At Hatfield Woodhouse Primary School we provide rich, relevant and varied learning experiences based on 2014 National Curriculum learning objectives but unique to our academy through our bespoke curriculum, which allows children to develop their skills, interests and abilities.

In the mornings, our curriculum focus is on the development of basic skills: reading, writing and maths. In reading, we focus on the Delta Reading Strategy (See attached document - Delta Reading Strategy) in addition to a strong emphasis on home-school reading throughout school and the use of guided reading and Read, Write, Inc Phonics scheme in Foundation Stage and Key Stage 1.

Our writing curriculum is evolving through our Talk for Writing journey. In Foundation Stage and KS1 children still use Imitate, Innovate and Independent writing strategies including story maps, performing the text as a class and shared writing before their independent writing. In KS2 this has evolved to include the use of a writer’s toolkit, box-it up techniques, modelled writing for only a short piece of the text and a menu of choice for their genre. All children are expected to use writing clinics to edit and improve their work. Spelling is taught through the No Nonsense programme and grammar is taught both within modelled-writing and as stand-alone lessons.  

We use Same Day Intervention in maths lessons (See attached document-Delta Maths Strategy)  supplemented by one session a week of STOPS maths and daily arithmetic practice.

Our afternoon curriculum is child-focussed and child-led to ensure that curiosity is inspired and  skills and knowledge acquired are rooted in meaningful and real experiences. It is a project-based, enquiry-led learning programme which we believe is motivational to all our pupils.

We believe strongly in our combined book led and RESPECT curriculum which we believe develops and encourages independant learning for life.

Our Woodhouse Wows are:

  • Resilience 
  • Empathy
  • Self-Awareness
  • Positivity
  • Excellence
  • Communication
  • Team work

Children’s achievement is continually monitored so that extra support can immediately be given where any pupil is seen to require this. The needs and interests of our pupils are always at the core of our curriculum.

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