Our vision is to create a curriculum that encourages children to discover, explore and create. We want to help each child flourish into a caring, confident and resilient young person who has a love of learning. We will do this by upholding high aspirations through our innovative and inspiring approach to teaching and learning.

We have weekly reflection time in our RE sessions in which children explore big questions and moral dilemmas. These sessions enable children to know they are of immense worth and that they can make a valuable contribution to their school community and the wider world.

We will look for opportunities to embrace our our local area, ensuring children to learn to understand and appreciate the wonders and beauty of nature. We want to spend time learning beyond the classroom; to explore and discover. We aim for all children to take part in Forest Schools lessons.

Metacognition will become an integral part our curriculum. Children will have an opportunity to learn about learning in our weekly ‘Learnology’ sessions. The sessions will allow children to understand themselves as learners and to know about the process of learning. This empowers children to make a difference in their lives and helps them understand their responsibility for their learning.

We recognise the importance of preparing our children for life in modern Britain. We will continue to celebrate diversity through our inclusive community. We will forge strong links with contrasting communities and look for learning opportunities beyond The Dales.

Promoting healthy living is a key feature within our schools. Through our excellence in sports, lessons in food technology and promoting a growth mindset, we are helping our children to develop healthy bodies and minds.

As a Christian School, the SMSC (Spiritual, Moral, Social and Cultural) development of our pupils lies at the heart of all that we do. Our Curriculum threads SMSC across all subjects areas and school life and ensures pupils are aware of Christian values and the history and values of Britain. It also helps to prepare our pupils for life in modern Britain. We have an SMSC team who work across the federation. This team is made up of leaders and Governors who work together to ensure that we enhance children’s spiritual development.

We teach children how to keep safe; through a range of different learning experiences. These include teaching PSHE, in collective worship and sessions from specialist support agencies, for example related to internet safety, road awareness and fire safety. See our safeguarding curriculum on the ‘safeguarding’ page.

Core Subjects

The core subject skills of reading, writing and mathematics are vitally important and are taught daily within the context of our personally designed ‘creative curriculum’. This curriculum, which is organised into topics, provides relevant learning opportunities for pupils of all ages, as part of which they develop independence, questioning skills, the ability to investigate and ask questions and a well-rounded appreciation of the world around them in addition to a sound grounding in the ‘3 Rs’.

We place great emphasis on our core subject teaching and knowledge as we believe that the skills and knowledge learnt in these lessons are vital to enable pupils to access the full range of opportunities available to them in later life. Mathematics, reading and writing are taught daily and pupils are given regular homework tasks that enable them to extend or consolidate the skills learnt in class.


Mathematics is taught as a subject daily in all classes as well as being taught as a tool across the curriculum. Pupils at all levels are given the opportunity to develop new skills and processes, investigate number patterns and rules, solve problems and puzzles, explore shape, space and measures and learn key facts by heart.

In The Foundation Stage, pupils learn mathematical processes and number facts through a range of play based and investigative activities. They learn songs that help with counting and recognising numbers and use the environment around them to learn more about shape and space.


Pupils in Key Stage 1 and 2 are encouraged to read daily to develop their independent reading and comprehension skills. We teach reading in a variety of ways. Our younger pupils read to an adult regularly to develop their ability to recognise common words, breakup unknown words into segments and begin to understand the texts that they are reading.

As pupils get older, they take part in ‘guided reading’ where the teacher works with a group of children reading at a similar level and, through setting focused reading and comprehension objectives, is able to help the group progress with their ability to read more challenging texts and comment on what they have read. Pupils in the Foundation Stage experience books in a range of contexts, listen to stories, retell stories using puppets and begin to recognise letter sounds and common words.


Writing skills are taught within our daily English lessons. Pupils are also given a wide range of opportunities to write for real purposes across the curriculum. A confident and skilled writer has the ability to write in a range of contexts such as letter writing, emails, reports,
persuasive texts and fiction writing. Our topic based curriculum provides many opportunities for children to develop their writing skills in real and relevant contexts. Pupils are taught spelling patterns and rules of grammar discretely and within literacy lessons.

Pupils in the Foundation Stage develop early writing skills by engaging in a range of gross and fine motor play activities. When ready, they develop their early writing skills on paper by learning letter formations and writing familiar words and short sentences.


Science is taught within our long term plan of topics. As part of our science teaching, pupils are given the opportunity to develop the following skills and processes:

• Observe and measure
• Classify and conclude
• Identify patterns and relationships
• Make predictions and explain results
• Devise and carry out investigations
• Handle equipment and a wide range of materials safely and effectively.


The children are taught to read using systematic synthetic phonics within Early Years and Key Stage 1.

They are taught to decode and blend words using the sounds they have learnt in Phonics and to use picture clues and syntax clues to help them when reading books.

Modern Foreign Languages

French is taught throughout the school, with a focus on the acquisition of spoken skills. This teaching is informal for younger pupils and consists of simple spoken commands, counting and the learning of phrases. For our older pupils, French is taught more formally and pupils are given the opportunity to develop early conversational skills.

Religious Education and Collective Worship

We follow the North Yorkshire Agreed Syllabus for RE teaching in Key Stage 1 and 2. Pupils are given the opportunity in RE lessons and as part of the wider curriculum to learn about aspects of the Christian faith and other major faiths as well as discuss feelings, values and moral issues that are pertinent to them.

All pupils take part in an act of daily collective worship which is broadly Christian in nature. These sessions are led by teaching staff and members of the local clergy. Parents can request in writing that their child does not take part in collective worship should they so wish.


In a world where computers, electronic communication, mobile phones and virtual learning environments are becoming a bigger part of daily life, it is vital that we prepare our pupils for the future in providing opportunities across the curriculum for them to develop ICT and programming skills.

We are well equipped to teach ICT skills as part of our wider curriculum and our pupils enjoy a range of opportunities to use ICT in the different subject areas.


In addition to music teaching within the school curriculum, all pupils have the opportunity of learning to play a musical instrument as part of the normal curriculum. More specialist tuition for voice, piano, strings, wind, brass and percussion instruments is available through the NYCC Music Service and peripatetic music teachers work weekly with pupils at the school. A fee is charged for this service from which parents on Income Support or in receipt of the Pupil Premium are exempted.

We also offer very popular accordion tuition through the Craven School of Music. Details of charges are available at school. We usually offer after school Band where children who are learning instruments can experience playing together.

PE and Sport

All children take part in PE. In Foundation/KS1the children are taught on site. The children in KS2 also travel to Upper Wharfedale School weekly to take advantage of their specialist sports facilities, including the swimming pool. If the weather is fine we will also make use of our outdoor areas. Children who wear earrings (stud-type only allowed in school) will be asked to remove them for PE, in accordance with safety standards in the County. For PE lessons, children wear black shorts and a red t-shirt, and do their work in bare feet or gym shoes. Out of doors, depending on how warm it is, they wear shorts or jogging trousers and gym shoes/trainers. We also have a specialist professional school team strip provided by the local Tarmac Quarry for use by pupils playing sports for the school in local and county championships.

If a parent should wish a child to be excused from PE due to illness or injury, children should bring a letter of explanation prior to the lesson. PE is a compulsory subject and every effort should be made for every child to participate in the lesson in some capacity. Those with special needs or disabilities will have the lesson objectives differentiated so that they may participate.

On occasions parents are asked to contribute towards the cost of transport.

Special Educational Needs

A child with special educational needs, whether gifted, with learning difficulties or behavioural problems, is cared for in the first place by the class teacher within the classroom. Agreed procedures are followed under the direction of the Special Needs Coordinator (SENCo).

If a child has a specific special need or disability, his/her needs will be met in consultation with parents, class teacher, SENCo and, where appropriate, Local Authority representatives.

School Policies
You will find all our policies on our main School Federation site.
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Special Education Needs SEND REPORT
Our policy for special educational needs operates in accordance with the Code of Practice
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Letters to Parents
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