The WLPS Curriculum

At Woodham Ley Primary School we are committed to providing our pupils with a vibrant, engaging and creative curriculum which incorporates all of the essential skills to ensure success in every aspect of education and life. We use exciting and current themes as the vehicle to deliver the 2014 New Curriculum. Teachers carefully choose themes they know will capture their pupils’ attention and engage them in learning. Our curriculum is therefore very much alive and continually changing depending on the interests of the children in our classes. Each theme always incorporates a sensational start, a marvellous middle and a fantastic finale.

We teach our pupils to have a ‘growth mindset’ which means that they take on challenges, aim high and aren’t afraid to make mistakes as they know this is how they learn.

Early Years Foundation Stage Curriculum


Teachers plan and teach daily activities based on the objectives from Letters and Sounds and Support for Spelling, published by the Department for Education and Skills. Planning builds on prior knowledge and experience to ensure Progression. Teachers track and evaluate pupils’ progress and use this information to inform future learning. In Year 1, children start at phase two/three and move through a progression of lessons until they reach phase six. From phase six, children then work through Support for Spelling programme and the Nation Curriculum objectives. Teachers match activities to the needs of all children in the class. Click here for more details.


For further information on the new National Curriculum from September 2014, please click here.


For curriculum maps for each of our year groups, please visit the relevant class page.


Curriculum subject overview

 Please click on the links below to find out how we organise and teach the various subjects.


The teaching and learning of Art

There is a programme of study for Art and Design in place from Year 1 through to Year 6. The programme promotes the progression and continuity of skills learnt over the years. These skills include; drawing, painting, sculpture, collage, printing, textiles. Throughout topics, children are shown how to experiment with different techniques, media and resources before producing their own final pieces. During art lessons, we create a calm and relaxing environment by playing music to show that art is a hobby and should be enjoyed.


Throughout the children’s time at Woodham Ley, they will learn about many different artists. We focus on traditional and famous artists like; Picasso, Turner, Goldsworthy, Dali and also local and topical artists like Don Dixon (space) and Karla Gerard (pattern).


At the end of the school year, we are hoping to put on an evening exhibition for parents and the local community to come and see the work the children have produced throughout the year.

Art club

Miss Kelsey runs an art club that is child-led. Each term children say what skill they would like to improve and what topic they would like to look at. We also run art competitions for the whole school; last terms topic was ‘wildlife’. We had many brilliant and creative entries including a welly boot covered in flowers and woodland animals made out of twigs and leaves.


Coming soon...


It is our intention to ensure that, by the end of their primary education, all children can read fluently, and with confidence, in any subject. We intend for children to learn new vocabulary and feel confident and resilient when faced with new or challenging vocabulary. We encourage all children to read widely to develop their knowledge of themselves and the world in which they live, gaining a wider cultural capital. We want children to establish an appreciation and love of reading and be an active participant when reading. We want reading to help children gain knowledge and develop their comprehension skills across the curriculum. With regards to Early Reading, the systematic teaching of phonics has a high priority throughout Foundation Stage and Key Stage 1


We use an Active Read approach to whole class reading. Encompassing the principles of; Prior knowledge, vocabulary, reading fluency, reading for meaning and reading comprehension.

In Active Read sessions, all staff use high-quality texts that have been specifically selected per year groups and then separated into four categories; Narratives, Non-linear time narratives, Archaic text and Poetry as well as a teacher chosen Non-Fiction text.

The children take reading books home regularly: EYFS and Year 1 take home three books; one colour band book that they choose because they have looked at the front cover and read the blurb and think they will enjoy it; 1 linked to the phonics phase they are on and one based on the specific sound they are learning that week.

In KS1, children are assessed using the recognition of phonics phonemes and grouped into phonics phase ability groups.

Phonics is taught every day and children are given spellings to learn each week based on the phonemes they have learnt that week. Phonics posters and mats are accessible for children in the classrooms at all times to give opportunity to implement their phonics knowledge into their writing. Phonics workshops are hosted by the teacher for parents in order for them to support children’s phonics learning when reading at home and helping with spellings. We acknowledge that children need to be taught the key skills in segmenting and blending to be equipped with the knowledge to be able to complete the phonics check at the end of year 1. We also value and encourage the pupils to read for enjoyment and recognise that this starts with the foundations of acquiring letter sounds, segmenting and blending skills. We display vocabulary in our learning environment. Teachers and children read aloud to their class regularly.

Children in Year 2 to 6 use the Accelerated Reader programme to select an appropriate reading book. They then use this programme to; rate the book, quiz their understanding and keep track of their targets and word count. Phonics resources are matched to the specific phase and sound that the children are working on. All resources have been made to look the same so that every phonics space is familiar to them.

All classes from Year 2 upwards have SQUIRT (Sustained, Quiet, Undisturbed, Independent, Reading, Time) each day. This, alongside Lucky Listeners enable the children to develop their love for reading whilst working on fluency, stamina and reading for meaning.

In EYFS, Reading Café is run weekly. Alongside this, Reading Bags or Communication and Language Bags are sent home to encourage parental engagement and promote a love of reading. To encourage and promote enjoyment in reading events take place often throughout the year. These include: World Book Day, library visits, visitors to assemblies, author/poet visits and Book Fairs

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Our Curriculum Intent

Our intention for the Computing curriculum, is that by the time pupils leave WLPS they will have:

Competence in coding for a variety of practical and inventive purposes, including the application of ideas within other subjects

The ability to connect Online with others safely and respectfully, understanding the need to act within the law and with moral and ethical integrity

An understanding of the connected nature of devices

The ability to communicate ideas well by using applications and devices throughout the curriculum

The ability to collect, organise and manipulate data effectively

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We believe music is a unique way of communicating that can inspire and motivate children. We provide opportunities for all children to create, play, perform and enjoy music, and to develop the skills to appreciate a wide variety of musical forms.

The Teaching and Learning of Music
(Coming soon...)

Musical Instruments

Children have the opportunity to learn various different instrument throughout their time at WLPS. We have invested in a class set of glockenspiels and the children use these during their weekly music lessons.
The children in Year 4 receive ukulele instruction from a specialist instructor and will, this year, be performing at the annual music soiree.


Here at WLPS, we have an active school choir. They perform during events at school, such as the Christmas Bazaar, and in the community - singing to the residents of the Tyrrells Centre. We have also taken part in the Young Voices concert at the O2 Arena.


For the past two years, we have organised a music soiree where pupils, ex-pupils, parents and staff are given the opportunity to perform in front of an audience of about 200 people. These have been very enjoyable evenings and enable the performers the chance to put their hard work of daily practise to good use.

At WLPS we help children to develop a positive Growth Mindset as we know that this is the pathway to success. We know that we are all guilty of having some Fixed mindset characteristics at times but it is the ability to recognise this and to move ourselves to have a Growth mindset.

What is the Growth mindset concept?

The Growth Mindset concept was developed by Dr. Carol Dweck who identified two different types of mindsets - the Growth mindset and the Fixed mindset. Dr. Carol Dweck explains that the Growth mindset occurs when we believe our intelligence and abilities can be improved upon with effort and the right strategies.

What are the characteristics associated with growth mindset?

These include:
a willingness to confront challenges
viewing failure as a springboard for growth
a passion for learning

Alternatively, those with a fixed mindset believe their intelligence and abilities cannot be altered in a meaningful way. As a result, mistakes are seen as failures rather than opportunities to grow and learn. When stuck in a fixed mindset, we may fear new experiences, avoid risks, and feel the need to prove ourselves over and over.

How do we help the pupils at WLPS?

We talk to the children constantly about the benefits of being in a Growth mindset.
We set work that challenges the pupils
We praise children in terms of their effort and the process they use.
We help pupils to 'fail well'.
We talk to the children about the power of 'Yet'. Therefore a child won't say, 'I can't do fractions', but rather, 'I can't do fractions - yet'. That way, the pupils understand that they are on a journey with their learning and they aren't going to understand every concept straight away.

By children learning this concept, not only will they be successful learners at primary and secondary school but also for the rest of their adult lives.





Contact Us

01268 753 652

Rushbottom Lane