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We aim to foster in our children an active interest in their learning. They are encouraged to organise themselves, and so gain self-discipline, through active learning by direct first hand experiences, using our immediate environment and visiting the wider environment when appropriate. Foremost in our school philosophy, learning should be an enjoyable experience. To this end, at Kell Bank we provide a rich, thematic curriculum of activities which are creative, stimulating, rigorous and relevant. We feel that by structuring and enriching the curriculum in this way it will encourage all talents and interests of the children, extending their abilities through use of appropriate knowledge, skills, understanding, expertise and resources.


The National Curriculum, which was revised in 2014, requires that children should be taught:-

  • three core subjects - English, maths and science;
  • computing is taught to all children both as a discrete subject and through integration in other subjects
  • seven foundation subjects - geography, history, technology, art, music, information technology and physical education. Religious education must also be taught to all children unless exempted. 
  • Personal, social and health education and citizenship is taught from Reception to Year 6.
  • French will also be taught at Key Stage 2. 

We aim to meet these requirements through a rich, thematic curriculum of activities which are creative, stimulating, rigorous and relevant. We feel that by structuring and enriching the curriculum in this way, it becomes both memorable and meaningful to the children. We place great emphasis on learning through first-hand experience and where possible plan for visiting specialists or linked class visits to reinforce understanding. Additionally, the school is committed to improving performance in the basic skills of literacy and numeracy; teaching is structured to provide for individual children’s needs at all stages of their development.


Curriculum Expectation

The following two booklets give the expectations of what children have to be able to do by the end of Year 2 and Year 6 in reading, writing, maths and science to achieve the nationally expected level.

Each of the three standards within the interim framework contains a number of ‘pupil can’ statements. To demonstrate that they have met a standard within this interim framework, teachers will need to have evidence that a pupil demonstrates consistent attainment of all of the statements within that standard and all the statements in the preceding standard(s).'

Key Stage 1 Interim Teacher Assessment Framework 

Key Stage 2 Interim Teacher Assessment Framework


Long Term Plans

Click the following link to see the curriculum coverage for the different year groups.

Kell Bank C of E Primary School Long Term Plan


Early Years Foundation Stage

When children first enter the school they continue to be in the Foundation Stage. This is an extension of their pre-school education and their classroom and curriculum reflects this. The children work towards their Early Learning Goals in a structured play environment which provides a transition between their pre-school setting and the infant classroom. Within our Early Years class, initial emphasis is focused on developing the 3 prime areas:

- Communication and language;

- Physical development; and

- Personal, social and emotional development. 

These prime areas are those most essential for your child's healthy development and future learning. As children grow, development in the prime areas helps them to develop skills in the four specific areas:

- Literacy;

- Mathematics;

- Understanding the world; and

- Expressive arts and design.



Children are gradually introduced to phonics which support reading, writing and spelling through the use of 'jolly phonics' and the Letters and Sounds’ program. To continue to develop spelling skills in older children, we use our own scheme of work based on the national Curriculum Spelling appendices. The guided and home-reading books are ‘book banded’ to match closely their phonic stage and reading age. Pupils progress through the coloured scheme throughout their time at school, supplemented by reading from class and school libraries.

The following link will give you access to  letters and sounds resources and activities that support the learning of phonics.


Speaking and Listening

Development of speaking and listening skills are given an extremely high priority in the school. We aim to develop the children's understanding of the spoken word and their capacity to express themselves effectively in a variety of speaking and listening activities. Children are given the opportunities to communicate using a style and response appropriate to their audience. Children are taught to listen carefully and with interest to what others have to say. The school also provides many opportunities for drama, both as a creative activity and as a vehicle for self-expression.



Our ultimate purpose is to foster a love of literature and a feeling for the richness of language that will last a lifetime. To this end, story and poetry occupy a central place in the curriculum and the school has a well stocked library. Reading has a high profile in our school and a variety of teaching methods are used to ensure early success. From the beginning children are encouraged to read ‘real books’ and we encourage our children to bring home books and share them with you on a daily basis. Children will learn to read accurately with understanding through:

  • the experience of a wide variety of books and reading materials graded and matched to their abilities;
  • a positive approach to literature, poetry, non-fiction and non-literary texts;
  • the teaching of specific reading skills at appropriate stages;
  • the teaching of skills specific to the retrieval of information;
  • the challenge of analysing and discussing texts with others.



We aim to inspire children to enjoy the many varied writing opportunities we give them and to feel proud of what they produce. Children will be supported to:

  • develop a legible style of handwriting and good standard of spelling, syntax, punctuation and usage;
  • communicate clearly and confidently in speech and writing, in a wide range of styles and formats;



At Kell Bank we use the National Numeracy Strategy, and the Primary Framework for Numeracy, to plan our programme of work. Care is taken to make the work challenging and suitable to each child’s aptitudes and abilities. The importance of basic computational skills is recognised and the children are encouraged to apply these to real life situations. Mental maths has a high priority and oral and mental skills are practised daily throughout the school.

During Key Stage 1 we aim to develop children’s knowledge and understanding of mathematics through practical activity, exploration and discussion. Children learn to count, read, write and order, as well as calculate using, numbers to 100 and beyond. We help children develop a range of mental calculation skills and teach Shape, Space and Measure through practical activities. Children are taught mathematical language and are encouraged to use it in context. Planning for the Upper Foundation Stage is from the Early Years Foundation Stage Curriculum (2008).

During Key Stage 2 children learn to use the number system more confidently, as they move from counting reliably to calculating fluently with all four number operations. They are always shown how to tackle problems by using mental methods before using other approaches. They learn to discuss and present their methods and reasoning using a wider range of mathematical language, diagrams and charts.

Click here to download maths key objectives


The Local Authority have produced the following booklets to show expectations in maths for years 1-6 with examples for each area which you may find useful for supporting your child with their maths learning.

Year 1 Expectations and examples

Year 2 Expectations and examples

Year 3 Expectations and examples

Year 4 Expectations and examples

Year 5 Expectations and examples

Year 6 Expectations and examples



In science pupils are encouraged to explore, ask questions, collect evidence and investigate the world around them. They observe living and inanimate things, and learn to:

  • recognise pattern and order;
  • master basic scientific concepts;
  • investigate solutions and interpret evidence; to analyse and to solve problems;
  • become familiar with a range of information technologies and develop the skills to use them;

During Key Stage 2, children extend and apply their knowledge and understanding of scientific ideas in the following areas:
Life Processes
Humans and Other Animals
Green Plants
Living Things in the Environment
Materials and their Properties
Forces and Motion
Light and Sound
The Earth and Beyond
They begin to think about the positive and negative effects of scientific and technological developments on the environment.

A large part of our science curriculum is practical where children are encouraged to observe, devise experiments and formulate hypotheses. Children are encouraged to talk about their work using scientific language, conventional diagrams, charts and graphs.


During Key Stage 1 children learn about significant men, women and children and events from the past. They learn how the past is different from the present.
At Key Stage 2, children are given opportunities to study the following periods of history - Romans, Anglo-Saxons and Vikings, Tudors, Britain since 1930, Ancient Greeks and the Ancient Egyptians as well as aspects of Local History. Visits to local shops, businesses, museums, historical sites etc provide exciting starting points for children to begin to understand more about the past and the world in which we live.


During Key Stage 1 children investigate their local area and a contrasting locality, they also begin to learn about the wider world, they learn to use geographical skills and resources, such as maps and photographs.
During Key Stage 2 children are taught to make links between different places in the world. They find out how people affect their environment and how they are affected by it. They learn to use atlases, aerial photographs and ask geographical questions.


Design Technology

All children are given opportunities to take part in designing and making activities; by the time they leave the primary stage, they will have experienced using a wide range of materials, tools and practised an equally wide range of skills. Activities will often relate to other subject areas such as Mathematics, Science, History and Geography. Children will learn to identify needs, to plan and evaluate their work, and to use materials and tools effectively.

Food Technology

Food Technology is a particular strength of the school. At KS2 all the pupils are given chance to develop their cooking skills on a regular basis.


Computing is taught to all pupils both as a discrete subject and through integration in other subjects. Lap tops and ipads are accessible to all children at Kell Bank School and used in a variety of ways to support skills development, for example to develop language skills through word processing, to reinforce mathematical and scientific concepts using data and graphs, to develop art and design skills and to apply problem solving through coding activities and simulations. Each class has a multimedia projector and interactive whiteboard. Pupils are regularly taught important elements of e-safety and how to use technology responsibly.

Art and Design

Art is a particular strength of the school. We provide an extensive and unusual range of materials with which children may explore and develop an appreciation of art. Equal emphasis is placed on both key skills and expressive content of these subjects. From Key Stage 1, children learn the more formal high-order skills, of colour mixing, colour values, proportion, and perspective, and Art appreciation, which enables them to express themselves in the rich variety of artwork they produce. Art education is structured throughout the school. The presentation and display of Art and Craft work is considered to be hugely important, both in its own right and as inspiration for work in other areas of the curriculum, particularly English. Special techniques are taught, through visits to areas of artistic excellence, by qualified staff and by local crafts people.


Music has a high profile in the school and the school is well stocked with musical instruments. We aim to develop critical appreciation of sound in terms of rhythm, pitch, melody and harmony, through a wide range of experiences; pupils have the opportunity to compose, perform and appraise music. They will use voice, as well as tuned and un-tuned instruments to rehearse and perform with others. All children have the opportunity to receive instrumental tuition during school time and most children become proficient sight-readers of music. We are also able to arrange peripatetic music lessons in school at competitive prices. Music groups often perform at various events throughout the year.

Physical Education

The school offers a wide range of PE activities. Over the year pupils explore different aspects of physical education - dance, gymnastics, games and outdoor adventurous activities to develop agility, co-ordination, physical confidence and well being. The school owns the adjoining field and this is used extensively in the summer months. We have fixed play equipment and a range of small equipment for team games and individual work. We offer extra-curricular sporting activities throughout the year. School teams regularly participate in cluster sports tournaments and multi-sports activities.


Pupils have the opportunity to attend swimming lessons at Bedale Leisure Centre every Wednesday afternoon during the Autumn Term each year. The children are taught in small groups, by qualified instructors. Older pupils provide a support network for younger pupils in transit and at the pool, along with parent volunteers. The school asks parents for a voluntary contribution towards the swimming costs.

Religious Education

Religious Education is an essential part of our school's curriculum, in that it contributes to a pupil's overall development, both individual and social. Work in school is planned using the North Yorkshire Agreed Syllabus with the emphasis on Christianity. It supports pupils to gain an insight into the nature of religion, to foster a sense of awe, respect and wonder and encourage attitudes of openness and sensitivity towards people whose religious beliefs and customs may be different from their own.Under the terms of the 1989 Education Reform Act, withdrawal from R.E. lessons is permitted. Parents wishing to withdraw their child from R.E. must inform the Chair of Governors and alternative provision can be discussed and arranged.


Personal, Social and Health Education and Citizenship

Personal, Social and Health Education and Citizenship is taught from Reception to Year 6 through whole school weekly 'team time' sessions and within each class. Pupils are encouraged

  • to develop awareness of self and sensitivity to others; acquire a set of moral values and the confidence to make and hold moral judgements and develop habits of self-discipline and acceptable behaviour;
  • to respect and value the richness and diversity of our society;
  • to lead independent lives by taking responsibility for their own health and well being.


Assessing Progress

The new National Curriculum has set out clear expectations for what children should achieve by the end of each key stage and, for English, Maths and Science, has provided guidance as to when in each phase this content should be covered. These expectations have been developed into a set of statements for each subject and each year group. These statements are used by teachers to help define and guide next steps in learning. Through their lesson success criteria, pupils will be aware of specific statements they are working on to improve their learning.

To track pupil attainment and progress we use a system of steps. This performs the function of tracking and communicating progression and attainment in a simple format.  Each year band (set of statements) has been broken down into six steps:


beginning,  beginning +,  working within,  working within +,  secure and  secure +


A child will be deemed to have met the year group expectations when they are “working within +” which is the expectation by the end of the academic year.

Our most able children will have opportunities to apply their understanding in a range of challenging real life contexts, and to demonstrate their mastery of a particular skill at a deep and thorough level before moving on to the next year group’s expectations. These children will be assessed as secure or above.


National Statutory Assessments take place in the following years :

Year 1: phonic screening assessment;

Years 2 and 6:  English, Maths and Science.

It is expected that an average pupil will be working at the expected level for their year group.


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