Woodthorpe's Curriculum

Learning together we will . . .

Understand and accept the rights and responsibilities of being citizens of the future

Be able to adapt to new challenges and offer enterprising solutions

Be active contributors to the wider community

Be ambitious and take pride in our achievements

Achieve high standards in all areas of the curriculum

Develop ourselves as courageous, self motivated, independent and collaborative learners

Value and care for others in the local community and the wider world

Achieve our full potential as well rounded individuals

We will discover, value and enjoy our diverse society

. . . Learning together.


The children in our community often face significant barriers outside of school, which may hinder their ability to access certain experiences compared with their national counterparts. 60% of our children are persistently disadvantaged. As a result, our school is determined to offer each and every child a curriculum which is both dynamic and inspiring.

Staff are relentless in their pursuit of new ways in which to engage each child in their class, which is why each year planning is designed to meet the interests of the current cohort. Visits and visitors change year on year, which means that the children in school are regularly exposed to new and exciting experiences.

What are we trying to achieve? (Intent)

At Woodthorpe, our aim is to provide dynamic opportunities for children to develop as independent, confident, successful learners with high aspirations. By the time they leave us, they will have encountered a range of experiences which will allow them to make a positive contribution to their community and the wider society. The skills and knowledge they acquire will empower them to succeed, giving them the confidence to become more socially mobile. They will set and reach aspirational goals. We are passionate about raising the self-esteem of all our learners, ensuring that they are all well prepared for life in modern Britain.

As a school we participate in a variety of research projects, adapting practice where appropriate in order that our children are given the very best opportunities to succeed.

How the curriculum is delivered? (Implementation)

At Woodthorpe, our focus on curriculum development is always carefully and explicitly designed to ensure coverage and progression.

Each academic year is unique. Planning is never repeated. Children embark on a curriculum journey that is tailored to the interests of the children within that cohort.

Visits and visitors help to provide diverse and rich opportunities from which children can learn and develop a range of transferable skills. Further details can be found in each Year Groups section.

What difference is the curriculum making? (Impact)

At Woodthorpe, the primary focus of our curriculum is to raise aspirations, a sense of personal pride in achievement, and provide a purpose and relevance for the 21st century world. By the time our children leave us at the end of Key Stage 2, our children are well rounded learners who are prepared for their next steps in education.

The structure of our curriculum ensures all children are given the opportunities to deepen knowledge and understanding across the curriculum in a progressive way, therefore enabling all of our children to achieve in their learning. Outcomes for pupils at our school exceed those of their national counterparts. Further details can be found in our National Results page.

Reading and Literacy

At Woodthorpe, our aim is to develop a love of literature through positive experiences in reading. This is achieved through widespread reading for enjoyment and well-planned reading lessons which respond to the needs of all learners. We believe that Reading gives access to imaginary worlds, facts, knowledge and information which gives pupils the chance to develop culturally, emotionally, spiritually and socially. It opens up opportunities, brings enjoyment, inspires, allows ideas to be communicated and is necessary for participation in everyday life.

At Woodthorpe, Reading is taught through a structured approach, beginning in Foundation Stage One with immersion in stories, rhymes and information books read by adults who demonstrate and share their own enjoyment of reading. The teaching of Phonics is also introduced in Foundation Stage one and this is taught progressively through school using the Letters and Sounds Programme. Children have daily practise in blending sounds into words in order to develop their fluency so that decoding of words becomes automatic.

Early reading books are carefully matched to next steps in children's learning and are phonically decodable with the majority being from the Oxford Reading Tree scheme (Oxford University Press). Books are organised according to the growing complexity of the grapheme phoneme (letter sound) correspondences within them so that children encounter books at the right level of difficulty and are provided with the opportunity to practise, apply and consolidate the grapheme phoneme correspondences they can read within simple grammatical structures.

Alongside this, children learn to quickly recognise by sight the most common words in the English language. Many of these words are not phonically regular so it is important children develop automaticity in recognising them as they encounter them regularly in their reading books. In this way, children are provided with the opportunity to develop their confidence quickly, experience success in reading simple texts independently and thereby become motivated to read more from very early on in their journey of learning to read.

Young readers are encouraged to broaden out and choose their own reading books as soon as they are confident to do so, particularly in response to their own areas of enquiry. Pupils are encouraged to share their reading with their parents and take books home to do this.

Teachers use Modelled, Shared and Guided Reading to teach strategies essential for comprehension of a variety of text, both fiction and non-fiction. Parents can play a vital role in reinforcing these skills and consolidating the child's progress.

Progress of reading development is carefully monitored throughout school and timely additional intervention provided to ensure that children do not fall behind in this essential area of their learning. Throughout school, children are given access to high quality texts which are relevant to their interests. During their time at Woodthorpe, children become proficient readers who have fostered a love of reading and outcomes for these pupils exceed those of their national counterparts at the end of KS2.


We aim to provide a dynamic writing curriculum which responds to the current need of each child. We are passionate about promoting high standards of writing by equipping pupils with a strong command of the written and spoken word.

At Woodthorpe, the teaching of writing is placed in meaningful contexts as part of whole school Curriculum Journeys, through which pupils are given the opportunity to develop and apply their writing skills. Each sequence of writing is planned in response to the needs of each class and continuity and progress is ensured through rigorous assessment.

Outcomes for pupils in our school exceed those of their national counterparts at the end of KS2.


At Woodthorpe, our aim is to provide the opportunity for learners to develop into well-rounded mathematicians who have good subject knowledge as well as having a strong conceptual understanding. They will be able to use this knowledge and skill and apply it to solve non-routine maths problems, whilst being able to explain their reasoning.

How will maths be delivered?

Across school we have adopted the Maths Mastery approach to the teaching of the subject. Through the delivery of Maths Meetings, use of concrete manipulatives for all and challenges for the high attainers we will teach to the following principles: the whole class will move through content at the same time, the children will be given time to think and we will differentiate through depth as opposed to acceleration.

What difference is this approach making?

We have seen a deepening of the understanding of maths at Woodthorpe, with children being able to explain their reasoning as opposed to relying on rote learning and learnt procedures. There has also been an improvement in the apparent enjoyment of the subject.

This has had a very positive impact on our data:


2016 EXS+ 2016 GDS 2018 EXS+ difference 2018 GDS difference
71.2% 18.6% 81.0% 10% ↑ 20.7% 2.1% ↑


Issues from Raise 2016 Outcome 2017 Outcome 2018
achievement in Maths
prog -3.28
EXS 59%
GDS 0%
average scaled score 100.3
achievement in Maths
prog +1.27
EXS 85.7%
GDS 7.1%
average scaled score 103.2
achievement in Maths
exceeded national/forecasted national
  Woodthorpe National
EXS 84.6% 75%
GDS 23.1% 23%
average scaled score 105.1 104

Curriculum Progression Documents and The 3 I's


Computing Progression (linked to Sheffield Scheme and NC for Computing KS1 & 2)

Intent, Implementation and Impact for Computing