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.
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:
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.
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.
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.
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.
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:
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:
Key Stage 2 results 2019
Grammar Punctuation Spelling
Key Stage 1 results 2019
Phonics Year 1
60 pupils took the phonics screening
% passing the phonics screening
Year 2 (Retake)
% of children achieving a ‘Good Level of Development’
Our topics at a glance