At Ermine Primary Academy we will be teaching the statutory content outlined in the National Curriculum in England Key Stage 1 and 2 framework document (September 2013).

The National curriculum forms only one part of the broader whole school curriculum. Our wider school curriculum has been developed to support the needs of the children in our school, and ensure that all children experience a broad and balanced curriculum with a variety of new experiences and opportunities. This will prepare pupils at the school for opportunities, responsibilities and experiences later in life. Our school curriculum aims to develop and support the values that we hold as a school, and will promote spiritual, moral, cultural, mental and physical development of pupils at school and in society.

At Ermine, we build our curriculum on 5 core principles: Aspiration, Kindness, Pride, Resilience and Respect. These underpin our entire curriculum, and these values drive everything we do. This is unpicked further in our Vision and Mission Statement. These are regularly reviewed over the year to ensure that all stake holders are clear on our collective vision and goals.

We value our children as individuals and know that when a child feels safe and valued, they are able to flourish. Personal, social, health and economic education will be taught alongside other subject areas and will form standalone learning as appropriate. This is often addressed in special topic weeks, such as Anti-Bullying week, E-Safety week, Health and Well-being week etc. Our broad, engaging and relevant curriculum provides pupils with opportunities, responsibilities and experiences to enrich their lives beyond their times with us. Our school curriculum promotes spiritual, moral, cultural, mental and physical development of our children at school and in the wider community to enable them to be fully engaged in the local and global community. We take pride in our British Values and being good citizens.

The National curriculum forms only one part of the broader whole school curriculum. Our wider school curriculum has been developed to support the particular needs of the children in our community, and ensure that all children experience a broad and balanced curriculum with a variety of new experiences and opportunities. The pupil’s voice is gathered on up-coming topics, prior to the teachers planning it, to ensure the learning is relevant to their own interests. Each year group has a long term plan, highlighting key areas of learning to be covered as well as a topic overview, where different subjects and objectives are mapped out around the core theme and value. This ensures that a range of subjects and experiences are offered to the children. If relevant, a class trip or visitor is planned to enrich the curriculum further.

Throughout all aspects of the curriculum, children will be actively involved in driving their own learning forward by discussing strengths and next steps with peers and teaching staff. Children will be given time to act on feedback received following discussions about their learning. This will support children to evaluate learning and be clear about how to use skills they have in a range of contexts effectively.

In terms of impact, the core subjects are regularly assessed, using key performance indicators to monitor the progress the children are making (see assessment statement for more information). This information is analysed by subject leaders in order to further develop these areas as well as offering vital information to teachers to ensure their future lessons are focusing in the right areas.

The curriculum lead regularly monitors the curriculum each year group provides to ensure that it is broad, balanced and engaging, through planning and book monitoring as well as garnering pupil voice. This is feedback to staff to further develop and deepen the curriculum we offer. Subject leaders also undertake monitoring of their subject areas, to ensure that the subjects are offered with sufficient depth and challenge to develop the children’s learning across the whole curriculum. Governors are also involved in the monitoring and development of the curriculum, through monitoring and discussion at local and trust level meetings.

Each year, the whole school curriculum is reviewed and adapted to further develop it, through staff meeting time and through meetings with subject leaders. This ensures the curriculum remains relevant and focused on need as well as responding to changes in education over time.

Our daily act of collective worship provides opportunities for the whole school, key stages and classes to assemble together throughout the week to learn how our school values can be lived out each day and celebrate diversity. These assemblies are followed up in daily class circle time at the start of the afternoon sessions where there is time for more in depth unpicking of the values through personal investigation.

Religious Education learning is blocked and taught as a whole school focus three times throughout the year enabling it to be covered in sufficient depth and quality and ensure it is fully valued. This may involve visits or visitors coming into school to share their experiences.

NEW – PSHE Scheme of work: KS1 Year 1

NEW – PSHE Scheme of work: KS1 Year 2

NEW – PSHE Scheme of work: KS2

READFull RE scheme of work







At Ermine Primary Academy, we believe that mathematical teaching and learning will equip children with a unique set of tools to impact and change the world we live in. This is achieved through developing and honing skills within calculation, reasoning and problem solving. We value every contribution they make and endeavour to ensure that every child achieves success within their centred learning path as well as a positive and enthusiastic attitude towards the importance of maths in everyday life.

Mathematics introduces children to concepts, skills and thinking strategies that are essential in everyday life and support learning across the National Curriculum (2014). It helps children make sense of the numbers, patterns and shapes they see in the world around them, offers ways of handling data in an increasingly digital world and makes a crucial contribution to their development as successful learners.

Children delight in using mathematics to solve a problem, especially when it leads them to an unexpected discovery or new connections. As their confidence grows, they look for patterns, use logical reasoning, suggest solutions and try out different approaches to problems.

Studying mathematics stimulates curiosity, fosters creativity and equips children with the skills they need in life beyond school.

We are committed to ensuring that all children achieve mastery in the key concepts of mathematics, appropriate for their age group, in order that they make genuine progress and avoid gaps in their understanding that provide barriers to learning as they move through education. White Rose Maths, PiXL, investigative thinking, problem solving, critical mathematical judgements and the development of teacher subject knowledge are essential components of our approach to Maths.



It is our aim to develop:

  • A growth mindset about our ability to learn mathematics which encourages a positive attitude towards everyday challenges in lessons and maths as an attractive part of their curriculum.
  • Confidence when using numbers within the number system and the connecting patterns/relationships in maths.
  • Children into problem solvers, who can think critically, systematically and logically when applying areas of maths.
  • Communication when using and applying mathematical language.
  • Independence within their learning to work on their own and collaboratively when working with others.
  • Perseverance, resilience and self-confidence through a sense of achievement and success within their learning journeys.

Maths Progression

Maths Policy

Calculation progression


Pupil’s spoken language, reading, writing and vocabulary will be taught as integral aspects of the teaching of every subject. English will be taught as both a subject in its own right and a medium for teaching. It is with this in mind that Ermine Primary Academy places great importance in securing solid foundations in all four of these areas. Developing a love of language through all children being part of a language rich environment where new vocabulary is continually modelled, alongside the sharing of high quality key texts, enables pupils to apply learning to a variety of contexts. The expectations for high quality verbal and written outcomes are consistent across the curriculum.

The content set out in the National Curriculum will form the basis of learning in each year group. The way these programmes of study are taught will be developed over the year to ensure links to other curriculum areas and the mastering key skills. This will ensure that children make clear progress in all four areas. At Ermine Primary Academy we will continue to use the Read Write Inc phonic programme primarily in EYFS and KS1 to enable children to learn the skills needed to decode, read, write and spell effectively. This will be complimented by further reading and writing throughout the curriculum.

After children have mastered these basic skills they will continue to develop their language and literacy skills during specific literacy lessons and across the wider curriculum. A solid understanding of spelling, grammar and varied vocabulary choices is essential for quality language development.

Reading Progression

Writing Progression

Read Write Inc

Year Group Plans

Click on each year group to bring up a Year Group Overview for that year group, or the Learning Overviews below them for each term.


Year 1

Year 2

Year 3

Year 4

Year 5

Year 6