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Curriculum Overview

Curriculum statement

The intent of our curriculum is to enable pupils to successfully transition into their next stage of their learning and be the best that they can be.


Through our curriculum, we aim to:

· Develop speech, language and communication skills so as to broaden vocabulary and to give opportunities for pupils to talk about their learning

· Develop children’s understanding of their locality, of different cultures and of the world in which they live (diversity and positive representation)

· Build on prior knowledge and skills to ensure that pupils are challenged in all areas of the curriculum and address misconceptions.

· Ensure that children learn more and remember more.

The curriculum embeds curiosity and creativity into our learning. Our curriculum seeks to link learning to the rich heritage and cultural opportunities available in St Anne’s as well as the wider city of Bristol. The curriculum fits perfectly with the ethos and values of our school which wants pupils to understand and use their local community to support their learning. The pupils regularly go into the community to find out about local history, geography, scientific and cultural events, and the community regularly comes into the school.

Our curriculum is knowledge based and sequenced using the National Curriculum. The curriculum returns to key knowledge to help them to consolidate and build on their own knowledge. 

We regularly review the curriculum to take into account local events and how we can support our community further. Our curriculum is reviewed regularly so it stays current and purposeful for our pupils – developing our pupils as the heart and future of our community.


In Nursery and Reception classes, all pupils follow the Early Years’ Foundation Stage curriculum and are assessed against the Early Learning Goals. We follow the ‘Little Wandle’ programme from Nursery to Year 2, also using Little Wandle interventions in KS2 to help get children off to a good start with reading and writing. By teaching phonics, we aim to ensure that our children quickly develop the skill of matching sounds to letters or groups of letters, which will enable them to feel confident as readers and writers.


We believe that the skills of reading and writing must both be promoted in order for a child to become a successful.  


At The Kingfisher School, whole class phonics lessons are taught daily across EYFS and Key Stage 1. Teachers follow Little Wandle to deliver phonics lessons. In Year 2, phonics is taught at the beginning of the year. When children have completed Phase 5 of Little Wandle, they progress onto the school’s spelling programme. Some children may require additional phonics support through targeted interventions. 

The phonics curriculum map provides teachers with planned systematic phonics lessons across each year group.  This curriculum map clearly shows the order in which phoneme/grapheme correspondence are taught and the milestones that children must meet at different stages of the academic year.   

Our Reading Curriculum in Key Stage 2 is made up of two parts.  Reading lessons take place every day. Cracking Comprehension is used to model and practice comprehension and reading lessons also use linked texts.  At the beginning of each lesson the children read a short text or extract aloud. Following this, deeper questions or activities are presented one at a time. These take three forms: individual thinking, partnered talk and solo work. The tasks require both independent and partner work, however class discussion is a fundamental element of our reading lessons.

Talk for Writing is used across the school to support children with their writing. For most year groups this involves 3-week units which cover a range of fiction and non-fiction texts. The long–term writing plan identifies when fiction, non-fiction and poetry is taught within each term and lists suggested activities and ideas to support teachers in the planning stages. 

During week 1, children begin by exploring and unpicking a model text, written by the teacher. This model text must include the objectives being taught in the unit. For example, expanded noun phrases. 

This is known as the imitation stage and by the end of this week children will be given an opportunity to rewrite the model text independently.  In week 2, children are given opportunities to innovate the model text with the support of shared and modelled writing from the teacher before writing an independent piece of writing at the end of the three-week unit.

The text-type taught across the year can be found in the ‘Author Whole School Overview’ document.  The ‘Writing progression’ document sets out which elements are taught in the different year groups to ensure progression across year groups and phases.


“Mathematics transcends human boundaries and its importance is universally recognised. Mathematics is a creative discipline.  It can stimulate moments of pleasure and wonder when a pupil solves a problem for the first time, discovers a more elegant solution to that problem, or suddenly sees hidden connections.” (DfEE 1999).

“Mathematics is a key life skill and a factor in determining economic and mental well-being in later life.” (PHE 2015). In order to succeed in our ambition for every pupil, from every background, to succeed, The Kingfisher School has adopted a mastery approach to teaching mathematics.  Mastery is routed in growth mind-set where teachers are “committed to transforming achievement for all…focusing on every child achieving a high expected standard” (Helen Drury, 2014). Through this approach, children’s chances of success are maximised as they develop deep and lasting understanding of mathematical procedures and concepts. 

At The Kingfisher School we believe in developing a positive attitude towards mathematics where all children can be confident mathematicians with a growth mindset, ready to take on any challenge in creative ways using prior knowledge and a range of skills. The school uses the White Rose resources as a spine to support the sequencing of mathematics, we will support learners by breaking down each mathematical concept into small, fundamental steps which build on each other supporting a deeper understanding of the structure of, and connection between, different mathematical concepts. Learners will develop the skills to use a range of resources to develop fluency, reason and to solve problems in different ways through practising, mastering and deepening their understanding.

It is essential to everyday life, critical to science, engineering and technology and a necessity for future learning and employment. We believe all children can succeed as mathematicians with a sense of enjoyment and curiosity about the subject.

More information about the mastery approach and White Rose can be found at:

Each year group has clearly defined objectives which are followed and can be found in the whole school overview document.

Greater Depth Learning:

Children who have mastered aspects of the curriculum at our school work at greater depth to ‘deepen’ their understanding and develop their skills. This does not mean accelerating children through the curriculum but developing a deeper understanding of the knowledge and skills they have through application in different contexts.  Across all our subjects our teachers are committed to challenging and stretching learners to deepen their knowledge and understanding.

The Kingfisher School profile of a learner working at Greater Depth:

  • Organises and prioritises their thinking
  • Remembers new learning effectively
  • Communicates with skill and flair
  • Is accurate
  • Shows stamina and resilience
  • Relishes independent challenge
  • Observes patterns and connections quickly
  • Is a creative and critical thinker
  • Is knowledgeable

Discrete subjects:

From Term 5, 2022, subjects will be taught discretely in blocked units to ensure that knowledge of the subject is built on in a focussed way.

Modern Foreign Languages:

In Key Stage Two, we teach Spanish as our Modern Foreign Language.  La Jolie Ronde is used to discretely teach this subject as well as using opportunities during the daily routine to consolidate key vocabulary.


The ‘Switched on Computing’ scheme is used to support the sequencing of computing knowledge and skills.  This is a discrete subject as we believe we need to “equip young people with the knowledge, skills and understanding they need to thrive in the digital world of today and the future” (Barefoot computing). By teaching this as a discrete subject we can be sure that the progression in key computing skills can built and consolidated as the children progress through the school.  We believe that teaching children how to be safe online is a vital skills which must underpin our computing curriculum.  Therefore, e-safety is embedded throughout the units in addition to using the SWGFL E-safety lessons.  



The good teaching of Religious Education can lead to a more understanding and tolerant society.  At The Kingfisher School we are using the ‘Somerset AMV’ scheme to sequence the statutory content from the Religious Education curriculum.  The AMV scheme is informed by relevant methodology and pedagogy to ensure skills are developed across the phases. 

“In 2007, The Organization for Security and Co-operation in Europe (OSCE) and the Office for Democratic Institutions and Human Rights (ODIHR) produced the Toledo Guiding Principles for Teaching about Religions and Beliefs. The Scheme is designed to take into account Toledo Principles including:

  • Teaching about religions and beliefs must be provided in ways that are fair, accurate and based on sound scholarship. Students should learn about religions and beliefs in an environment respectful of human rights, fundamental freedoms and civic values.
  • Teaching about religions and beliefs is a major responsibility of schools, but the manner in which this teaching takes place should not undermine or ignore the role of families and religious or belief organizations in transmitting values to successive generations.
  • Preparation of curricula, textbooks and educational materials for teaching about religions and beliefs should take into account religious and non-religious views in a way that is inclusive, fair, and respectful. Care should be taken to avoid inaccurate or prejudicial material, particularly when this reinforces negative stereotypes.
  • Curricula focusing on teaching about religions and beliefs should give attention to key historical and contemporary developments pertaining to religion and belief and reflect global and local issues. They should be sensitive to different local manifestations of religious and secular plurality found in schools and the communities they serve. Such sensitivities will help address the concerns of students, parents and other stakeholders in education.”

 (Taken from June 2020)


At The Kingfisher school, we use ‘The Real PE’  to sequence our Physical Education curriculum.  This scheme works in conjunction with our core curriculum principles.  The curriculum is based on progressive learning objectives which, combined with varied and flexible teaching styles, endeavour to provide appropriate, stimulating, challenging and enjoyable learning situations for all pupils. The sequence aims to promote an understanding of the many benefits of exercise, through a balanced range of relevant activities. We consider Physical Education as a vehicle to facilitate access to learning behaviours (personal, social, creative, cognitive, physical, health and fitness) that can be applied in all subjects rather than exclusively with the acquisition of motor skills and techniques.  Our Physical Education curriculum aims to provide for pupils’ increasing self-confidence through an ability to manage themselves successfully in a variety of situations.

Personal Social Health Education and Relationships and Sex Education (RSHE):

Social, emotional and mental health (SEMH) are vital for the well-being of staff and pupils at Kingfisher.  We use the THRIVE approach when supporting pupils (see THRIVE for more information). 

These are underpinned by the school values of Curiosity, Responsibility, Respect and Resilience.

SMSC (Spiritual, Moral, Social and Cultural) development opportunities are mapped throughout. All these pieces of learning are brought together to form a cohesive picture, helping children to know and value who they are and understand how they relate to other people in the world.

British Values

Our RSHE curriculum supports British Values very significantly, both through the direct teaching of information and through the experiential learning children will enjoy.

The 5 strands of the British Values agenda have been mapped across every Puzzle and every Piece (lesson).


New curriculum overviews will be uploaded at the beginning of Term 4 2023.