The Reception Year Curriculum

Great Wishford follows the guidance in the National Curriculum for the Early Years Foundation Stage (EYFS) called 'DEVELOPMENT MATTERS'.

Click HERE to follow a link to the guidance material relating to EYFS.


The National Curriculum 2014, Year 1 to Year 6

Great Wishford Primary School follows the guidelines for the statutory National Curriculum 2014 to ensure that children reach Age Related Expectation (ARE). 

Click HERE to follow a link through to this document.

As we have mixed age classes our curriculum is organised into a 2 year rolling programme of whole school topics that create links between subjects where appropriate.  We aim to provide opportunities for the children to learn and develop a breadth of knowledge, understanding and skills. Discrete learning is also planned for some subjects such as Maths, RE, PE, MFL in KS2 (French), Music, PSHE, Phonics (using Phonics Play) and Grammar, Punctuation and Spelling (GPS).  We ensure that pupils are given opportunities to practice key skills and transfer learning from these areas into their cross-curricular experiences.  Where possible, we try to make connections between the discreet subjects and the class theme.


Planning teaching and learning

Teachers work together to agree the content and sequence of learning for the term’s topic. Lesson outcomes are planned with clear and progressive success criteria allowing all children to develop knowledge, understanding and skills. Teachers refer to the National Curriculum framework and planing materials such as Understanding Christianity, Discovery RE, Jigsaw PSHE and their own creative thinking to ensure that there is both continuity and progression at a level appropriate to the learning needs of pupils.

Each individual teacher plans the weekly lessons and activities for their class, targeted to the particular needs and attainment levels of their children. Learning objectives are set that enable children to make good or better progress. The learning is differentiated to include challenge for all, and support where necessary, in particular for those who have Special Educational Needs. Outcomes of each day’s learning are evaluated and planning modified as necessary to ensure that the needs of every individual are met.

We believe that our pupils are entitled to the highest quality teaching and aim for all teaching to be good or better. We use a range of strategies to give pupils opportunities to learn in ways that best suit them and the particular objective being taught; for example through investigation, research, problem solving and practical experiences, through individual, paired, group and whole class working and through questioning, computing, fieldwork and visits.


Topic Webs

Each Term we produce a TOPIC WEB for parents to identify what their child is being taught that term. These can be found on the class pages.


The role of parents/carers in learning

We firmly support the view that parents/carers should be partners in their child’s education and ensure that we provide ample information about what and how their child is learning. Strategies to achieve real partnership include termly information outlining topics to be covered, parent/carer and teacher discussions and annual reports. We suggest ways in which parents/carers can support their child with learning at home and welcome all opportunities to develop partnerships.





At the end of Reception (EYFS) children are assessed against the DEVELOPMENT MATTERS framework.  This is entirely teacher assessment based on observations and day-to-day learning. 


At the end of Year 1, children are given the national Phonics Screening Test for Year 1.

If a child does not achieve a 'pass' they sit the test again at the end of Year 2.


At the end of Year 2 children are given a set of national tests (SATs) for Reading, Maths and Grammar, Punctuation and Spelling.

Teachers make judgement against a set of objectives to decide whether children meet expected standards for the end of KS1.


At the end of Year 6 children are given a set of national tests (SATs) for Reading, Maths, and Grammar, Punctuation and Spelling.  These assessments are marked externally and the results sent back to school.

Teachers assess against a set of objectives to decide whether children meet expected standards for writing at the end of KS2.


In order to continually challenge, motivate and move the children's learning forward we have started to use a new assessment system which:

  • Places the children on a particular STEP allowing them, guided by the teacher to begin with, to set aspirational and achievable next STEP for learning targets
  • Communicates attainment to parents
  • Is used by the school to measure the progress of every child and ensure good teaching and learning is happening all of the time
For more information on STEP assessment please see the STEP information link on the Home Page.