Glebe Primary School


Curriculum Intent

At Glebe Primary School we aim to provide an enabling, accessible curriculum that inspires life-long learning and fosters curiosity. We teach children to respect themselves and others in order to prepare them to take their place on our global interconnected world fulfilling their full potential.

  • In order to build cultural capital, we provide engaging and topical learning experiences during each topic and ensure experiences nurture curiosity and are diverse, rich and aspirational.
  • The 2014 National Curriculum is embedded throughout the school building on the Early Years Foundation stage. We have developed our curriculum to ensure it is relevant for Glebe pupils and is accessible for our SEND and high needs pupils.
  • Our Curriculum is designed to begin with the children's knowledge, interests and experiences and use this information to make links to new learning and apply skills in new contexts. 
  • Timetables and topics are carefully planned to ensure that learning comes to life through awe and wonder events which make learning more purposeful and enabling links to be made both between and across subjects.
  • Under the Equality Act 2010, we ensure that we do not discriminate between pupils on the grounds of race, sex, gender reassignment, pregnancy and maternity, religion or belief or sex.  We ensure that we provide support for children with special education needs and disabilities, in accordance with the 2014 regulations.


Curriculum Implementation

English and Maths are given the highest status in our curriculum to help learners to improve their learning and performance in education, work, and life. These are embedded in the school’s curriculum. 



At Glebe Primary School we follow the 2014 Primary English Curriculum objectives. In order to break the broad objectives down further we teach English under four key areas, each of these areas I broken down into fifteen strands. This helps teachers to plan for progression and identify gaps and weaknesses. The key areas and strands are as follows:


Spoken language








Word reading

Being a reader


Being a researcher




Grammar and vocabulary



Handwriting and presentation




Glebe Primary School uses the Read Write Inc. Phonics scheme for the delivery of phonics. This is adapted according to pupil and cohorts needs and strengths.



Reading is at the heart of our learning and teaching and is essential to every area of the curriculum. It is through reading that concepts are formed and we are able to make sense of the world and our place in it. Children are taught to read in a variety of ways. Each week children read individually and in groups during guided reading lessons; they are also given regular opportunities to share a book with others. Guided reading focuses on the skills of comprehension and critical appreciation. Teachers read a huge variety of written material regularly with the children, fiction and non-fiction, stories, reports, diaries, poems etc. Any child who is not yet at the expected standard for their age will be given additional opportunities to read with staff.

We have a home-school reading system (up to Year 6), which expects that children read at least four times a week and children are rewarded when they do so.

For more information on Reading at Glebe Primary School please see our ‘Teaching children to read at Glebe’ document.



Glebe Primary School uses The White Rose and Power Maths schemes to support the teaching of the National Curriculum for Mathematics. 



Glebe Primary School uses Hamilton Trust scheme to support the teaching of the National Curriculum for Science. 


Foundation subjects

The Glebe Primary School curriculum consists of: the National Curriculum core and foundation subjects, which are taught through a relevant, contextual and inspiring creative curriculum. Each subject is designed to begin with the experiences, interests and knowledge of the children and this information is used to make links to new learning and apply skills in new contexts throughout their journey through the school.  Unicef Rights Respecting School aims, visits and visitors to ensure learning is always first hand where possible and a program of extracurricular activities that includes creative and physical opportunities. Each term we also provide a detailed outline of the topics and focus to be covered in each subject by each year group, please see class pages for more information. Please see the overview of foundation subjects at the bottom of this page for more information on foundation subjects.


Religious Education

Glebe Primary School uses the Essex County Council Religious Education syllabus. Learning focuses mainly on Christianity with specific studies on other religions. Parents and carers who do not wish their children to take part in Religious Education should inform the Headteacher who will make alternative arrangements.


Collective worship

Pupils take part in daily collective worship during assemblies. Collective worship at Glebe Primary School is broadly Christian in character but not distinctive of any denomination. Parents and carers have the right to withdraw their children from collective worship.


How will the curriculum be adapted to meet the needs of my child?

At Glebe Primary School, all teachers focus on providing all children with Quality First Teaching (QFT). This means that we focus on the effective inclusion of all pupils in high-quality everyday personalised teaching. Such teaching is based on:

  • Teacher will have the highest possible expectations for your child and all pupils in their class.
  •  All teaching is planned to build on what your child already knows, can do and can understand.
  • Putting in place different ways of teaching so that your child is fully involved in learning in class. This may involve things like using more practical learning or providing different resources adapted for your child.
  • All lessons are differentiated to meet the needs of your child and class.
  • Grouping of ability, mixed and independent work is used to support all pupils.
  • Putting in place specific strategies (which may be suggested by the Inclusion Manager or staff from outside agencies) to enable your child to access the learning task.
  • Clear objectives that are shared with the children and returned to at the end of the lesson
  • Stimulating, interactive and creative teaching styles, across the curriculum
  • Good feedback to the children about what has worked and next steps for learning
  • Opportunities for the children to assess themselves and their peers as relevant.
  • In foundation subjects in particular, children may be given alternative methods to record their work.


 As part of QFT, all teachers differentiate: this means they tailor their teaching to meet a child’s individual needs. They might change the content slightly, or how they teach, or the product expected at the end of the learning – all based on what works best for the child. Additional adults are used flexibly to support groups and individual pupils with a long term goal of developing independent learning skills. Support staff work in partnership with the teachers following the teacher’s planning and feeding back information about how children learned and what they might need more practice in. The class teacher will work with every child in the class themselves, so that they have a very clear idea about what will best help them to make progress.

In addition to quality first teaching, pupils in the Enhanced Provision for Hearing Impaired Children (EPHIC) will receive:

  • Signed supported English tailored to a child’s need and level of understanding.
  • All communication signed
  • Use of radio aid and sound field system.
  • The option of working within a small sound proofed room.




Key Stage 2 results 2019


Expected Standard

National Averages

High Standard

national averages
















Grammar Punctuation Spelling






Key Stage 1 results 2019



Expected Standard

High Standard










Phonics Year 1

60 pupils took the phonics screening


% passing the phonics screening

Year 1


Year 2 (Retake)





% of children achieving a ‘Good Level of Development’




Our topics at a glance