Our Broad and Balanced Curriculum

C of E symbol of a cross to denote SIAMS related information

Our School’s vision rooted in John 10:10: “I have come that they might have life; life in all its fullness.”

Curriculum Intent

At Nailsworth C of E Primary school we have developed a curriculum designed to promote a love of learning in all children. We believe in appropriately challenging children, balancing what they need to learn with how they learn. Our children are at the centre of this broad and balanced curriculum.

Our school curriculum is designed to ensure that our children are fully immersed in knowledge, vocabulary and experiences relevant to them and the world we live in. We support our children to be ambitious for themselves, whether that is within in the school community, as part of the local community, in the wider community and even globally. Each child is able to flourish and develop through engaging in our exciting process of learning and making links with our locality where possible.

We carefully plan and sequence learning throughout the year so that the knowledge our children have gained is revisited, consolidated and enhanced within each year and over their primary years. Each subject area has a clear intent which runs through the teaching and learning process.

Our curriculum is outward facing and celebrates diversity utilising the skills, knowledge and cultural wealth of our community while supporting the children’s spiritual, moral, social and cultural development, ensuring that children are well prepared for life in modern Britain. Christian distinctiveness and Christian values infuse our teaching and learning. We ensure that our curriculum is accessible for pupils with special educational needs and disabilities. (Please see our SEND Policy and SEND information report for further details.)


Our school curriculum is underpinned by the statutory requirements of the National Curriculum 2014. We provide our children with knowledge-rich, tailored experiences and rich opportunities from which they can learn and develop a range of transferable skills through exploring an area of the curriculum in depth. This means that learning is purposeful and encourages interest in the wider world. Our subjects are taught in a variety of ways: through blocked sessions, timetabled sessions and child-led projects, ensuring a clear progression of skills across and with year groups. Crucially, we teach through a process of “interleaving” a learning technique that involves mixing together different areas of practice, in order to facilitate learning.

We are committed to ensuring that all learners have access to good quality educational experiences beyond the classroom to ensure unique and progressive learning opportunities are integrated into the curriculum.

We offer a huge range of extra-curricular activities. These range from clubs that support the core curriculum offer, to those that offer wider opportunities such as fencing, chess, gardening and martial arts.

We pride ourselves in providing a highly inclusive environment, where all learners demonstrate high levels of engagement and progress to achieve their full potential. All learners receive targeted, personalised support to embed skills and knowledge.


The curriculum is rigorously monitored. Members of the Senior Leadership Team, and Subject Leaders, monitor individual subjects and projects. As well as monitoring curriculum coverage, we also monitor how well children utilise previous knowledge to help them with their current learning.  This ensures that all children make rapid progress across all subjects throughout their time at school.




English overviewEnglish Curriculum DesignWritingReadingSupporting Reading at HomePhonics: EYFS & Year 1Supporting Phonics at HomeSPAG: Spelling, Grammar and Punctuation: Years 2-6SATS Practise PapersUseful Website Links
At Nailsworth C of E Primary School the teaching and learning of vocabulary, speaking and listening, reading and writing are inextricably intertwined. A deep, broad knowledge of vocabulary and the ability to communicate through speech, reading or writing is fundamental to our children’s ability to learn effectively. It is a central component in facilitating understanding and communication with others and in the wider world.

Vocabulary acquisition, and the reading that underpins it, is essential and therefore we ensure that we explicitly teach our children vocabulary through many means from their earliest days in Reception class, right up to their departure at the end of Year 6.

Our Oral language approach includes:

  • targeted reading aloud and book discussions;
  • explicitly extending pupils’ spoken vocabulary;
  • the use of structured questioning to develop reading comprehension;
  • the use of purposeful, curriculum-focused, dialogue and interaction.

Our rich and engaging curriculum ensures that all our children are immersed in a curriculum that prioritises high-level language, vocabulary and literacy. All pupils are supported to become confident speakers, listeners, readers and writers.

The intent of our English Curriculum is to ensure that our children:

  • are taught in a pacey, continuous and cumulative fashion that prioritises vocabulary through speaking, reading and writing;
  • rapidly build and apply phonetic skills to become confident readers and writers at an early stage;
  • develop a lifelong love of reading and engaging with a wide a variety of text types;
  • secure a concrete understanding of grammar and sophisticated vocabulary;
  • write clearly and coherently, confidently adapting language and style for a range of contexts, purposes and audiences;
  • appraise and reflect upon their own work, that of their peers and the work of other writers.
Taking time to read with your child at home each day and to hear them read to you is both important for them and a lovely way to spend time with your child. Try to make sure you’re in a quiet comfortable place before you start and not rushed.

If you can ask questions, after your child has read a section, this will help to ensure that children fully understand the text before changing their reading book. You can see the types of questions we use in our guided reading sessions in school here:

Vocal expression in reading aloud is equally important so please help your child to recognise punctuation: full stops, exclamation marks, question marks, speech marks and encourage creative use of character voices. Using the contents page and the index in non-fiction books to find information, are also important in helping comprehension.

The school-wide Rewarding Reading scheme

To take part, children need to have their reading record signed 4 times a week by an adult.

Rewarding reading poster for White 'Free Reader' outlining rules, rewards and qualifying actions Rewarding reading poster for Red 'Gold Level' outlining rules, rewards and qualifying actions

Phonics in EYFS and Year 1

In EYFS and Year 1, our children learn to spell as part of the Little Wandle Revised letters and Sounds Phonics Teaching Sequence.

For more information or support, you can find resources to help parents here:

The following documents can be downloaded to help your child with their learning.

You may also find these pronunciation videos helpful:


Spelling is taught from Years 2-6 using National Curriculum objectives.

Our teaching of spelling is guided by the progression set out by the Rising Stars Teaching Sequence. Teachers provide a range of opportunities to learn and embed the spelling of common exception words and spelling objectives. Each day spellings are explicitly taught in the classroom. These spelling lessons embed the spelling objective/rule using familiar and unfamiliar words.

A selection of the National Curriculum Year Group spellings are also learned: 

Children are tested in these spellings weekly. Spelling is also addressed in children’s writing, as children are supported to correct misspelt words and practice the correct spelling.


We recognise that a secure understanding of grammar is vital for children to make sense of the written word. It is essential that as children develop their skills in Reading and Writing, grammar is taught implicitly and explicitly so that they can employ the correct grammar in their own work.

Our teaching of Grammar is guided by the National Curriculum Programme of study: 

By the end of Year 6, our children can:

  • recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
  • use passive verbs to affect the presentation of information in a sentence
  • use the perfect form of verbs to mark relationships of time and cause
  • use expanded noun phrases to convey complicated information concisely
  • use modal verbs or adverbs to indicate degrees of possibility
  • use relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun

They can also indicate grammatical and other features by:

  • using commas to clarify meaning or avoid ambiguity in writing
  • using hyphens to avoid ambiguity
  • using brackets, dashes or commas to indicate parenthesis
  • using semicolons, colons or dashes to mark boundaries between independent clauses
  • using a colon to introduce a list
  • punctuating bullet points consistently
Here are some links to useful websites that you could use at home with your children to develop their proficiency in English further. All children have the potential to learn English to the highest level and maybe these links will help them get there:



Key Stage 1 – Phonics:

Government pack outlining an approach for teachers
https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/  (the validated phonics programme that we follow in school)
http://www.familylearning.org.uk/phonics_games.html  (n.b. most of these games use Adobe Flash Player)
https://www.phonicsplay.co.uk(n.b. most of these games use Adobe Flash Player)
The National Literacy Trust – Resources and activities for home and school
http://www.communication4all.co.uk/http/PhonicsWeb.htm (printable phonics cards)
YouTube video channel: ‘Mr Thorne’ does phonics
https://www.education.com/games/phonological-awareness/ (free games to play)
http://www.ictgames.com/literacy.html(free games to play)
Video of articulation of all sounds – https://www.youtube.com/watch?v=BqhXUW_v-1s

Key Stage 2:

 BBC Bitesize (Spelling and grammar)


Mathematics progressionMathematics curriculum designMathematics vocabularyTimes TablesTimes Tables at HomeSATS Practise PapersMore Ideas & Useful Website Links

All children in year 4, 5 and 6 are expected to know all of their times tables up to 12 x 12 and recall these quickly and confidently.

As of 2019-2020, in year 4, all children have to take a statutory government times tables test which covers all times tables up to 12 x 12. This is a timed test, using mental arithmetic, so it will be essential that children are able to rapidly recall all multiplication facts. Children will practice in class and this will need to be embedded through repetition at home as well.

Knowing times tables is crucial to success in so many areas of maths.

Here are the national expectations:

  • Year 1 – Count in multiples of twos, fives and tens.
  • Year 2 – To recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables.
  • Year 3 – To recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.
  • Year 4 – To recall multiplication and division facts for all multiplication tables up to 12×12.
  • Year 5 – Multiply and divide numbers mentally drawing upon known facts e.g. 30 x 40, 70 x 80, 0.7 x 6
  • Year 6 – To perform mental calculations, including mixed operations and large numbers.

Times Tables Rockstars is a fun and challenging programme designed to help children master the times tables up to 12×12.  It is available as an app or online, just search for Times Table Rockstars or follow the link on this page.  We have already had enthusiastic reports from children who have tried it. So, what are you waiting for?

Click to download the guidance document to get started:

Here’s a few more ideas for ways to help your child learn their times tables:

times tables 1 to 12 chart detailing each set of times tables

Download to use at home

  • Use a pack of cards. Have your child choose 2 cards and multiply these together. Or start with the times table e.g. x 6 you are working on then choose other cards in turn saying the multiplication each time e.g. 6 x 4, 6 x 9
  • Quiz each other while walking or driving to school or around the shops
  • Say the multiples e.g 3, 6, 9, 12 as you go up the stairs
  • Make a times tables poster together to go on the bedroom wall
  • Speed writing – how quickly can you write all the facts of the times table of your choice?
  • Create rhymes to help children remember facts. Saying or singing the times tables in silly voices and making up tunes is also always a lot of fun!
  • Use dominoes: Choose a domino and multiply the two numbers together. Make it a game!
  • Air writing: write out the times tables in the air with your finger – make your movements as big as you can!
  • Have a look on Pinterest or search for times tables printables online. There are lots of fun games and activities you can print and play together.
  • There are also lots of videos you can find online to help learn times tables. The Mr DeMaio times tables songs on YouTube are great! You can view them by clicking here:

At Nailsworth, we believe a little and often is best! Maths is all around us in everything we do. You can help your children to notice this: telling the time, measuring ingredients for a cake, counting fruit or veg into the basket, estimating how far they can kick a football, playing a game of cards… make maths part of every day conversation.

Other useful websites:

Here are some links that might help develop your child’s mathematical knowledge. Remember maths is fun and extremely useful – never say I’m no good at maths. All children can do maths to the highest level and maybe these links will help them get there.

Key Stage 1
Key Stage 2


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Religious Education (R.E.)

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Personal Social Health Education (P.S.H.E.)

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Design Technology (DT)

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