Woodthorpe Primary School

Welcome toWoodthorpe Primary School


Through discussions with our children and families we have developed our own unique curriculum. The 'Woodthorpe' Curriculum is a thematic, creative curriculum. This creative approach to curriculum design enables us to take ownership of our curriculum, to shape it and mould it to the needs of our children. Each term our teachers, with the help of the pupils, develop a theme for study - this is based on what the children's interests are and what they 'want' to discover. As well as the national curriculum being covered we also aim to develop core skills that we feel are important for our children in order for them to succeed in modern Britain, things such as teamwork, respect, enthusiasm and self-belief.


As well as this themed approach to learning we also have clear progression systems in place to ensure that children make rapid progress. Each term pupils progress is tracked closely and teachers assess the areas that each individual pupils need to develop the following term.


Early Years Foundation Stage

In conjunction with the school vision, we recognise that children are all individuals and that it is our duty to give each individual an education which helps them to achieve their full potential in all areas of development. These include:


  • Personal, Social and Emotional Development
  • Physical Development
  • Communication and Language
  • Literacy
  • Mathematics
  • Understanding of the World
  • Expressive Arts and Design


We aim to ensure that each child is given the opportunity to experience the very best possible start to their education through developing a positive self-image, independence and concern for others. At Woodthorpe School, we provide a safe, secure and challenging environment, which will offer a wide range of learning experiences for all individuals. High-quality care and education is provided to promote effective learning and development for each child based on the Early Years Foundation Stage framework. We recognise the vital role that parents continue to play in the education of their children and encourage a working partnership between home and school.

As well as our 'core' curriculum we also ensure that children experience many wider opportunities. The list attached below gives a flavour of what opportunities children have had over the past academic year. 





At Woodthorpe, we want our children to be enthusiastic and passionate about writing with each child being engaged within an exciting writing curriculum.


Writing is a fundamental part of our curriculum and all children from EYFS to Year 6 have the opportunity to develop their writing skills and use them across the whole curriculum.


Through the way our writing is taught, children learn to write a range of text types for different audiences therefore giving them the skills needed in later life to write for a range of purposes. Children are immersed in high quality models and texts to instil a love and passion for reading and writing.


The childrens’ experiences are enriched with practical days enabling them to draw upon their own personal experiences, making their writing relevant and exciting to them. They have the opportunity to plan, write and revise their writing (just like real authors!) during which they develop an increasingly wide knowledge of grammar and punctuation. Children are encouraged to share their work and take pride in what they have produced knowing they have the respect of their peers when doing so.


To ensure children are challenged within their writing, all year groups have year group objectives as well as objectives taken from a greater depth standard for each piece of writing. Pupils are also challenged within spelling and grammar via online platforms such as Spelling Shed and SPAG Online. These programmes allow children to see their personal improvements and gain frequent consolidation of skills.




At Woodthorpe Primary school we have a consistent approach to the way that we teach writing across the school. 


Most genres are taught over a period of two weeks. Within this two-week period, teachers follow the same five-part sequence to the writing process:


1. Initially, the class have a practical day where the children find out as much information as they possibly can about the topic that they will be writing about. These sessions may include elements of drama, art, computing or visits / visitors with the children immersed in what they will be writing about.


2. Secondly, children focus on the features of the genre and demonstrate these features through the class working wall.


3. The next part of the writing process involves the children planning their writing. Teachers then use one of these plans to model a quality piece of writing, allowing the children to understand the required standard for that piece.


4. Once the plan is complete, the children work on their own piece of writing, referring to previous planning and drawing on previous experience.


5. Finally, the piece of writing will be edited by the children following teacher input. Children may also choose to improve elements before the piece is finally completed.


6. Pupils in years 5 & 6 will complete an additional part to this sequence. These pupils will complete a piece of writing linked to the first piece but with increased independence.



Audience, purpose & form:



To ensure that our children have experiences writing both formal and informal pieces of work, we ensure that the audience is carefully considered and displayed on the learning wall within the classroom.



A core part of our writing process is that our children understand the range of purposes for writing and throughout the year, our children will be exposed to many different reasons for writing:

  • To entertain,
  • To discuss,
  • To inform,
  • To persuade.



Over the year, each child will write in a range of different literary forms and styles.




An age related assessment grid is placed at the front of every writing book and this is updated half termly to track and monitor individual progress. Within the grid are several objectives at the expected standard plus additional objectives at a ‘greater depth’ standard.


It is from these age related grids, that objectives are taken for each piece of writing. This includes, at least 1 objective at the expected standard and 1 at the greater depth standard.




Cursive handwriting is taught explicitly from the very start of children’s learning journey at the school. Children engage in a range of activities that develop gross and fine motor skills that will support them in their writing development as well as being explicitly taught how to hold a pencil using the correct grip. Children are taught about the leading line in and loop off and Debbie Hepplewhite resources are used to support the teaching and learning of handwriting. Handwriting practise is often combined with Phonics and spelling patterns that are being taught in the classroom so that children have a valuable and supportive context in which to develop and practise their skills.




Throughout all writing sequences teachers ensure that children are exposed to, and challenged to, use an increasingly widening range and complexity of word choice.


Spelling, Punctuation & Grammar


Two online resources are used throughout the school to enable pupils to develop and consolidate their SPaG skills. In spelling an online resource called Spelling Shed is used. This resource enables pupils to challenge themselves and also compete in a school wide competition with the leading spellers being displayed within classrooms and the main school hall.


Within grammar and punctuation pupils complete a half-termly assessment that generates a whole class profile of strengths and weaknesses. This analysis is then used by the class teacher to tailor their teaching for the following half-terms teaching.



Coverage of text types studied



Writing to entertain

Writing to inform

Writing to persuade

Writing to discuss

Year 1 and 2







Non-Chronological report




Years 3 and 4








Non-Chronological report






Year 5 and 6

















  • Phonics

All children are taught phonics from Nursery to Year 2 (and beyond where needed.) We follow Letters and Sounds which is a resource published by the Department of Education and Skills. The children participate in isolated phonics sessions for 20 minutes every day and work through six overlapping phases.


  • Individual Reading

Our aim at Woodthorpe Primary School is to ensure that all of our children can read, love reading and have begun their journey as lifelong readers. The children all have an individual reading book which is matched to their age and ability. For the first few years a child will have a reading book linked to their own individual level and this will be assigned by the class teacher. As children progress through school they will start to use the school library and independently select books within their own range. It is expected that children read at home at least three times a week and this is recorded in their reading record and on their class reading chart.


  • Guided Reading

We believe that guided reading is an excellent opportunity to develop children’s skills and understanding. Children have access to a wide range of quality texts and gain pleasure from reading whilst developing their fluency.


In Early Years and KS1 the children participate in guided reading sessions at least twice a week. Small groups are organised according to the reading ability of the children and the children in each group have a copy of the same carefully chosen text. These sessions are led by an adult. Year 2 children also read a whole class text and complete reading activities based on this book.


In KS2 each class has a whole class set of a novel. All of the children follow the text at the same time. During these sessions there are opportunities for both the teacher and children to read the text out loud. Differentiated activities are then completed, based on the whole class text.






At Woodthorpe, we place high emphasis on the fact that mathematics forms an essential component of our everyday lives and consequently ensure that as part of our school routine, every child will take part in maths activities, every day.


We base our mathematics around the core areas of: fluency, reasoning and problem solving. We believe in reinforcing key mathematical skills and vocabulary with our children, who then are given opportunities to apply this to reasoning and problem solving scenarios. As a school, we also encourage children to challenge themselves within online platforms, pitting themselves against other mathematicians both nationally & globally.



In order to ensure that each and every child fulfils their potential, we base our teaching and learning around age related expectations. For children that require additional support, provision is put into place to ensure that they can access daily lesson content and, if necessary, attend catch up boosters.

We use a nationally recognised scheme to ensure that our curriculum pitch / challenge is at the correct level. ‘Big Maths’ aims to ensure that all children are number fluent by age 11. Staff use this online planning tool to collate key age related resources and teaching tools / techniques for a full week.

Lesson Structure

Discrete maths sessions are planned and taught following this Big Maths Scheme; however, teachers also use a wide variety of resources and ideas to provide children with a range of challenges where they are apply to apply their core skills in a wider context.

Maths sessions usually follow the structure outlined in the table below. However, there are two ‘other’ maths sessions timetabled throughout the week, one that is a consolidation of the week’s learning, practically; where children are exposed to real life challenges and are asked to apply their knowledge to solve them. The other is focused around the schools online resources such as Mathletics and/or TT to secure children’s understanding of mathematical concepts.


NC Focus

Lesson Structure

Nature of lesson part









Daily opportunity to practice core numerical skills e.g. number bonds & times tables.

Learn its

Derived from ‘Big Maths’, a set of key numerical facts and figures that children must learn off by heart in order to become numerically fluent. Each class has a specific time limit for the children to complete the questions and then scores are recorded each day to track and celebrate children’s progress.


  1. Teacher input into today’s lesson, with a focus on linking prior knowledge and understanding to new concepts and ideas.
  2. 7 in 7: children to complete 7 fluency questions (at the age related level or beyond) in 7 minutes.


Problem solving & reasoning

Live Marking

At this point, if any specific children are struggling, the teacher or TA will work with them whilst the rest of the class work independently or with peers in the next part of the lesson.

Deepening understanding

Children will apply key knowledge and understanding gained during the fluency part of the lesson to reasoning and problem solving questions. At least 2 levels of differentiated challenge will be provided so that children are able to self-select challenge level.





Marking & feedback: Both during and after each maths lesson, marking and feedback will take place. Green indicates questions that are correct and pink indicates that questions require attention from the child. Children respond to marking and feedback in green editing pen.


Daily: As each lesson will include a ‘live mark’, teachers will be able to instantly assess how children are doing within a lesson and then adapt as appropriate. This may include the teacher supporting children who found the initial fluency part of the lesson difficult.  


Half-termly: Children will complete half termly assessments online which will assess each aspect of the mathematics curriculum. This information then informs whole school progress and attainment data and any gaps in knowledge are fed into weekly bespoke interventions at an objective specific level. At this point, pupil progress meetings will be held to discuss how children are progressing through the year.

Wider Curriculum 


Our four core school values are weaved through each curriculum area:


Respect - How much children are taught to respect themselves and those around them.

Challenge - Pupils are challenged appropriately to ensure that they reach their best possible level in all areas.

Skills for life - Children are taught how to present themselves in an appropriate way with good manners and determination.

Sport - How much we ensure the pupils are physically fit.


Our approach to the 3 I’s


Curriculum overviews & programmes of study


Long term & medium term planning (derived from objective docs)


Curriculum leader monitoring, support and impact


Our curriculum is organised into the following subject areas:


Woodthorpe Curriculum


Wider curriculum

  • English
  • maths
  • science
  • design and technology
  • history
  • geography
  • art and design
  • music
  • physical education (PE), including swimming
  • computing
  • modern foreign languages (at key stage 2)
  • religious education

  • Growth mindset
  • Diversity
  • Citizenship
  • PSHE
  • Nature and danger
  • Drama




Core values: skills for life, challenge, respect, sport


Through each lesson sequence, we also strive to add a ‘memorable moment’ – a special project, activity or task which provides our children with a sense of ‘awe and wonder’ about the world in which we live and brings our rich curriculum to life.


If you would like any further information regarding our school curriculum, either in person or in writing please do not hesitate to get in touch with the school office on 01904 554420.