools.

The Literacy Framework

All children of National Curriculum age will learn reading, writing, speaking and listening skills in Literacy as recommended by the DfE.  During this time, the whole class share a specially chosen text with the teacher, followed by class work on words, then groups will work on guided reading, writing, sentence and word work.  Phonics play an important role in the teaching of reading and writing . A plenary session takes place to assess achievement.

Numeracy Strategy

From September 1999, The DfE instigated the Numeracy strategy.  Maths is now taught in a 45 minute daily lesson, which comprises three parts – mental maths, the main lesson and a plenary session.  During the ten minutes of mental maths the whole class responds to quick questioning from the teacher; children are given a wide range of mental calculations.  The class then work during the main part of the lesson either in groups or individually on a new or revised skill.  During the plenary session, the teacher can assess whether the objectives of the lesson have been achieved or not.