At Holme Hall Primary School, we offer a positive climate where children learn through a knowledge-engaged curriculum, designed to develop the whole child. Through our curriculum, we aim to help our children reach their potential and prepare them for success in the next stage of their education and their future as responsible, confident and caring citizens of the world. We aim to raise aspiration, encourage a sense of pride in achievement and provide context and a purpose for learning, providing opportunities for children to be creative, flexible and innovative in their approach to learning and developing new skills, knowledge and understanding necessary for future success. 

Ours is a curriculum that is evidence-led with knowledge at its heart, but which retains some of the more practical aspects of a creative curriculum. We know that knowledge is power; walso know that many of our children benefit from a more practical approach to their learning, where first-hand experience provides context for learning. Taking into account stakeholders’ views has ensured that the curriculum is relevant to our school community, leading the children to be more invested in their learning and motivated to succeed. 

The curriculum has been organised under topic headings for each class, each topic having a strong subject focus. Subject content is carefully planned and delivered in a way that ensures progression across the school and allows children to revisit and build on key concepts and understandingOur use of thReachOut curriculum has ensured that subject knowledge is strong and that pupils' knowledge and skills build year on year, develop over the long term and are evidenced in high quality end of unit essays.  

We believe that knowledge precedes creativity so enrichment activities are built in towards the end of each unit a unit of work, so that children can apply their knowledge and practise skills, becoming confident and creative learners. Learning opportunities are built upon our core, underpinning values of kindness, collaboration and commitment to learning. 

Planning ensures that, as well as discrete teaching in subject areas, cross-curricular links are made and National Curriculum 2014 Programmes of study for KS1, KS2 and EYFS are delivered through the topics, ensuring breadth and balance in core and foundation subjects. Hooks for learning engage the children from the beginning, while working towards authentic outcomes for each topic provides real purpose, which motivates children to produce high quality work. Literacy skills are taught within the context of the topic and the focus on written work is central to every topic. 

At Holme Hall Primary School, we actively promote the spiritual, moral, social and cultural development of our pupils. We uphold and teach children about the fundamental ‘British Values’ which are defined as: democracy; rule of law; individual liberty, mutual respect and tolerance for those of different faiths and beliefs. These values are taught explicitly through Jigsaw PSHE and Religious Education (RE), assemblies and special presentations, while our curriculum planning and delivery includes real opportunities for children to explore these values. 

For further details about the Jigsaw PSHE curriculum, please see below. 


Reading at Holme Hall 

Over the past couple of yearswe’ve worked really hard to raise the profile of reading so that it is at the heart of our curriculum. We’ve introduced Book Group and held a number of whole school reading events including Books on Blankets, Big Book Swap and a highly successful sponsored read which raised money for the purchase of new books for our school library. Our Junior Librarians are in charge of organising our library, assisting other children in their search for books and promoting various authors and genres in order to spread their love of books and reading. Over the summer, with the help of a number of volunteers, we worked hard to revamp our library and create a really beautiful space for our children. 

We feel that we are succeeding in creating a real community of readers. By this we mean that our children read, and they read a lot! Many of our children read because they want to read, not just because they have to read. They read because they’re captivated by the story that they’re reading; they read because they want to find out information; they read because they love reading. And the more they read, the better they become at it; and the better they are at reading, the easier it is and the more they want to do it. They begin to read more challenging texts, broadening their vocabulary and deepening their thinking. Michael Rosen, former Children’s Laureate and author of ‘We’re Going on a Bear Hunt’ says: ‘If we don’t learn to love books, we don’t read. And if we don’t read widely, we don’t think deeply.’ And we want our children to be thinkers. We want them to be independent learners who know the joy of books. It is vitally important that children learn the skills needed for reading but it’s as important that they learn to enjoy reading. 

Children who read for pleasure are likely to do significantly better at school than their peers. As well as raising attainment, there are numerous other benefits of reading for pleasure and a growing number of studies show that promoting reading can have a major impact on children, adults and their future. According to the DfE in ‘Research evidence on reading for please’, some of the main areas of benefit to reading for pleasure include: 

  • Reading attainment and writing ability; 
  • Text comprehension and grammar; 
  • Breadth of vocabulary; 
  • Positive reading attitudes; 
  • Greater self-confidence as a reader; 
  • Pleasure in reading in later life; 
  • General knowledge; 
  • A better understanding of other cultures; 
  • Community participation; 
  • A greater insight into human nature and decision-making 

‘Research evidence on reading for pleasure’ – (DfE, 2012) 

Reading for pleasure is about choosing to spend time reading and that is something that parents can support from a very early age. Children who are read to, read with and listened to even before they start school, not only develop early reading skills but they begin to see the value in books and the pleasure that books can bring. As we work on developing those skills at school, it’s vitally important that children see the value of reading at home too. For this reason, we ask that you spend at least a few minutes a day sharing a book with your young children and listen to them practise their skills as they become more independent. 


Book Group 

Book Group is dedicated reading time across the Key Stage when every child goes to their group to read, discuss and enjoy a shared text. The aim of Book Group is to foster in the children a love of real books and reading for pleasure while at the same time developing the skills necessary to access high quality texts. There is a real focus on vocabulary and we ensure that children are given the chance to explore and widen their own vocabulary through exposure and exploration of a rich diet of words. 

The main focus of Book Group is reading and most of each session is spent reading text, either together as a group, in pairs or individually. Children use their prior knowledge and skills of inference and deduction to analyse the text through discussion. They are often asked to carry out practical activities such as role-play, debating or hot seating to support their understanding of the text and to help them explore characters’ motives. 

In KS1 and the lower level groups in lower KS2, phonics teaching takes place at the beginning of each session. Phonic skills are then applied when reading the shared text together, thus consolidating understanding and encouraging transference of skills. 


Early Reading 

At Holme Hall, reading is at the heart of our curriculum from the very beginning. It is our intention that every child will be a reader and from the start of their journey with us in Reception, children are supported to develop a love of reading. They are exposed to high quality texts and through a consistent and systematic approach to the teaching of phonics, they are provided with the skills they need to decode confidently. 

Planning is sequenced to follow Letters and Sounds phoneme order and class and home reading books are closely matched to the phonemes taught. This means that children will only ever be given a reading book that contains words/sounds that they have been taught. 

Synthetic phonics has been proven to be the most effective approach to developing early reading proficiency and we believe this is the best way to introduce children to the joy of reading. Throughout school we strive to encourage a rounded approach to reading where phonics skills are applied to increase fluency and improve comprehension.  

We are currently updating our reading scheme so that it is line with our online offer. Children will have access to Bug Club online to support their learning from home and we are planning to invest in the reading scheme to support our teaching of reading in school. This will supplement some of the scheme books we already have in school such as Big Cat, Oxford Reading Tree and Rigby Stars.  


Maths

At Holme Hall we use a scheme called Power Maths. The philosophy behind Power Maths is that being successful in maths is not just about rote-learning procedures and methods, but is instead about problem solving, thinking and discussing. Many people feel they were taught maths in a way that was about memorising formulas and calculation methods, then having to apply them without any real understanding of what or how these methods actually work. Power Maths includes practice questions to help children develop fluent recall and develop their conceptual understanding. Power Maths uses growth mindset characters to prompt, encourage and question children. They spark curiosity, engage reasoning, secure understanding and deepen learning for all. 

Although our classes are mixed, we teach maths in single age groups. 

Each lesson has a progression, with a central flow that draws the main learning into focus. There are different elements, informed by research into best practice in maths teaching, that bring the lessons to life: 

  • Discover – each lesson begins with a problem to solve, often a real-life example, sometimes a puzzle or a game. These are engaging and fun, and designed to get all children thinking.
  • Share – the class shares their ideas and compares different ways to solve the problem, explaining their reasoning with hands-on resources and drawings to make their ideas clear. Children are able to develop their understanding of the concept with input from the teacher.
  • Think together – the next part of the lesson is a journey through the concept, digging deeper and deeper so that each child builds on secure foundations while being challenged to apply their understanding in different ways and with increasing independence.
  • Practice – now children practice individually or in small groups, rehearsing and developing their skills to build fluency, understandingof the concept and confidence.
  • Reflect – finally, childrenare promptedto reflect on and record their learning from each session and show how they have grasped the concept explored in the lesson. 

In addition to Power Maths, children also have access to Times Table Rockstars and Doodle Maths to support their learning both in school and at home. The Times Table Rockstars app allows children from Year 2 upwards to learn their times tables in a structured and fun way, by being able to compete against themselves to beat their speed and also to complete against others in their class or as a class against other schools. 

Each child in school, from when they first start in reception, also has access to Doodle Maths which is an app aligned to the National Curriculum and addresses gaps in the knowledge of each child. Doodle Maths provides short, snappy exercises and so is used best in 10 minute daily bursts. Teachers are also able to set children extra learning to support the Power Maths teaching therefore providing extra practise where required. 

Calculation Policies
Key Stage 1
Lower Key Stage 2
Upper Key Stage 2


Curriculum Overview

Donaldson Class

  • Curriculum Overview
  • Termly Leaflet
  • National Curriculum Expectations  

Jeffers Class  

  • Curriculum Overview
  • Termly Leaflet
  • National Curriculum Expectations  

Dahl Class  

  • Curriculum Overview
  • Termly Leaflet
  • National Curriculum Expectations  

King-Smith Class  

  • Curriculum Overview
  • National Curriculum Expectations  

Shakespeare Class  

  • Curriculum Overview
  • Termly Leaflet
  • National Curriculum Expectations  

Jigsaw:
Information Leaflet
Jigsaw RSE Training
Approach For Foundation Stage
Approach For Year 1 to 6
F1 Overview
F2 Overview
Y1 Overview
Y2 Overview
Y3 Overview
Y4 Overview
Y5 Overview
Y6 Overview