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At Ripley Endowed CE Primary School we place a great emphasis on the entitlement of all pupils to have access to a broad range of learning experiences which allow them to develop the knowledge, understanding, skills and attitudes necessary for their self-fulfilment and to enable them to play a full part as responsible citizens in the 21st Century. Through our curriculum we aim to provide opportunities for all pupils to learn and to achieve, irrespective of social background, culture, race, gender, differences in ability and disabilities.

Our aim for our curriculum is that it equips children with all the relevant skills, whilst encouraging enquiring minds and helping them to develop a life-long love of learning.

Our curriculum also promotes pupils' spiritual, moral, social and cultural development and supports them in developing principles for distinguishing between right and wrong. Pupils are encouraged to think creatively and critically and to respect others and the environments in which they live. They are enabled to develop their physical skills and promotes their personal and social well-being.

We aim for our curriculum to stimulate enjoyment of, and commitment to, learning as a means of encouraging the best possible progress and the highest attainment for all pupils, preparing them effectively for the next steps in their education.

In order to ensure appropriate coverage of all National Curriculum subjects we run a two year rolling programme for the Foundation Subjects for our Key Stage 1 and 2 classes.

English at Ripley Endowed CE School is taught through whole class English, phonics and spelling sessions, guided reading, our home reading scheme and reading and writing across the curriculum.  It is our aim that all pupils learn to read and write a wide range of texts fluently and with confidence. We also hope that they develop a love of reading and writing and that they feel inspired and excited by English.

Home Reading
The children are given a home reading book during their first term in Reception. They are provided with a home/school reading record so that parents can record and comment on the reading and this also serves as an excellent link between home and school. The children are encouraged to read at home as much as possible. 

The children have access to a wide range of texts. Classrooms have a variety of picture books, books by popular children’s authors and information books that the children can access for pleasure and for learning across the curriculum. We also have a well-stocked library which contains a wide range of fiction and non-fiction books for the children to enjoy and use in different subject areas.

Guided Reading
During guided reading sessions in KS1 and LKS2, the children read books that are pitched at an instructional level, usually one coloured level above their home reader.  We use the Big Cats guided reading scheme which provides a broad range of text types and structure and provides challenge by raising the complexity of the writing and displaying texts in different ways.

The children’s level of comprehension is developed through discussion and questioning during taught group sessions by a teacher or teaching assistant. We also follow the Schofield and Simms reading comprehension scheme to help develop the children’s comprehension skills even further.  In UKS2, guided reading is taught through a whole class approach, focussed on reading skills and often linked to the class book.

Some of the Programme of study for reading will be planned and taught during whole class English sessions where a text is shared as a larger group.

Writing is taught through whole class English sessions and guided writing sessions.  We follow a long term plan which was put together based on the National Curriculum ensuring that we have full coverage of all the various strands which include:
• Transcription
• Composition
• Handwriting
• Vocabulary, grammar and punctuation.

English sessions are usually based on a wide range of whole class texts, which may be a book, a digital text, a film or excerpts from a larger text. Wherever possible writing is linked to the text, providing children with the opportunity to be inspired, excited and engaged in their writing. We also aim to give purpose to the children’s writing through our topic work in other areas of the curriculum.
Discrete phonics sessions are taught across EYFS and KS1 where the children are streamed into groups based on the phase they are working on.  We follow the phased structure of the ‘Letters and Sounds’ phonics programme. We also use a variety of high quality, multi-sensory resources and schemes to support the children’s learning, both paper and ICT based. These include Jolly Phonics, Jolly Grammar and Phonics Play.
The phonics sessions last for twenty minutes each day, with a spelling test on the fifth day, where the spellings are based on the sounds they had learnt the previous week. The children learn 3-4 new sounds a week and are then given the opportunity to practise and consolidate their learning in a variety of ways. Within the sessions, children learn to blend and segment words for reading and spelling, as well as practising the formation of the letters involved.
At the end of each half term the children are assessed to check their confidence with the sounds learned which enables the teacher to plan where they need to go next with their learning.
At the end of Year 1, all children take part in the Phonics Screening Check to assess whether they have met the ‘expected level’ for reading using their phonics. This check involves the children reading 40 words (some real and some ‘nonsense’ words) using the sounds they have learnt. Parents are informed of the results and plans are put in place to further support any children who do not meet the threshold and these children will be re-checked at the end of Year 2.



Maths at Ripley is planned using the North Yorkshire mixed age planning guidance, created in conjunction with the Archimedes Maths Hub.  This planning provides a structure for ensuring full alignment with the curriculum, but is tailored to meet the needs of classes where there is more than one year group.  All our maths is taught in order to develop the three fundamental areas of maths from the National Curriculum:
• Fluency.
• Reasoning.
• Problem Solving.
The curriculum is heavily focussed on calculation, and particularly on strengthening children’s mental recall of key facts.  In order to address this, we have implemented a Passport system, where children are tested weekly on a range of objectives linked to a particular year group.  Class teachers can then target these areas within maths lessons and separate mental maths sessions and these tests are then sent home so that parents can see the areas their children need more practice on.
The focus of the science curriculum at Ripley aims to ensure that all pupils:
• develop scientific knowledge and conceptual understanding of science through the specific disciplines of biology, physics and chemistry
• develop understanding of the nature, processes and methods of science through different types of scientific enquiry
• are well equipped with the scientific knowledge required to understand the uses and implications of science, today and in the future.
All our science topics come from the National Curriculum and are taught separately, but teachers have the flexibility to link this teaching to their other topics where appropriate.

As a voluntary controlled church school we have a statutory requirement to follow the locally agreed syllabus for North Yorkshire schools. Curriculum planning is in the form of a two year rolling programme that has been created using guidance and resources from both the agreed North Yorkshire syllabus and recommendations from Leeds Diocese and RE today.  The Understanding Christianity teaching resource, recently created by Leeds Diocese, is also used as the basis for planning the Christian elements of RE.

The key concepts and ideas are to build the curriculum on key enquiry questions that link through the key stages and build upon previous learning. It follows an approach where by the key elements of subjects are first explored and then progress in to an examination of the impact of the concept on people. Finally any connections the children themselves can make to their lives, beliefs or the wider world are considered and discussed. There is a particular emphasis on how religions and beliefs respond to global issues in UKS2 which builds upon the knowledge and skills they have already gained and applies it to real issues such as social justice, the environment and human rights. 

RE teaching develops the children’s knowledge and understanding of religions but also encourages them to reflect, evaluate and interpret ideas in their own way. The key questions have been chosen to prepare children for their adult life by developing respect for others and helping to combat prejudice. They have also been chosen as ‘big questions’ which allow the children to wonder at the world around them and to lead their own learning and interpretations.

70% of the curriculum is based around Christianity and also covers the minimum entitlements for each key stage:  Islam is chosen as the religion to be studied in addition to Christianity at KS1 as is recommended in the Agreed Syllabus.  Additionally LKS2 children will study Hinduism and Judaism whilst UKS2 children will also explore Humanism, Buddhism and Sikhism. This breadth of religions and beliefs will provide a solid platform of knowledge and understanding for the children as they move forward.

We teach through a long term plan covering all the aspects of the National Curriculum for Years 1-6.  Each year group learns specific skills related to a variety of different sports through two taught hours of PE a week, where the teachers are supported by a sports coach.  As a member of the Harrogate Schools Sports Partnership, we access a range of extra-curricular competitions in a variety of sports, and aim for as many children to participate as possible.


The computing curriculum is largely based on computer science, in which pupils are encouraged to investigate how digital systems work and apply this through programming. Planning is based on the national curriculum and aims to ensure all children become digitally literate and can express themselves through information and communication technology. There are many cross-curricular opportunities with both core and foundation subjects and these are identified in our plans. There is also an emphasis on E-safety and children are taught how to stay safe online and to identify potential hazards.

Geography teaching equips children with the knowledge of diverse peoples, places and environments. It encourages a fascination with the wider world and key physical and human processes. Planning for geography is based on the key skills listed in the national curriculum and in the Understanding of the World component of the Early Years Foundation Stage Framework.

Children are offered the opportunity to carry out field work whenever possible at both a local level and further afield. They analyse this primary data in a variety of ways, including maps, diagrams and writing at length. They are also offered a range of secondary sources to which they can apply the same skills.


History teaching encourages our children to ask questions about the past, and develop their knowledge through investigation and a variety of interpretations of historical events.  Planning for history is based on the key skills listed in the National Curriculum and in the Understanding of the World component of the Early Years Foundation Stage Framework.
Where possible, we offer children the opportunity to visits sites of historical importance or take part in workshops focussed on particular aspects of history.  We encourage children to examine historical artefacts and primary sources wherever we can.  History is planned in conjunction with other foundation subjects in order to identify cross-curricular links between subjects, and to give children opportunities for children to further develop their learning from English and Maths in other contexts.

Ripley is fortunate to benefit from the services of a peripatetic music teacher from North Yorkshire, who works with each class for a term, allowing all pupils to learn a new instrument.  Children are encouraged to take the instrument home and practise, in order to gain confidence and skill.  Class teachers will plan further music lessons throughout the year, linked to topics in the long term plan in order to allow children the chance to develop their listening and response skills.
Children sing regularly in Worship assemblies and church services and all children are involved in some capacity in a show during the school year.
Other music tutors visit school weekly to give individual and small group lessons on a range of instruments including brass, woodwind and the guitar.

For Art, we follow the National Curriculum throughout KS1 and KS2 and the Expressive Arts aspect of the Early Years Foundation Stage Framework for EYFS.  Children are assessed again the skills detailed in these. Through careful long term planning, teachers find opportunities to link Art to our topics, where possible. Art, where possible, is approached in a cross curricular manner and linked to each year groups topics. A high-quality art education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.


For Design and Technology, we follow the National Curriculum throughout school, and children are assessed again the skills detailed in this. Through careful long term planning, teachers find opportunities to link D&T to our topics, where possible. Our D&T process usually follows a design, build and evaluate structure.


At Ripley, our main modern foreign language learned is French.  We deliver this using the NYCC Scheme of Learning for Primary French for Years 3-6.  The scheme is split into 6 units of work per year, organised into vertical themes to support planning and teaching in mixed age classes.  These are:
• Ma famille et moi.
• Les fêtes.
• Le monde des animaux.
• Bon appétit.
• Le temps libre.
• Destination vacances.
The children speak, read and write French from the very beginning of their learning.  Alongside the topics, children will also gain a secure knowledge of the alphabet, numbers to 100 and classroom language.
We also aim to teach other (predominantly European) languages in short bursts throughout KS2.

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