Adamsrill Primary School

Learning and Working Together as a Community for a Brighter Future

Early Years

Children in Nursery and Reception follow the Early Years Foundation Stage Curriculum. This learning challenges children and encourages them to develop into independent, motivated learners and thinkers, full of curiosity about the world around them within a fun, happy and secure environment.

Our Early Years Foundation Stage curriculum is based on seven areas of learning:
•    Communication and Language
•    Personal, Social and Emotional Development
•    Physical Development
•    Maths
•    Literacy 
•    Understanding of the World
•    Expressive Arts and Design

Children have opportunities to explore, enquire and to take risks through practical, hands-on learning experiences. At Adamsrill, we have a high quality outside learning environment which the children are able to use throughout the day. 


National Curriculum (Years 1 – 6)


This area of the curriculum gives pupils access to a wide range of learning experiences to develop their Speaking and Listening, Reading, Writing, Spelling and handwriting skills.

Reading and writing are central to the school day. The vast majority of our written work links to topic work, teachers creating meaningful reasons, motivations and audiences for writing. Each piece of written work is carefully scaffolded through using ‘success criteria’ to guide a child and then marked by highlighting real successes (green) and an area for improvement (orange). Alongside extended writing, children learn, as appropriate, aspects of spelling and grammar.

 In all classes and throughout both schools, pupils learn and are encouraged to speak confidently and to listen respectfully to what others have to say. They begin to read and write with increasing confidence, fluency and independence, developing a love of reading. We use Read, Write inc to teach phonics in EYFS and KS1 and follow this with the RWI Fresh Start as an intervention in KS2. We hope pupils come to develop a love of language through understanding and becoming adept in the use of its various forms. We aim for pupils to become confident and display independent ability to express their own experiences and ideas in creative and innovative ways. At Adamsrill we put increasing emphasis on the importance of pupils being able to present themselves confidently. Pupils are engaged in activities such as, role- play, drama, presentations, writing for a purpose, to ensure they develop high standards of communication skills, which will sustain them in their adult lives.

The end of year expectations for each year group in English


Mathematics is taught every day. We place great emphasis on learning through games, problems and practical tasks coupled with an uncompromising goal of learning and memorising key facts such as times tables as soon as possible and using high quality concrete resources in the early years. Together this approach creates real mathematicians.

Pupils are given a firm foundation of basic numeracy skills and mathematical understanding in Foundation Stage. On this we build the National curriculum areas of Using and Applying mathematics, Number, Shape, Space and Measures and Handling Data. Opportunities for developing mental mathematical skills occur every day. Pupils are challenged with a broad and varied range of mathematical experiences and activities. We positively encourage them to participate in ‘Mathletics’ and we make use of other ICT applications for teaching and learning the subject. In Reception, pupils are actively counting, measuring and estimating and giving verbal or pictorial responses. Pupils progress through the school developing their mental and written calculations strategies, and learning how to apply their knowledge and skills in problem solving activities. Computers and calculators support and extend mathematical experiences. We want our pupils to enjoy the world of mathematics and to come to see themselves as able mathematicians with ability to apply their knowledge to real life situations and to see the relevance of mathematics in their lives.

The end of year expectations for each year group in Mathematics


Science is a body of knowledge built up through experimental testing of ideas. Science is also methodology, a practical way of finding reliable answers to questions we may ask about the world around us. Science in our school is about developing children’s ideas and ways of working that enable them to make sense of the world in which they live through investigation, as well as using and applying process skills.

We believe that a broad and balanced science education is the entitlement of all children, regardless of ethnic origin, gender, class, aptitude or disability.

Our aims in teaching science include the following.

  • Preparing our children for life in an increasingly scientific and technological world.
  • Fostering concern about, and active care for, our environment.
  • Helping our children acquire a growing understanding of scientific ideas.
  • Helping develop and extend our children’s scientific concept of their world.
  • Developing our children’s understanding of the international and collaborative nature of science.

Science policy


We want our children to grow up with the skills to use this technology safely and discerningly; to have the life skills that enable them to use it confidently but appropriately.  We believe that if we teach our children these skills through a range of relevant, topic based tasks they will become competent and discerning users of IT.

We place emphasis on the teaching of coding (also known as programming) as it is a large part of the computing curriculum.  We want even our youngest children to enjoy problem solving; to be confident to have a go, embrace when they have made a mistake and then have a go at correcting it.  Using programmes such as Scratch gives our children the forum to do this.

The Internet is an amazing source of information which enhances learning in many ways. Being ‘e-safe’ means teaching our children what to do when online and faced with strangers asking for details when gaming, if they see inappropriate images or if they experience cyberbullying.   We use materials by Kidsmart, Thinkuknow and CBBC Stay Safe to teach our children to be digitally aware.

NSPCC – Online safety

Design Technology

Technology, with an emphasis on problem solving, involves children in model making, finding solutions to practical issues, using appropriate materials and tools correctly. Pupils may be required to evaluate their work and to suggest possible modifications and alterations. Pupils are given opportunities to use textiles, paint, wood, card, paper, clay and cooking ingredients.


The study of the past is important to the understanding of the present. At Adamsrill we aim to arouse children’s interest and enthusiasm in looking at the past, and promote enquiry and curiosity. In Key Stage 1 pupils learn about people’s lives and lifestyles. They find out about significant women, men, children and events from the recent and more distant past, including those from Britain and the Wider World. They hear exciting stories from history and use sources of information to help them ask and answer questions. In Key Stage 2 pupils learn about ancient Egypt, the Romans, the Tudors, ancient Greece, and famous people, the Victorians, Britain since 1930, Africa – Benin; Caribbean and American history, and about local history. Pupils also study different sources of evidence, and are encouraged to evaluate their meaning and reliability. Children’s experience of the history curriculum is enhanced through educational visits.


Teaching of geography enables children to understand and develop their fascination of the world in which they live and the interaction between the physical and human environments. In Key Stage 1 pupils investigate their local area and a contrasting area in the United Kingdom or abroad, finding out about the environment in both areas and the people who live there. They also begin to learn and find out about the wider world. Pupils carry out geographical enquiry inside and outside classrooms. They are encouraged to ask questions about people, places and environment, and use geographical skills and resources such as maps and photographs. In Key Stage 2 pupils investigate a variety of people, places and environment at different places in the United Kingdom and globally, and they make links between different places in the world. They find out how people affect the environment and how they are affected by it. Pupils are also encouraged to ask geographical questions, and use resources such as maps, atlases, aerial photographs and ICT.


Through specialist teaching pupils are encouraged to explore a wide range of approaches to making art and being creative. Their work, through use of patterns and colour, illustrates the depth of their knowledge and freedom to enjoy art as a development tool. Pupils’ art works are displayed throughout the school, and serves to enhance visual literacy and development.


All children are taught about performing and composing, and how to listen, and appraise different styles of music. Some children also have opportunity to play guitars, ukulele, cellos, recorders and steel-pans. There are regular school productions in which music plays a prominent part, and we provide various opportunities for children to take part in local and national performances.

Physical Education

Pupils engage in a wide variety of activities in the curriculum: swimming, dance, football, basketball, and a mixture of other ball games. We supplement this with a range of extracurricular opportunities. All pupils should be appropriately dressed to participate in physical exercise. No jewellery should be worn in school (except sleepers) for health and safety reasons.

Religious Education, Collective Act of Worship and Assemblies

Religious Education is taught in accordance with the National Curriculum. All pupils attend a daily assembly (either in the hall or their classroom). We follow the Lewisham agreed guidelines for Collective Worship. A variety of beliefs are represented across the Federation, but the Federation has no particular affiliation to any religious denomination. In accordance with the Education Act of 1993, the majority of our assemblies reflect the broad traditions of Christian belief, but this does not mean Christian material is always used. At Adamsrill we believe that coming together as a group has an important social and educational value in itself, and it is hoped that all children will play a full part in our collective act of worship. If any parent wishes to exercise their right to withdraw their child from collective worship, this must be done in writing to the Head of School and the parent must work with the school to ensure alternative provision is put in place. We encourage a range of visits and religious visitors to enhance this area of the curriculum.


Adamsrill Primary School believes that learning at home is an essential element in a child’s education and we will seek parental support with regard to any home work that has been set. Home learning will vary in type and quantity depending on age and ability. A home learning timetable will be given to parents at the target setting meeting at the beginning of each new academic year.