Ashbrow School

Working Together for Children and Families

The Ashbrow School Curriculum

The Ashbrow School Curriculum

At Ashbrow School we provide a creative curriculum which is based around our school specific learning opportunities and the Cornerstones Curriculum.With the new National Curriculum having been introduced this year (2014-15) we have taken the opportunity to refresh our whole school approach and provision for Ashbrow children. As part of this development we are implementing the new Cornerstones curriculum. Cornerstones  is nationally recognised  as an approach which helps schools to deliver outstanding learning opportunities for children from Foundation Stage to Year 6.

The Cornerstones Curriculum is a creative thematic approach to learning. It is mapped to the new 2014 Primary National Curriculum and the Early Years statutory framework to ensure comprehensive coverage of national expectation. Ashbrow’s new curriculum will be delivered through Imaginative Learning Projects (ILPs) which will provide a rich menu of exciting and motivating learning activities with a literacy backbone that makes creative links between all aspects of our children’s learning. Each Imaginative Learning Project offers children the opportunity to:

ENGAGE: first hand, memorable learning experiences where children have the chance to investigate and explore using all their senses.

DEVELOP: develop and research skills, knowledge and understanding.

INNOVATE: apply skills, knowledge and understanding to a creative and inspirational challenge.

EXPRESS: perform, share, evaluate and celebrate learning.

At Ashbrow we believe that children learn better when they are encouraged to use their imagination, be creative and apply their learning to engaging contexts. Our new curriculum is strongly driven by our school drivers. It follows the National Curriculum for Key Stages 1 and 2 and the Early Years Foundation Stage framework. 

It has been planned to provide lots of learning challenges throughout the academic year.  The experiences will require children to solve problems, apply their skills and knowledge effectively across the curriculum.


Early Years

The school follows the Early Years statutory framework which came into effect from 1 September 2012.  The learning and development requirements are given legal force by The Early Years Foundation Stage (Learning and Development Requirements) (Amendment) Order 2012 made under Section 39(1)(a) of the Childcare Act 2006.

Four guiding principles in early years settings are:

• every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;

• children learn to be strong and independent through positive relationships;

• children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and

  • children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.


Key Stage 1 and Key Stage 2

The National Curriculum subjects for Key Stages 1 and 2 are statutory.

The statutory subjects that all pupils are taught at Key Stage 1 and Key Stage 2 are: art and design, design and technology, English, geography, history, computing, mathematics, music, physical education, science and a modern foreign language. This year we have begun to teach Spanish as our Modern Foreign Language in Key Stage 2.

Religious education is provided to all pupils on the school roll, unless withdrawn by their parents. 

The Ashbrow curriculum is being developed with our children’s specific needs in mind.  We believe it will provide them with a broad and balanced curriculum, covering all the statutory elements whilst also addressing the personal needs of our children and the community. The school offers a Forest School curriculum, opportunities to grow fruit and vegetables alongside hen and bee-keeping. As well as providing skills for life and for living the impact on children’s self esteem is highly positive.

These are the curriculum letters for Key Stage 1 and Key stage 2

Yr 1 Moon Zoom Curriculum Letter 2019.docx

Y2 Bounce Curriculum letter.docx

Y4 playlist Curriculum letter.docx

Systematic Phonics Teaching at Ashbrow

In line with ‘Letters and Sounds’ (DfES 2007):

  • Phonics will be taught daily in short sessions lasting no longer than 20 minutes
  • All staff will use the correct terminology in relation to phonics at all times
  • All staff will articulate the phonemes with clarity and accuracy at all times, not just in the phonic session
  • Planning for phonics should be active and exciting and cover the elements of; revisit and review, teach, practice and apply.
  • Nursery children will be taught Phase 1 phonics and have access to support for this through the continuous curriculum. The Early Years Unit will also have continuous provision support for Phases 2, 3 and 4 as the year progresses and nursery children will be given support to experience phoneme awareness.
  • By the end of YrR the majority of children will be secure in Phase 3 (YrR expectation), having also had experience of teaching within Phase 4.
  • By the end of Yr1 the majority of children will be secure in Phase 5 (Yr1 expectation), as recognised by the DfE Year 1 phonics check.
  • By the end of Yr2 children will have revisited Phase 5 and be working within Phase 6 (Yr2 expectation) which continues to be developed throughout KS2. Some children may also need to revisit the DfE check during Yr2.
  • Children will be taught to read and spell the tricky words with confidence as appropriate to each phase.
  • The continuous provision in KS1 will have activities which reinforces the application of phonics.
  • Children who have not achieved phase 5 by the end of year 2 may need further support to develop their skills through KS2 this may be through small group or one to one intervention.
  • Guided and individual reading book choices will reinforce phases being taught or revisit prior knowledge.
  • Children will use their phonic skills during guided and independent writing.

Assertive Mentoring

Basic Skills Maths

With a focus on raising standards, we have begun a weekly basic skills maths session with children from years 1-6.

The children work in groups to develop their knowledge of numbers, calculations and how these are used in ‘real life’ situations. The children mark their own work – which they really enjoy and then the group looks at one or two of the questions they have found hard and talks about the best way to answer the question.

Each week we will try to get a better score. If you want to know more, just ask one of the teachers.

Grammar Hammer

To meet the new expectations for spelling, punctuation and grammar set out in National Curriculum 2014, children from year one to year six also take part in weekly grammar sessions.  These small-group sessions focus on recapping, learning about and application of grammar at the level of the individual learner.  Through these sessions, children are equipped with knowledge that they can use in all areas of their learning.


Swimming Statistics 

Meeting national curriculum requirements for swimming and water safety 2015/ 2016 2016/2017
What percentage of your Year 6 pupils could swim competently, confidently and proficiently over a distance of at least 25 metres when they left your primary school at the end of last academic year? 98% 95.7%
What percentage of your Year 6 pupils could use a range of strokes effectively (for example, front crawl, backstroke and breaststroke) when they left your primary school at the end of last academic year?





What percentage of your Year 6 pupils could perform safe self-rescue in different water-based situations when they left your primary school at the end of last academic year? 25% 25.5%


All pupils took part in personal survival/water safety programme.


SkillForce in Year Six


Our mission is to inspire children and young people to see their uniqueness and cherish it, believe in their potential and realise it, and value opportunities and seize them.

 Adopting a practical, project-based approach, this programme focuses on developing character, resilience and problem-solving as well as fostering effective team-working through goal-setting, collaboration and evaluation. It is particularly suitable for supporting students in preparing for their transition to secondary school as well as building team skills and confidence.

SkillForce is a national education charity that operates in more than 200 primary and secondary schools across England, Scotland, Wales (and shortly Northern Ireland) to help children and young people develop aspirations, self confidence, resilience and character – skills for life and work.


Delivered by inspirational mentors and role-models, the Junior Prince’s Award focuses on team-building, leadership training and public service as well as highlighting the core values and life skills that enable young people to reach their potential whilst making a constructive contribution within their communities courage, dedication, dependability, discipline, loyalty, resilience, respect and selflessness


 Together with the Cornerstones offer we have created a rigorous essential skills framework that outlines the end of year expectations in all subjects. These essential skills are age related so that staff can track children’s progress and identify individual learning needs.

See the class pages to find out more about the curriculum.

 Curriculum Overviews:

Autumn Term 

Spring Term

Summer Term

Whole School Overview

Whole School Religious Education

Whole School PE

 Curriculum Coverage:

Click the links below to see the full curriculum coverage for each topic.


 Year Group

Autumn Term 

Spring Term 

 Summer Term


 Why do you love me so much?

Why do leaves go crispy? 

Where does snow go? 

Can I have a dog? 

 Can we explore it? 

How high can I jump? 


Do you want to be friends? 

Are carrots orange?

What is a reflection? 

Why do zebras have stripes? 

Do cows drink milk? 

Who lives in a rock pool?

 Year 1

 Memory Box

Bright Lights, Big City

 Moon Zoom

Enchanted Woodland

 Splendid Skies

Paws, Claws and Whiskers

 Year 2

 Land Ahoy!

Towers, Tunnels and Turrets


Scented Garden

 Wriggle and Crawl


 Year 3


Mighty Metals


Gods and Mortals 


Tribal Tales

 Year 4

Traders and Raiders

Road Trip USA

Blue Abyss


Burps, Bottoms and Bile

I am Warrior

Misty Mountain Sierra

 Year 5

Alchemy Island

Off with her head 


Scream Machine

Time Traveller


 Year 6

 Tomorrow's World 

Blood Heart

Darwin's Delight

A Child's War

 A Child’s War

Hola Mexico



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