The children are grouped into four classes: Acorns – Reception , Oaks – Years 1/ 2, Cedars – Year 3/4, Maples -Year 5/6. The class teacher is responsible for setting work appropriate to the ability of each child. The National Curriculum applies to all children and is organised through Key Stages. Foundation Stage children work to the recommendations of the Foundation Stage Curriculum. Key Stage 1 applies to Year 1 and Year 2, and Key Stage 2 applies to Year 3-6.

Early Years Foundation Stage Curriculum

The children in Acorns follow the EYFS Curriculum, a summarised version can be seen here.

Bow Brickhill CE Primary School are an Early Adopter of the new EYFS curriculum. The curriculum has four overarching focuses:

    1. Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.

    2. Children learn to be strong and independent through positive relationships.

    3. Children learn and develop well in enabling environments, with teaching and support from adults who respond to their individual interests and needs and help them to build their learning over time. Children benefit from strong partnerships between practitioners and parents/carers.

    4. Finally, that children develop and learn 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 (SEND).

At Bow Brickhill CE Primary School our vision is for our Early Years children to achieve the above outcomes through a series of play activities, structured small group learning opportunities and opportunities to be involved in larger group sessions. The children are an integral part of the school, taking part in school church services starting with the Harvest service in the autumn term, taking part in whole class assemblies and being assigned to the house groups used throughout the school. Our Early Years children are lucky to have a small class size with a maximum of 15 pupils, this means we really do get to know each and every child and we can support them in settling into the next phase of their lives and equally build relationships with parents as they to adjust to their child starting school. The class have access to a teaching room, used for stories and focused sessions, a room for independent learning time and a separate outdoor area allowing the children to continually have access to both indoor and outdoor learning opportunities across the curriculum.


The children in Foundation Stage and Key Stage 1 have four phonics lessons a week, based on the DfE publication 'Letters and Sounds'. Attached is a copy of a presentation shared with parents. Please click here if you wish to view the presentation.

Our approach to the teaching and development of reading

At Bow Brickhill CE Primary School we want to develop a love of reading in our children, which progresses from their first experiences of learning how to read, through to them becoming proficient independent readers further on in the school.

In EYFS the children are regularly exposed to stories read by the adults in the classroom and have continuous access to different styles of books. We begin to take the children to our school library on a weekly basis during their first half term with us and encourage the children to share these books at home.

As part of their early reading development the children take home picture books and are encouraged to discuss what they can see in the pictures and explore their use of story language. At Bow Brickhill we follow the Letters and Sounds programme to teach phonics. The children begin with phase one where they will explore different sounds and develop their ability to identify specific sounds before we move on to phase two where specific sounds are taught. We continue to follow this programme into Years 1 and 2 and beyond where needed. Once the children are able to blend sounds they are given progressive phonic based books which build on their knowledge of different sounds. As the children’s ability to decode a series of words is developed we begin to focus more on the deeper meaning of the text, exploring different styles of writing and understanding how we can find out information from text. We give all the children a graded book to take home and share with their family focusing on these wider skills within reading. We use a range of book schemes to ensure the children have a varied experience of different text types and develop their skills in both fiction and non-fiction books. We aim to hear each child read twice a week to an adult in school and encourage parents share books with their children as well to hear their child read daily at home, alongside this we also engage the children in guided group and whole class reading where appropriate to encourage them to share their skills with their peers.

Religious Education

This subject covers areas relating to Christianity and the beliefs of major world religions. We encourage understanding, tolerance and respect for other people’s beliefs as well as an awareness and appreciation of the world around them, to value other people and their feelings. The curriculum is based on the Milton Keynes Agreed Syllabus which encourages pupils to look at a range of questions relating to the religions. Parents have the right to withdraw their children from Religious Education lessons for religious reasons with prior permission of the Head Teacher.

To see the long term plans for R.E. please click here

Relationships Education and Health Education (REHE)

The focus in primary school is on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults. Although much of the children’s work in this area will occur within the cross-curricular approach used in the school we believe it is important that there are specific lessons which focus on Healthy Lifestyles, including protective behaviours, taking care of our bodies and achieving goals. Pupils will also be taught about Growing and Changing, learning about ways to keep safe both to support their mental health and in a range of situations including internet safety. Units of work also include learning about Living in the Wider World with economic wellbeing and respect for each other's rights forming part of this area of the curriculum. Others areas taught include, Feelings and Emotions and Healthy Relationships including age appropriate lessons on growing up.

Within lessons, children’s questions will be answered honestly and sensitively as they arise. Parents have the right to withdraw their child from sex education beyond the national curriculum for science.

To see the long term plans for REHE, please click here

Special Needs

We support the special needs of all children, whatever their ability, following the SEND Code of Practice. Mrs Rolfe is the school's SENCo and is happy to discuss the needs of pupils. We aim to increase confidence through the acknowledgement of strengths. In meeting children's special needs we may design individual programs of work to be used in class to support the child's learning. We are fortunate to be able to call upon assistance from a range of agencies within the Authority.


Home learning is an opportunity to develop further, the partnership between home and school. It may encompass a wide range of activities such as sharing books together, learning weekly spellings and times tables or completing activities based on current class themes and subject skills. The positive attitudes developed towards home learning will encourage children to develop the skills necessary to meet the expectations of course work and to become independent learners for life.


Our teachers plan lessons carefully to ensure that pupil’s prior learning and ability is taken into account. Every lesson has clear learning intentions and is planned to provide the pupils with a stimulating and interesting curriculum.

At Bow Brickhill CE Primary, we use a range of strategies to engage our learners. These include questioning, the use of individual pupil whiteboards, interactive boards, learning walls, as well as concrete and pictorial resources to develop pupils learning and ensure active participation in lessons. Pupils are encouraged to ask questions, collaborate with others, share their knowledge and reflect on what has been taught as well as take some responsibility for directing their own learning.

We recognise marking and feedback as an important part of the teaching and learning cycle and believe that in order for pupils to progress they need to understand what they can already do well and what they need to do to improve their learning further. Our teachers aim to ensure that children are provided with timely and purposeful feedback that furthers their learning. In doing so, teachers gather feedback and include ongoing assessment as a part of each and every lesson, enabling them to adjust their teaching both within and across a sequence of lessons. As part of our assessment and monitoring process, more formal assessments take place each term for reading, writing and maths as well as reading and spelling ages which are measured using standardised tests.

Statutory or Teacher Assessment;

  • Pupils in EYFS are assessed during their first year in school using the early learning goals.

  • At the end of Year 1, pupils’ phonics knowledge is assessed using a national Phonics Screening Check.

  • At the end of KS1, Year 2 pupils are assessed using teacher assessment to measure their attainment in reading, writing and maths.

  • From 2022, pupils in year 4 are assessed using the national Multiplication Tables Check (MTC), the purpose of which is to determine whether pupils can fluently recall their times tables up to 12, an essential for future success in mathematics.

  • Pupils at the end of Year 6 undertake national Statutory Assessment Test (SATS) in English reading, English grammar, punctuation and spelling (SPaG) and Mathematics. Writing is assessed using the national curriculum English writing teacher assessment framework.