We want our children to be successful learners, confident individuals and responsible citizens. We encourage and support each child to achieve their very best.

We aim to create an atmosphere of trust, challenge, openness and respect which encourages an enthusiasm for learning and critical thinking.

Through an active curriculum we encourage children to explore, take risks, investigate, be creative, and discover the world around them.   They are supported to respond to challenge within a learning environment that is secure, enjoyable, and sensitive to individual needs.

We give them time for independent thought and action as well as time to work together.

We help them to take responsibility for their own learning through shared and clear learning objectives, success criteria and targets.  We encourage positive self-esteem by providing challenging, achievable learning experiences.

Careful assessment ensures a personalised approach to teaching and learning.

Diversity and individuality are celebrated, reflecting our commitment to equality of opportunity.

Early Years Curriculum

IMG_3007The curriculum in Nursery and Reception is based on the Early Years Foundation Stage (EYFS). This provides a framework for realistic and challenging experiences that meet the different needs of all our children.

The Foundation Stage Curriculum is made up of 3 prime areas of learning:

  • PSED: Personal, Social and Emotional Development. This area develops social skills, attitude to learning, self–confidence, self-awareness and supports them in managing feelings and behavior. This is also delivered through our PATHS curriculum from Reception onwards.
  • C & L: Communication and Language. This area develops skills such as listening and attention, understanding and communicating with others.
  • PD: Physical Development. This areas teaches children about their bodies, how to be healthy and develop skills such as control, movement, strength and using equipment safely.

There are also 4 specific areas:

  • L: This area develops skills in reading and writing, through the teaching of phonics and supporting children to apply these skills in all areas of their learning.
  • M: This area develops skills such as counting, addition, subtraction, problem solving, understanding shape and measuring.
  • UW: Understanding the World. This area develops a child’s understanding of the environment and their community, the world and technology around them.
  • E, A & D: Expressive Arts and Design. This area develops their imagination and the skills of singing, drama, making, painting and using different resources.

Cross-curricular links are made through carefully planned topics. Learning is achieved through practical and enquiry based activities, as well as whole and small group teaching sessions.

To find out more about the EYFS please click on the following link

Key Stage 1 & 2

The curriculum is creative and cross-curricular links are made through a topic-based approach. Our lesson planning follows the National Curriculum learning objectives.   Children contribute to planning by discussing what they already know and what they would like to find out.

We use the National Curriculum to plan from which is a statutory document.

To find out more about this document please use the following link

Whole school progression in English

Y1 progression English Curriculum Map

Y2 Progression English Curriculum Map

Y3 Progression English Curriculum Map

Y4 Progression English Curriculum Map

Y5 progression English Curriculum Map

Y6 progression English Curriculum Map

Monitoring Pupils’ Progress

At Ashleigh children’s learning is based on Formative and Summative Assessments.  Teachers’ planning is a working document, based on daily Formative Assessment.  Children are involved in this process and help identify their own next steps of learning and subsequent targets.  Each term Summative Assessments of children’s work are made by staff in reading, writing, maths and science and these findings are recorded on a tracker.  Children that are not making expected progress, or are making above expected progress are identified and individual programs are put in place.  Parents are kept informed of their child’s progress through termly parent meetings, home school contact books, informal chats and end of year reports.

Special Educational Needs (SEN)

The Governors and staff fully support the principle that all children, including those who have Special Educational Needs, should have full access to a broad, balanced and relevant curriculum.  All children are considered as individuals, whatever their varying needs, and they are included and valued within the school. Our intention for special needs children is that, through a nurturing environment, we increase their self-esteem and self-reliance, encourage them to have a positive attitude about their achievements, and help them reach their potential.

Some children need extra support in order to access the full school curriculum. These children may be identified by their teacher, doctor, or support staff. A parent or carer may have noticed an area where a child is experiencing difficulties. Once they are identified a Pupil Support Plan and Pupil Profiles are put into place. These identify the steps needed to ensure the child makes progress. Additional help is given when appropriate, either individually or in small groups. We work closely with parents and outside professionals. Mrs Lacey, our Inclusion Manger, is always happy to meet parents to discuss SEN issues.

Children are described as having Special Educational Needs (SEN) if:

  • They have a significantly greater difficulty with learning than the majority of children of the same age
  • They have a disability that prevents or hinders them from making use of educational facilities generally provided for children of the same age
  • The 2014 SEN Code of Practice defines the areas of need as:  learning difficulties, communication difficulties, emotional or behavioural difficulties, sensory or physical difficulties.

Gifted and Talented Children

Children who are seen to be especially gifted or talented may also need a tailored educational programme in the classroom and curriculum enrichment and extension in order to make progress. If this applies to your child the class teacher will discuss this with you.


At Ashleigh we teach Synthetic Phonics following the Letters and Sounds approach. This is a progressive approach which enables children to learn phonemes and corresponding graphemes, from which they are then taught how to segment and blend to read and write. Children are also taught tricky words (common exception words).

Nursery Reception Year 1 Year 2
Phases Teach1
Initial sounds
Robot-talk it “put your h-a-t on your p-e-g”
Teach 2, 3, 4
Phase 1 underpins
Recap 4
Teach 5
Phase 1 underpins
Teach 6
Phase 1 underpins
Links to other schemes Jolly phonics actions to be taught alongside the teaching of the phoneme/grapheme Where streaming for phonics teaching takes place Phase 2 will continue using Jolly Phonics actions.
Jolly Phonics is phased out in Phase 3
Phase Phonic Knowledge and Skills
Phase One (Nursery/Reception) Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.
Phase Two (Reception) up to 6 weeks Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.
Phase Three (Reception) up to 12 weeks The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the “simple code”, i.e. one grapheme for each phoneme in the English language.
Phase Four (Reception) 4 to 6 weeks No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.
Phase Five (Throughout Year 1) Now we move on to the “complex code”. Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.
Phase Six (Throughout Year 2 and beyond) Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.