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InglehurstInfant School


Inglehurst Infant School Curriculum Intent

Nurturing and inspiring happy, healthy, confident learners


At Inglehurst Infant School we pride ourselves on creating a welcoming, caring and safe environment in which each person feels valued and respected. We teach a broad and balanced curriculum, building the necessary skills and confidence needed for pupils to achieve high standards, as well as develop a life-long love of learning.

It is our priority to learn about the children as individuals, finding out what motivates and inspires them as well as their unique learning needs. We create a stimulating environment and provide rich learning activities that encourage children’s curiosity and an eagerness to learn. We aim to raise aspirations and encourage the belief that with ambition, hard work and resilience they have the potential to achieve great things. We want all pupils to become confident, healthy and caring individuals who value and respect the differences that make themselves and others unique.

It is important to us to build good links with families as it is our belief that when parents, carers and school staff work well together everyone benefits. By sharing unique insights and different perspectives we all gain a more complete understanding of each child’s abilities, strengths and challenges. We also know that a child’s chances of success in school are greatly improved when parents and carers know how to support their child’s learning at home and when children can see that they have a whole team of adults working together to support them.

Inglehurst Infant School is an inclusive school and we value the unique contributions that all children have to bring to the classroom. We believe that diverse groups of children working side by side will benefit all. We aim to break down barriers to learning by understanding the needs of our children and their families and putting in place support, where needed, for them to thrive.

As an infant school we believe that we have a duty to get the basics right and to lay firm foundations academically, socially and emotionally because we know that these positive early experiences will support future successes. Spoken language, vocabulary development, phonics, reading, writing and maths are taught daily so that children acquire the skills that will increase their opportunities to access the wider curriculum and to learn independently. We also provide frequent opportunities for children to develop social skills and the emotional capabilities to enable them to understand their feelings and to solve problems.

We have developed a creative topic based curriculum as we know from experience that children learn best when they are immersed in topics that interest them. The different subject areas are interwoven throughout the topics, taught in a logical progression, systematically and explicitly enough for all pupils to acquire the intended knowledge and skills. Visitors to school and educational visits are planned in to topics to further enhance learning experiences as well as to inspire pupils and raise aspirations.

We review our curriculum regularly, reflecting on our pedagogy and the latest educational developments and research. We are unwavering in our ambition to ensure that we provide the best possible educational experiences for our pupils so that each one of them can reach their potential and are well prepared for the next stage in their learning.


More information about the curriculum can be found in the Prospectus on the Welcome page.


Key Stage One (years 1 and 2)


Key Stage One follow the National Curriculum. For full details of the objectives covered in years one and two please see the National Curriculum document at the end of this section.



Mathematics is taught daily. Children are taught using a concrete-pictorial-abstract approach and they are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.

Concrete – children have the opportunity to use concrete objects and manipulatives to help them to understand and explain what they are doing. These include everyday objects, counters, cubes, ten frames, numicon and base 10 apparatus.

Pictorial – Children build on this concrete approach by using pictures to represent objects. These representations can then be used to reason and solve problems.

Abstract – Children can then move on to an abstract approach using numbers and key concepts with confidence.



There are daily English lessons. Themes for writing are often from the topics below. Children read regularly in guided groups with an adult. There are also opportunities for children to read individually. Phonics lessons are taught at least four times a week.


Our phonics teaching follows the phases in the Primary National Strategy document called Letters and Sounds. We use a very active approach to the teaching of phonics. The lessons use the good practice from the Knowledge Transfer Centre (KTC) Leicester.


Our reading books are levelled according to the Reading Recovery Levels. This means that the selection of books can be finely tuned following assessment of the child’s stage of reading. The books come from a number of schemes and sources including Reading Recovery, Oxford Reading Tree, Engage Literacy and Read Write Inc.


We aim to provide a stimulating and exciting curriculum, to challenge and develop the children’s knowledge and skills, building on their previous learning. Much of the Year One and Year Two curriculum is taught under the following topic headings:


OurselvesBounce back to school
Lights,camera, action!Let's celebrate
Pirates and ExplorersAmazing animals
How it worksFood
The EnvironmentThe world around me


For more information about any aspect of the curriculum and resources, please ask your child’s teacher (if your child is already in the school) or contact the school office.


Key Stage One National Curriculum

Early Years Foundation Stage ( Nursery and Reception)

The Foundation Stage classes follow the curriculum guidelines in Development Matters.


Many activities are arranged within topics.
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