Teaching and the National Curriculum

We offer all children a broad, balanced, relevant and differentiated education based upon the requirements of the 2014 National Curriculum. Clear programmes of study are laid down in Core and Foundation Subjects, whilst continuous internal assessment and record keeping ensures progression and continuity in each child’s development.

Mathematics, Literacy, Science, ICT and Religious Education provide the core subjects, whilst the foundation subjects are Design & Technology, History, Geography, Art, Music, Physical Education and Personal, Social & Health Education (and Citizenship).

Regular assessment lies at the heart of effective teaching and aids the planning for the next stage of a pupil’s learning programme. Teachers constantly monitor and assess pupils’ work and conclusions of these assessments will be included in your child’s Report. Parents will also receive the results of KS2 Statutory Assessment Tests at the end of each Key Stage. The results of KS1 Statutory Assessments are used to inform the end of Year 2 Teacher Assessments


It is our aim that children are able to compute efficiently in Mathematics and be competent in their understanding and knowledge of the broad areas outlined in the National Curriculum, those of number, shape & space, measurement and handling data. Pupils are given the opportunity to use and apply mathematics in practical tasks as well as real life problems. We aim to develop pupil’s mathematical language, communication skills and mathematical reasoning, together with developing their mastery of the basic skills, as outlined in the new 2014 Curriculum. In line with the 2014 Curriculum, we actively teach and encourage children to explain their thinking and practice skills to ensure ‘mastery’ of the Maths curriculum.

A daily Maths lesson is taught to all children in Key Stages 1 and 2, with some children receiving additional support in small groups.

Children are given opportunities to work individually, as a group and as a whole class to develop mathematical expertise using practical equipment when and where appropriate to develop understanding. The best of both modern and traditional teaching methods are used. Children are introduced to the use of calculators and every child has opportunities to use the school PCs/laptops.

Mr Goddard is the Maths Co-ordinator


English overflows into all areas of the curriculum. Language is the basis for sound communication and it is, therefore our aim to enable each child to communicate effectively through speech, writing and when listening to others. Generally, a daily English lesson is taught to all children in Key Stages 1 and 2 with some children receiving additional support in small groups.

Speaking & Listening

Through speaking and listening, pupils can share ideas and have the opportunity to talk and listen during a range of experiences such as reading aloud, reporting, debating or presenting items to audiences. Pupils are given the opportunity to participate in many roles through drama, stories, poems, debates and dance.

We aim to encourage pupils to express themselves clearly, confidently and with a strong voice, to peers and adults, whilst also developing good listening skills, which will allow them to clarify meaning in the spoken word.


We believe that the way children are taught to read is crucial to their success in learning to read. They all need knowledge of the alphabetic code and the skills of blending sounds for reading and segmenting the spoken word for spelling. As a school we aim to create and maintain a stimulating environment for children to experience and explore reading with increasing confidence and enjoyment to promote lifelong reading. We strive to provide a varied library and maintain reading as a valued, high profile activity, which links to the whole of the curriculum.

At Lea C of E Primary and Pre School, when children start in Pre School we teach the early phases of ‘Letters and Sounds’; listening to sounds and the environment etc. When they join the main school, in Reception Class, we teach phonics on a daily basis, using a clear systematic phonic structure, also based on ‘Letters and Sounds’ and using ‘Read Write Inc.’ characters and materials to support. We also add in the actions from the ‘Code Breakers’ scheme where necessary, to ensure a multi-sensory approach is maintained.

Alongside our teaching of phonics, we aim to provide attractive and imaginative reading areas including various types of books, displays, labels, captions, instructions and questions. We believe in creating strong ‘Home / School links’, to support our aims for the children.

As children gain confidence in their ability to read, we use ‘Shared and Guided’ reading activities regularly, to further consolidate and extend their learning and deepen their understanding and levels of comprehension.

We also as part of our whole school teaching of reading, will use whole class reading activities / reading sessions, to further develop deeper comprehension.

We regularly read aloud to children (fiction and/or non-fiction) and keep records of their achievements in reading (Class Reading Record file & Guided Reading records.

For more detail and suggestions on how you can help support your child in their learning journey, please see your child’s key worker or class teacher.


Through all curricular areas pupils are given the opportunity to write for a variety of purposes and audiences. They are encouraged to show clarity of thought and imagination. Pupils will develop their writing by use of planning, drafting and revising of pieces of work, punctuating to organise their ideas in a sound, logical fashion.

Grammar will be taught as part of text level work in all classes, but there will be times when discrete grammar teaching is necessary.

We believe presentation is very important. A graded, progressive handwriting scheme is used throughout the school to promote within pupils, a well-presented, fluent joined handwriting. Spellings are given each week for the children to learn, practising both in school and at home. Pupils are encouraged to use dictionaries to check and look up words and meaning.

Mrs Vines is the English Co-ordinator


Science is present in almost every aspect of daily life. Children are encouraged to foster an awareness of themselves and their immediate surroundings and this is developed into the wider sphere of the world around us. Through their scientific enquiries, children will progressively meet the requirements of the National Curriculum: that of Experimental and Investigational Science, Life Processes and Living Things, Materials and their Properties and Physical Processes. Science is sometimes pursued separately and sometimes as part of the class topic.

We have a large central bank of resources and the school grounds and trips also provide a valuable resource to many topics studied.

Mrs Fursdon is the Science Co-ordinator

Information & Communication Technology

During the pupil’s career in school, children will have many opportunities to use ICT equipment in school. This includes the use of PCs, laptops, digital cameras, recording equipment, CD players and a variety of equipment to support data handling, such as, sensors.

The use of computers is not solely linked to any curricular areas. They prove an invaluable tool for the analysis, processing and presentation of information in all curricular areas.

All classes have access to laptops and iPads, and the school has a wireless connection to enable easy access to the internet. There are interactive boards in all classes These are used daily to deliver the curriculum in the most stimulating and advanced method.

Mrs Brevet is the ICT Co-ordinator

Religious Education

This takes the form of both class lessons and assemblies. There is a daily collective gathering in which staff and children participate fully. We attend Lea Church once a week for an assembly with the School Rector, the Reverend David Howells, and at various times to celebrate the main church festivals. All Religious Education lessons are based on Christian principles, whilst ensuring children gain an understanding of other major faiths. Outside speakers are regular visitors to give a broad and balanced approach.

At least one lesson a week is allocated for religious education in the classroom. Any parent who does not wish their child to receive religious education lessons, should inform the Head of School.

Mrs Fursdon is the RE co-ordinator.


Through the study of History pupils are given the opportunity to develop and improve their awareness of the past and how it may differ from the present. Through a progressive, chronological approach children are encouraged to find out about Britain’s past from ancient civilisation and the Romans to that of the present day.

Pupils are given the opportunity to study local history and to learn about the past and the sources through which history is derived. Children are encouraged through their topic work to link history to other curricular areas such as art and design and geography.


Through Geography pupils have an opportunity to develop a geographical awareness of the local and wider world, both its human and physical characteristics. Through a progressive study of topics such as water, the environment and materials pupils can develop geographical skills and apply these in their work. Fieldwork is undertaken to support the study of this subject.

The school uses the grounds for orienteering activities and practical map work. This enables graded map reading activities for all ages within a known and safe environment.


Pupils are encouraged both individually, as a group and whole class to develop an understanding of Art through the introduction and use of many different media and techniques. This subject is used to support and compliment many curricular areas such as history, geography and science.

Throughout art pupils are taught the imaginative, creative and practical skills needed to express ideas, feelings, record observations and design and make images and artefacts.

All pupils are given the opportunity to exhibit their work in the village art exhibition each year and also at other local events.

Design Technology

Design Technology is used in many curricular areas. Pupils are encouraged through the use of many skills and tools. The pupils are encouraged through the vigorous design process to generate and clarify ideas and upon completion of the project to evaluate their work, so that over time, pupils may improve in the quality and execution of their work.

Our school holds Artsmark Gold in recognition of our devotion to the creative arts.


Through musical activities, pupils will develop an understanding and enjoyment of performing and composing, listening and appraising whenever possible. It is intended that through music, a child will develop an appreciation of the differing styles of music, from both alternative cultures and historical eras.


Italian is taught weekly from Year 2 to Year 6 . The teacher of Italian plans exciting, varied and fun lessons.

Physical Education

Through physical activities, we develop within pupils a positive attitude towards all forms of games and instil within pupils the meaning of honest competition and fair play both as a spectator, and at individual and team level. We wish pupils to be aware of the benefits of an active and healthy lifestyle.

All junior pupils have swimming instruction at the Forest of Dean pool as part of the National Curriculum. The emphasis is on personal survival and enjoyment. A small contribution is asked for to help towards the cost of transport. We also take part in the Annual Swimming Gala in Monmouth.

Through extra-curricular activities football, netball, athletics and hockey clubs, pupils can compete in inter-school matches and tournaments which will foster within children friendly competition, whilst allowing the pupils the chance to mix socially with other children in and around their immediate area.

Children in Years 5 and 6 also lead games and activities with the younger children as part of the Young Leaders Programme.

Occasionally we also have additional local coaches in for Tennis, Tri-Golf, Kwik Cricket and Tag Rugby.

British Values & Spiritual, Moral, Social & Cultural Development

At Lea Primary School we believe that through ensuring pupils’ Spiritual, Moral, Social and Cultural (SMSC) development, we will be actively promoting fundamental British values. We believe that SMSC development threads its way through all aspects of the curriculum and school life.

Also, collective worship, establishing a strong school ethos supported by effective relationships throughout the school, and providing relevant activities beyond the classroom are all ways of ensuring pupils’ SMSC development.

British Values Democracy – majority have the say but minority have a view. Our pupils are encouraged to air views, debate issues and have a clear voice.

The Rule of Law – what you can and can’t do. The importance of laws, whether they be those that govern the class, the school, or the country, are consistently and robustly reinforced at Lea C of E Primary School.

Individual Liberty – we have the right to hold an opinion – but not to act upon it, or indeed to impose those views or opinions on others. At Lea, pupils are actively encouraged to make choices, knowing they are in a safe and supportive environment.

Mutual Respect and Tolerance of Different Faiths and Beliefs -Mutual respect and empathy are at the heart of our values. At Lea Primary School, children learn that their behaviours have an effect on their own rights and those of individuals.

Personal, Social, Health Education & Citizenship (PSHE&C)

PSHE and citizenship is an important part of the curriculum. It is taught throughout the school day and very much part of all we do, as well as having dedicated time in the school week. Our Values Education approach supports the teaching of this area of the curriculum and children have many opportunities to talk about aspects of PSHE&C through Circle Time and Assemblies.

The children learn about themselves as growing and changing individuals, building on their own experiences. They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. They have opportunities to show they can take some responsibility for themselves and their environment. They begin to learn about their own and other people’s feelings and become aware of the views, needs and rights of other children and older people.

As they become more mature, independent and self-confident they learn about the wider world and the interdependence of communities within it. They develop their sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues and political and social institutions.

They learn how to take part more fully in school and community activities. As they begin to develop into young adults, they face the changes of puberty and transfer to secondary school with support and encouragement from their school. They learn how to make more confident and informed choices about their health and environment; to take more responsibility, individually and as a group, for their own learning; and to resist bullying.

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