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BaytonChurch of England

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What does your child learn at school each day? Find information about our curriculum subjects here. You can also check out your child's curriculum overview by theme on their class page!

For more information on our curriculum, please contact your child's class teacher or our Head Teacher.


Intent of our curriculum

Our offer encompasses our school vision ‘for everyone to be part of our community, be life-long learners who are confident, enthusiastic, valued and reach their God given full potential’ - I have come so that you will have life and have it to the full John 10:10 As a church school, this vision along with our school values sits at the heart of all learning for each child.

We aspire for each and every child to leave our school with a life-long love of learning, a thirst to be the best they can be‘To leave us with happy memories, times of enjoyment and fun with friends for life. We want our children to know that the sky is the limit and that anything is possible! We achieve this through an inspiring curriculum which supports the needs of our children, guides those needing direction and excites their curiosity. 

We have worked hard to develop a rich curriculum that meets the needs of our learners. Our curriculum is designed around a central text linked to an overall theme. Our sequences of learning based around these texts, enable a contextualised stimulus as well as feeding into a culture where reading is valued alongside a love of books. Where possible we use foundation subjects such as History and Geography as key drivers to develop this thematic approach. We make meaningful cross-curricular links so that our children develop transferable skills. 

Our curriculum recognises children’s prior learning and provides first hand learning experiences.  It enables the children to develop personal skills through our school values as well as building resilience and provides opportunities to become creative and critical thinkers.

Our themes start with a Sparkling Start and conclude with a Fabulous Finish leading to purposeful learning outcomes which allow us to celebrate and show case learning. Each theme also includes a trip and visit linked to enhancing the learning. 

The statutory National Curriculum requirements are fulfilled and ensure progression of learning, skills and knowledge. In EYFS children follow the foundation stage curriculum. 

At Bayton every child is recognised as being an individual. Learning is underpinned by the teaching of basic skills, knowledge, concepts and values which are enhanced through enrichment activities to further engage our children’s passion for learning. We want our children to develop a thirst for learning in which they take learning home and look forward to learning the next day! We use growth mindset to promote positive attitudes to learning.  We believe that all our children can exceed and excel in anything regardless of background and starting points - we are privileged to be able to facilitate them on this journey. Our curriculum is designed to enable all our children to be successful.



Our current focus is to further develop the use of outdoor learning throughout the school.

Our curriculum drivers:

Our Christian values sit at the heart of our curriculum and we strive for our children to live these in their daily life. Our learning is planned in response to the following key drivers for our school setting:

  • Our children show an increasing speech and language need on arrival in EYFS and we facilitate a language rich environment as a result
  • We aspire to broaden the horizons of our children who are from farming backgrounds with rural lifestyles. We want them to know that the sky is the limit to their aspirations, that they are musicians, scientists, artists etc. 
  • Our community learns with our children to enable us to educate and work in partnership with our parents


Take a look at our Curriculum Offer which highlights the following;

1. What we are trying to achieve through our curriculum (intent)

2. How our curriculum is delivered (implementation)

3. How we monitor the difference our curriculum is making to our children (impact) 

Pupil views on our curriculum

Our children really love to learn! Take a look at some of their feedback about their curriculum!

  • All our topics are fun and fascinating. We learn about the past. (Y3/4 child)
  • We like how our learning is linked to our topics. (Y3/4 child)
  • I love the chilli challenge in Maths! (Y3/4 child)
  • English lessons are fun. We write about things for a reason. (EYFS child)
  • In Maths we learn about different symbols. I loved capacity too! (EYFS child)
  • All our topics are fun but Towers & Tales was the best because  we went on a great trip to Wonderland to learn new stories. (Y1/2 child) 
  • Learning about pirates was my favourite because a real life pirate came into school and made us walk the plank! (Y1/2 child)
  • Natural disasters was a great topic because I learned fascinating facts. (Y5/6 child)
  • Our topics are interesting. They're fun and engaging and make us eager to learn. (Y5/6 child)


Parent/carer views on our curriculum

Here are just some of the comments our parents/carers have said about our curriculum;


  • the themes foster the children's enthusiasm and focus
  • My child loves to bring their learning home to us!
  • The project homework allows the children to work to their strengths and enjoyment
  • Really impressed by how many facts my child knows about their topic - even my husband and I are learning some things!
  • The dojos give an incentive for homework and they are full of choice
  • The trips and visits are a great way to engage the children further
  • Project homework makes learning meaningful and engaging
  • The curriculum my child has learned so far has been inspiring and interesting 

Our Library

Our Library 1
Our Library 2
Our Library 3

Reading Buddies

Reading Buddies  1
Reading Buddies  2
Reading Buddies  3
Reading Buddies  4

Skills Progression Assessment for Learning

We aim for all our children to reach their God given full potential in all areas of curriculum learning, enabling them to become artists, musicians, historians etc. 

We ensure that they develop age appropriate skills for all subjects taught. Please see our skills progression grids below for more information.


Learning And Teaching


Please take a look at our class pages where you will find up to date curriculum overviews for each term/half term. These highlight the overall theme, the key text focus as well as the National Curriculum coverage of skills and knowledge.


Delivery expectations of our curriculum 

  • sequences of learning are based on quality texts
  • Sequences of learning are designed around writing and reading skills 
  • themes are driven by foundation subjects such as History and Geography
  • learning is designed to flow through knowledge, skills and understanding.
  • Spelling, punctuation, grammar and handwriting are endorsed at every opportunity 
  • themes include a Sparkling Start and a Fabulous Finish, a trip or visitor to further enhance learning. 
  • active feedback  and assessment is used to inform learning and further develop sequences. 
  • Confident subject knowledge and effective support ensures subject matter is presented clearly
  • parents and carers are invited in for regular Stay and Share sessions in which they learn alongside their child  
  • classes showcase a rich, broad and balanced curriculum through Class Memory Books which enable our children to have key memories linked to learning


All children receive a well-balanced, broad-based curriculum, centred around the National Curriculum subjects and Religious Education.  There is a strong emphasis upon the skills and knowledge requirements of English, Maths and RE which give access to all other areas of learning. Our curriculum is wrapped around a key theme and text in which appropriate subjects are the key drivers for teaching and learning. 


The core subjects are English, Mathematics, Science and RE.  The Foundation subjects are Design Technology, Art, Music, Physical Education, History and Geography.  We also provide  P.S.C.H.E. (Personal, Social and Health Education and Citizenship).  Years 3 - 6 also receive one session of Spanish a week. 


We believe that there are aspects of learning such as independence, collaboration, responsibility and self-confidence which are essential for children to develop, not only as pupils but as members of society.  Spiritual, moral, social, and cultural (SMSC) developments have a high profile in our school community and sit alongside our 9 core christian values in all that we do.  We promote a positive and succeeding ethos which we believe enhances  self-esteem and self-motivation. We use 'Growth Mindset' to develop positive attitudes to learning across our school.   The Christian ethos of our school is central to our thinking and we encourage children to be tolerant, caring and kind to one another whilst always showcasing our core values.


How is my child taught these subjects?

Children are taught as a pure EYFS class with the remainder of the school being made up of mixed year groups. This can be flexible depending on number of pupils on roll.


Teachers plan their work in a variety of ways, ensuring that we adopt a thematic approach to learning as well as meeting the needs of the children.  We work hard to ensure that our curriculum offers all our children opportunities to develop a love of learning both indoors and outside in our beautiful setting. Children may work individually, in pairs or small groups, or in whole class sessions. 

All our children are taught Maths, Computing and English as specific time-tabled lessons. Almost all other subjects are taught through writing themes. Some subjects may be taught as stand-alone e.g. PE, RE or Music if they do not sit comfortably within a given topic. 


What is my child taught in each of the Core Subjects?

From EYFS through to Year 6,  we follow the RE Resource 'Understanding Christianity' alongside the Worcestershire RE agreed Syllabus.  Please help your child to learn our school simple prayer which can be found in our Church Life section. Please help them to understand our school values and how they show these in their every day life. 


We employ a wide range of teaching strategies and have a well-structured scheme of work, based on the National Curriculum for English. We use a key text as a focus for each overall theme across the school. 

Speaking and Listening

The children are encouraged to develop fluent language skills in their oral work, whilst working in groups or with the whole class.  They are given the opportunity to tell stories or read poems aloud to the rest of the group, as well as a wide range of drama skills such as role play, hot seating, improvisation and scripted tasks.  Self-confidence in the spoken word is important and this, together with the ability to listen, is encouraged through our 'loud and proud' approach. 


Reading is taught primarily through the phonic approach using structured reading schemes as a complementary resource. Guided Reading is taught at least 3 times throughout the week.  Pupils are encouraged to take their reading books home every night to share with their parents.  Each child has a reading diary and a reading record is kept daily by both parents and school.  Adult helpers listen to children read aloud regularly, as does the class teacher or teaching assistant.  Children later read silently or in small groups in timetabled sessions. We strive to develop a love of reading and our library enables children to access books freel. Classrooms showcase reading areas with a designated class author each term. Each class also has a 'reading challenge' where children who read regularly have an opportunity to win a reading prize! Reading buddy systems are in place across the school to further foster a love of reading. 



Writing skills are developed from EYFS which should enable the children, by the end of KS2, to write both fiction and non-fiction forms, for a variety of purposes and audiences.  Spelling, basic grammar, punctuation and good handwriting style all have a part to play in the development of language users and are considered important factors in the skills needed by a child. These skills are endorsed in all areas of the curriculum.   Pupils from Y2 upwards have daily grammar, punctuation and spelling sessions through the No Nonsense Spelling programme. 

We  have develop a Thematic approach to our writing. Our 'theme' will be based around a picture/text book which will provide a hook to our topics. Both writing and all foundation subjects will be linked to the book and therefore the theme where meaningful to do so. This is to encourage a broad curriculum that provides opportunities to write at length in all subjects. All writing, regardless of subject, is showcased in the children's writing book.


In EYFS and Y1 our children have a daily 20 minute phonic lesson where the sounds of letters are learned. We follow the 'Letters and Sounds' document alongside 'Jolly Phonics' and Ruth Miskin letter formation rhymes. This knowledge is then applied through reading and writing. 

 Jolly Phonics = https://www.youtube.com/watch?v=HeSR9gR0z_U

Ruth Miskin letter formation = http://www.thebellbird.cambs.sch.uk/wp-content/uploads/2014/12/Letter-formation-chart.pdf



In Mathematics we follow the yearly objectives outlined in the National Curriculum for Maths.  We aim to develop the children’s awareness and concept of number, measure, shape and handling of data.  The children are taught the basic mathematical skills but are also challenged to apply them within problem-solving situations from the real world. Children are asked to 'prove it' or 'explain' their thinking at every opportunity within lessons and activities. We use the White Rose Maths Hub as a resource to guide us with Long-Term Planning and assessment. 


Our Early Years Provision


Children in our Reception (EYFS) class follow Curriculum Guidance for The Early Years Foundation Stage (Sept 2012). There are 7 areas of learning and development that must shape educational programmes in early years settings.

 The 3 Prime Areas are:

·         Communication & Language

·         Physical Development

·         Personal, Social, Emotional Development


In additions to these, there are a further 4 Specific Areas through which the Prime Areas are strengthened and applied.


The Specific Areas are:

·         Literacy

·         Mathematics

·         Understanding the World

·         Expressive Arts and Design


The children will have opportunities for learning and experiencing the above through a more ’play based’ learning environment. At the end of the year the children are then assessed against the development within the Early Learning Goals. 


PRIME AREAS – These areas of learning most essential for children’s readiness for future learning and healthy development.

1. Communication and Language
Developing confidence and skills to express themselves and to speak and listen in a range of situations.

2. Physical Development
Developing co-ordination, control and movement, understanding the importance of physical activity and making healthy food choices.

3. Personal, Social and Emotional Development
Developing a positive sense of themselves, forming positive relationships, developing respect for others, developing social skills, learning how to manage feelings, understanding appropriate behaviour in groups and having confidence in their own abilities.


4. Literacy
Linking sounds to letters, beginning to read and write and developing their interest in a wide range of reading materials.

5. Mathematics
Developing counting skills, understanding and using numbers, calculating simple addition and subtraction problems and describing shapes, spaces and measures.

6. Understanding the World
Making sense of their physical world and community by exploring, observing and finding out about people, places, technology and the environment.

7. Expressive Arts and Design
Exploring a wide range of media and materials, sharing their thoughts, feelings and ideas through art, music, movement, dance, role-play and design technology.


The characteristics of learning:

The characteristics of effective learning describe factors which play a central role in a child’s learning and in becoming an effective learner. They are vital elements of support for the transition process from EYFS to Year 1. The characteristics of learning run through and underpin all seven areas of learning and development, representing processes rather than outcomes. Information describing the child’s characteristics of effective learning will provide Year 1 teachers with vital background and context when considering the child’s next stage of development and future learning needs.

They are based 3 areas:

Playing and exploring

  • Finding out and exploring
  • Using what they know in their play
  • Being willing to have a go

Active learning

  • Being involved and concentrating
  • Keeping on trying
  • Enjoying achieving what they set out to do

Creating and thinking critically

  • Having their own ideas
  • Using what they already know to learn new things
  • Choosing ways to do things and finding new ways

Your child will access all of the learning areas through planned purposeful play that has a balance of adult-led and child-initiated activities. Each area has its own set of Early Learning Goals which cover the knowledge, skills and understanding that most children are expected to have achieved by the end of Reception.


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Be the best you can be, as a child of God