We use the National Curriculum and Development Matters in the Early Years Foundation Stage as a basis for planning learning.

We recognise that personal growth and development play a large part in the learning process and therefore emphasis is placed on children’s emotional development in order to accelerate their learning. Children at Water Hall learn to be positive, responsible people who co-operate with each other in order to think critically and creatively to solve problems as well as developing knowledge and skills.

Aims For Learning

  • To enable all children to learn to the best of their ability;
  • To promote a positive attitude to learning that gives a solid base for lifelong
  • To enable children to be creative and to develop their own thinking;
  • To enable children to be positive citizens in society;
  • To fulfil the requirements of the National Curriculum, Early Years Foundation
    Stage and Locally Agreed Syllabus for Religious Education; sex education and
  • To provide learning opportunities which involve all children in relevant and
    interesting experiences, discussion and activity;
  • To provide opportunities for children to develop their individual strengths and
    support learning which they find challenging;
  • To promote involvement of Parents/carers in children’s learning
  • To ensure that children view learning as satisfying and thought-provoking, and to foster curiosity and enquiry.


Children are taught in 3 Key Stages, Foundation Stage, Key Stage 1 and Key Stage 2.  Within those Key Stages year groups may be mixed.

Daily Literacy and Numeracy sessions are timetabled. Daily phonics, spelling and grammar sessions are also timetabled at the same time across the school. This allows for continuity across the school for the children and allows the children to apply knowledge learnt throughout the day. Handwriting, additional reading and additional writing sessions are also planned throughout the week.

Foundation subjects, computing, Science and PSHE are taught through a creative curriculum, where appropriate. This fulfils the requirements of the 2014 curriculum and also includes areas specific to the needs of the children at Water Hall. However some aspects are taught discretely.


Teachers have a good working knowledge of teaching styles and use their professional expertise to apply the appropriate style to support learning e.g.

  • Direct instruction and explanation
  • Focused questioning
  • Dialogue and discussion
  • Whole class work, group work, paired and individual work.
  • Cafes.

Marking And Feedback

All work has a date and Learning Intention. Where practical activities are used to reach the learning, this is recorded on labels and added to the children’s work files or books with the relevant annotation. All work is marked using a green pen. Work is marked against the learning intention and tool box in the lesson through spot marking. Instant feedback is given to the children. The children are then able to act on this feedback. Any comments on work either inform future planning to support the learning or are accessible to the children. Writing is marked using the ‘Close the Gap’ method, giving children the opportunity to act upon advice and improve their work.

Children use self-assessment and indicate where they think their learning has progressed in each lesson by indicating on a ‘learning line’. Peer assessment is used in Key Stage 2 classes. Children indicate on their work if they have worked independently or in a guided group with an adult. This is shown by the use of stick men. Children who work independently will have one stick man next to the learning intention, children who have worked in a guided group then 2 stick men are drawn and initials of the adult written.


Assessment For Learning – Children understand what they are learning and use the toolbox to assess whether they have achieved the learning intention. Children use a ‘learning line’ to decide where they are in their learning and also what strategies they need to use to help them move forward. Learning is reviewed during lessons and feedback given to children immediately. Feedback may come from adults or peers. Misconceptions are picked up during lessons and acted upon. Formative assessments from each lesson inform the next one.Plans are annotated accordingly.
A range of children’s writing is reviewed at the start of each planning meeting and learning objectives planned based on children’s needs.

Learning At Home

Children are expected to read with an adult every day.  Spellings, key words and tables or number bonds are also sent home at an age appropriate level.

Pupil Profiles in Foundation and KS1 provide home learning opportunities. Learning Journals in KS2 identify what children can do to move their learning forward.  Children may be asked to complete some research and/or complete a project at home.

Science & Technology

Our Science curriculum is built in to our Broader Curriculum. If you would like to find out more about the Science curriculum coverage for each year group, this can be found on the Year Group Curriculum Maps.

In addition to the science coverage in our Broader Curriculum, we also do at least one complete, engaging science investigation per theme that explores a variety of aspects of the science curriculum. Encouraging children from Year 1 to Year 6 to plan, make predictions and take part in physical science experiments and investigations.

Religious Education

For our Religious Education, we use Discovery R.E. It is an inquiry based approach to R.E teaching which delivers excellent learning outcomes.

Across the school we teach 59 different modules covering Christianity, Buddhism, Islam, Hinduism, Judaism and Sikhism.

Our Religious Education curriculum meets Ofsted and SIAMS outcomes, SMSC, British Values, Anti-radicalisation, Critical thinking and Growth Mindset and Personal Development.

Our PSHE Pathway

Our aim with PSHE education is to provide pupils with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community.

Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities. In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up.

They learn to understand and respect our common humanity; diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.

At Water Hall Primary School we teach PSHE using the Jigsaw PSHE scheme which is a whole school approach.

British Values

The DfE have recently reinforced the need to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of:

  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect and tolerance of those with different faiths and beliefs

At Water Hall Primary School, British values are promoted through our own school values.  They are also integrated throughout our broader curriculum teaching.


Social, moral, spiritual and cultural links are planned in to each of our themes and taught discreetly

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