Our Curriculum

We believe that a picture paints a thousand words. We have created a Curriculum Statement to show you how we teach and learn at our school.Download our Curriculum Statement here.


EYFS Curriculum Overview

Year 1 Curriculum Overview

Year 2 Curriculum Overview

Year 3 Curriculum Overview

Year 4 Curriculum Overview

Religious Education Curriculum

English: Appendix 1 & 2

Every day we aim to inspire and engage our children through and in their learning.  We deliver high quality lessons, enriched with visuals and practical elements so as to capture the attention of our visual, auditory and kinaesthetic learners.  Children leave school talking about their mem

ories of each day and we encourage our parents to always ask their child about their learning.

Everyday lessons are further enhanced by trips, visitors and their sporting and Forest School experiences.  These are closely linked to the curriculum area our children are study

ing, thus giving more real life contexts attributed to the topic and what the children are learning.  Rather than an 'add-on', these are fully integrated, planned for and assessed against the impact they have on further developing the children's understanding of the topic and area of focus. 

Parents can find out more about the curriculum from the termly Topic Overviews that are sent out at the start of each term and are invited to see their child's class teacher with any questions.

Phonics and Reading in Key Stage 1

Key Stage 1 children access the Read Write Inc (RWI) scheme of work for phonics and also their first stage of reading.  When children are confident in their phonics they move on to No Nonsense spelling which builds on their phonics knowledge.  Once children progress from RWI books, they move into colour bands and work their way through these.

Assessment at BVPS


Assessment is integral to Quality First Teaching and learning.  We have been working hard to ensure that assessment at Bolnore is purposeful and productive in developing the learning for our children and allowing us to focus learning appropriate to individual children's needs.  As a school, we use a range of assessment tools which first and foremost focuses on continual, in class feedback, relating to the individual's learning. 

Feedback will be both verbal and written, where possible at the point of learning.  Where feedback is given to a child after the lesson, it will 

be specific and children will be given the opportunity to respond to this.  Response will either be written in books or spoken about with the adult.  At Bolnore, we are developing our use of 'learning centered dialogue' so as to ensure children always know what they have done well and also what they are needing to work on next.

In addition to in class assessment, we use Classroom Monitor as a tool for tracking pupil progress and attainment.  This package allows us to ensure children are on track to meet end of year expectations, pinpointing areas needing more focus, when a child is potentially not going to meet.  Members of the Senior Leadership Team are responsible for monitoring progress across subjects and for certain groups of learners in the school.  This information is then shared with class teachers and Governors, where appropriate.

Calculation Policies for Maths at Bolnore

We have been developing calculation policies to support our teaching of maths in school and to help parents support their child at home.  Please take a look at these.

The addition calculation policy can be found here.

The subtraction calculation policy can be found here.

The multiplication calculation policy can be found here.

The division calculation policy can be found here.

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