Current Term:
Autumn 2 2022

Latest Topic:
We are Yorkshire

Department for Education

British Values

British Values are at the core of our school values. We believe it promotes a culture of community and prepares pupils for life in modern Britain.

Throughout our country’s history, we have faced change and embraced progress, and never more so than in the 21st Century. The world our children will experience in the future will be even more diverse as our communities and cultures continue to grow and adapt to challenges. Schools and families have the responsibility to prepare pupils for what changes they may face in their futures and equip them with the skills and mindsets they will need to positively contribute to British society in whatever path they choose. This will require resilience, empathy and the character to accept and respect the communities they will be a part of.

As part of the prevent strategy, British Values also ensures the safety of your child. Respect and Tolerance, Rule of Law, Individual Liberty and Democracy are practised throughout all parts of school life, and not just through our curriculum. In doing so, we hope staff, pupils and families are proud to be a part of modern Britain and proud to belong to Leavening Community Primary.

At Leavening, we teach the fundamental British values through our engaging weekly Picture News sessions. 

We are delighted to be advocates for Picture News. Please find our testimonial here

Curriculum Coverage 2021-22

Extra Curricular Activities

Every full term, teachers offer various extra curricular after school activities, including sports, cooking and gardening clubs.
These differ termly and pupils will be invited to join in once these have been planned.

Friday lunch time clubs are:
Choir or Sport.

Music for Schools
Music for Schools at County Hall provide tuition in many different instruments, including brass, woodwind, strings and percussion.

For more information, please contact:-

County Music Service
County Hall
Tel; 01609 532783


Or visit the website: or

Enrichment Opportunities

We have a topic-based curriculum at Leavening.

To provide meaningful and purposeful introductions to these topics, each half term we hold a ‘Launch’ day that provides pupils with a moment of ‘WOW’.

Following 6 weeks of exploring this topic, we finish with a ‘landing’ activity or event, designed to celebrate the learning of that topic. 
These have recently included:

‘What a performance’ :
We started off this topic with a trip to the theatre and finished with our very own performance of a Strictly Come Dancing Spin Off.
‘Blood, Bottoms and Burps’

Pupils launched this topic with a medical conference looking at all aspects of the work of our NHS and ended with a first aid course. 

Previous enrichment opportunities have included:

My Activity Passport

Art Award

Aspire/Inspire Day


School Trips

Launch & Landings

The Archbishop Award



Our children are continuously reminded about how to stay safe on the internet and how to seek help and advice if they require it. The following links will help both parents and children with e-safety advice and guidance.

The online world is rapidly developing and many of our children now have access to devices which enable them to connect to the internet, take images or video and communicate with others. While it is important not to obstruct them from developing skills from using these devices, it is essential that parents support their children in navigating the online world.

Click Here to See our E Safety Policy

We have a regular visit PC who visits the school to speak to all children about keeping safe on the internet; reinforcing the schools E-safety policies.

Please see attached PowerPoint regarding internet safety.

Click here for parental advice on Facebook



Our recovery curriculum post lockdowns/school closures

At Leavening Community Primary, we pride ourselves on really knowing our pupils and their individual needs as well as their collective needs as a learning community.
We understand the impact that both school closures and lockdown has had on our pupil’s wellbeing and educations. Therefore, we have worked hard to research and plan a recovery curriculum that suits our pupils.
For further information on this, do not hesitate to speak to Mrs Mitchell.

Growth Mindset

The New Primary Curriculum was introduced in September 2014 and was statutory for all year groups from September 2015. Its content has higher expectation for teaching and learning and this represents a challenge for all.

Research has shown that almost all children can reach the standards set by the government. This can be done through effort, practice and resilience – some of the features of having a growth mindset. Extensive research, especially by Dr Carol S. Dweck, have shown that where schools and parents foster a ‘can-do’ approach, children’s learning improves and standards rise. Having a growth mindset can improve children’s progress and attainment – they can grow their brains and intelligence!

Here at Leavening Community Primary, we strongly believe that all of our children can develop a growth mindset, and with help from all adults involved, can succeed. We place great emphasis on effort, resilience and the importance of making mistakes and learning from them.

“No matter what your ability is; effort is what ignites that ability and turns it into accomplishment.” (Dr. Carol S. Dweck)

Please refer to the links below to discover more about how we are teaching pupils to develop a growth mindset here at Leavening Community Primary School:

Parent letter

Parent workshop presentation

Parent growth mindset

Useful websites to support growth mind-set with your child:


Maths at Leavening School

At Leavening School we use the North Yorkshire County Council mixed age planning for maths. This is specially designed for teaching and learning in mixed age classes and to ensure that children practice fluency, reasoning and problem solving in every lesson.

Alongside this, we use the White Rose Maths scheme of learning from nursery through to Year 6. After lots of research we found this scheme to be the most effective, practical, and engaging for our mixed classes.
Please see the White Rose website (details below) that explains all about our Maths curriculum and how we teach mathematical concepts in today’s world of education. There are lots of videos to teach you, workbooks to download for free to support your child, handy tips to help at home as well as a comprehensive overview of what your child is being taught and at what stage of the school year.
This year we are unable to carry out our parent curriculum workshops due to COVID restriction and so we would strongly encourage you to take some time to look at this site. It really will engage you and help you understand. Any questions you have about Maths at school, we would ask you not to hesitate in getting int touch with your child’s class teacher. In addition, Mrs Price is our curriculum leader for Maths across the school and she would be happy to chat to you also.

Other online resources:

Addition Practice

Definition Sort Number Types

Mastery Diamond Nine

Missing Number Problems

NAMA 5 Five Mastery Myths

Number Properties Worksheet


SLNM Mastery CPD


CBS Bansho

Large Pond

Japanese Bansho

Number and Place Value

Number Addition and Subtraction



Developments in Maths

The purpose of these documents is to explain ‘Mastery in Mathematics’ and to expel any myths surrounding this concept.

The national curriculum for mathematics aims to ensure that all pupils:

•become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.


•reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language


•can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.


What is Mastery?

Once children have met an objective, they can go onto mastering it and developing a deeper understanding. If a child learns something deeply, lasting connections will be made in the brain. Mastery activities are not only designed to deepen thinking but to develop resilience and perseverance.


The power points discuss breadth (coverage of curriculum), depth (deeper understanding), mastery and how developing a growth mindset is important in mastering the Maths Curriculum. We have also included some examples of activities that demonstrate breadth of knowledge and how these can be extended to challenge children.

Bansho Maths (Japanese Boardwork)

This concept promotes independent problem solving activities. It encourages children to focus on applying various strategies to one problem throughout the week. Children are encouraged to make jottings on the board and because we value mistakes these jottings, whether they are right or wrong, will be displayed for the entire week so that children can see the whole journey and realise that mistakes lead to success. It will give teachers the opportunity to address misconceptions immediately and will encourage the children to explain their understanding and thinking to others.



Maths Parent Session Resources

Mental Health and Wellbeing

Leavening Community Primary School is a Mentally Healthy School. 

What is this? 

“It is a school that helps children flourish, learn and succeed by providing opportunities for them, and the adults around them, to develop the strengths and coping skills that underpin resilience”.  

Find out more by clicking on this link: Primary : Mentally Healthy Schools

Mental health and emotional wellbeing are important to our lives in just the same way as physical health. At Leavening Community Primary School, we aim to promote positive mental health and wellbeing for our whole school community.

The Department for Education (DfE) recognises that:
“In order to help their children succeed; schools have a role to play in supporting them to be resilient and mentally healthy.”

Children’s mental health is a crucial factor in their overall wellbeing and impacts on their learning and achievement.


At Leavening we aim to help develop the protective factors which build resilience to mental health problems and to be a school where:

  • All children are valued and feel part of the Leavening family.
  • Children have a sense of belonging and feel safe.
  • Children feel able to talk openly with trusted adults about their problems without feeling any stigma.
  • Positive mental health is promoted and valued.
  • Bullying is not tolerated.


    Leavening is a place where children experience a nurturing and supportive environment that can develop self-esteem and give positive experiences to help overcome adversity and build resilience. For some, school will be a place of respite from difficult home lives and so we offer the positive role models and relationships, so critical in promoting children’s wellbeing. This helps create a sense of belonging and community.

    We will provide opportunities through our PSHE curriculum; mindfulness opportunities and whole class and individual Relax Kids sessions, visiting speakers and agencies, for all children learn to strategies to stay mentally healthy; how worries and stress can affect their mental health; develop understanding and empathy of those with mental health issues, and knowledge of where or who they can go to if they need help and support;


    Our role in school is to make sure that our children are able to manage times of change and stress. The impact of the learning and support provided in school will ensure that children know:

    • What they can do to maintain positive mental health;
    • What affects their mental health;
    • How they can help reduce the stigma surrounding mental health issues;
    • Where or who they can go to if they need help and support.

    Please click here to view our Policies page including our Mental Health & Emotional Wellbeing policy

    Outdoor Learning

    At Leavening, we are very lucky to be situated in the heart of the country side and we use this to our advantage.Outdoor learning is heavily promoted here in a number of ways. We like to take the classroom outside as much as possible and believe that children learn best through being active and engaged.

    Our Early Year classrooms have access to extensive, high quality outdoor provision recognised by the local authority as outstanding. Many other schools in our cluster come and visit our Early Years setting as an example of best practice.

    Personal, Social, Health & Pupil Wellbeing Education

    At Leavening Community Primary School, our curriculum intent very much sees pupils’ emotional wellbeing, safety, and health education as a golden thread through all we do.
    We are fortunate that we have all our staff trained in Compass Buzz mental health as well as having a qualified ‘Relax Kids’ coach on our staff team with this practice being taught to all phases across school each week.
    We use two well researched schemes in our curriculum:
    The Jigsaw PSHE scheme to embed pupil wellbeing and
    Picture News to teach about British Values.
    Please see the links below for further information on these.

    Our Emotional Wellbeing Champions

    A Wellbeing Champion promotes mindfulness throughout the school and encourages peers, staff and parents to maintain a growth mindset. They are here to help raise awareness of mental health and lend a helping hand wherever it is needed.

    A Wellbeing Champion is kind, supportive and resilient. Overall, a Wellbeing Champion is here to spread the joy, lift peoples spirits and be there for anyone in their time of need. They always promote the 5 steps to well being.

    All our Key Stage 2 pupils are trained as Wellbeing Champions and work on a rota basis to listen to and look out for the pupils at school. Wellbeing Champions are always there to chat to and no problem is too big or too small.


    The teaching of Early Reading at Leavening Primary

    We are delighted to announce that, from September 2021, we are teaching the Department for Educations’ validated phonics programme called ‘Little Wandle Letters and Sounds revised. This systematic synthetic phonics programme draws on the latest research into how children learn best; how to ensure learning stays in children’s long term memory and how best to enable children to apply their learning to become highly competent readers.

    Please take time to look at this website as it is full of useful and practical information and advice on how to support the teaching of reading with your child. It is easily accessible and very parent friendly.

    Parents can find all of the information they need here:

    The resources on this page will help you support your child with saying their sounds and writing their letters. There are also some useful videos so you can see how they are taught at school and feel confident about supporting their reading at home.


    Supporting your child with reading

    Although your child will be taught to read at school, you can have a huge impact on their reading journey by continuing their practice at home.
    There are two types of reading book that your child may bring home:

    A reading practice book.
    This will be at the correct phonic stage for your child. They should be able to read this fluently and independently.

    -A sharing book.
    Your child will not be able to read this on their own. This book is for you both to read and enjoy together.

    Reading practice book
    This book has been carefully matched to your child’s current reading level. If your child is reading it with little help, please don’t worry that it’s too easy – your child needs to develop fluency and confidence in reading.

    Listen to them read the book. Remember to give them lots of praise – celebrate their success! If they can’t read a word, read it to them. After they have finished, talk about the book together.

    Sharing a book
    In order to encourage your child to become a lifelong reader, it is important that they learn to read for pleasure. The sharing book is a book they have chosen for you to enjoy together.

    Please remember that you shouldn’t expect your child to read this alone. Read it to or with them. Discuss the pictures, enjoy the story, predict what might happen next, use different voices for the characters, explore the facts in a non-fiction book. The main thing is that you have fun!

    Please find resources below for your information:

    Little Wandle Letters and Sounds – Reception and Year-1

    Teaching Programme for Reception and Year 1







    Progression in reading

    In the EYFS (Nursery) we prepare our pupils in the Foundations for Phonics through instilling a love of stories, promoting, and developing excellent communication and language, teaching children about rhyme and pattern in words and stories as well as lots of singing of traditional rhymes and other songs.
    In the EYFS (Reception) we progress into the Early reading Scheme called Little Wandle Letters and Sounds revised. Comprehensive information can be found under ”phonics’. Pupils in Reception and Year 1 are taught daily phonic sessions and participate in Guided Reading sessions three times each week. At the end of Year 1 pupils carry out a National Assessment called the phonics screening check.
    In Year 2, most pupils do not participate in daily phonic sessions, but they will receive teaching and learning of reading, to further develop fluency, prosody, and comprehension. Children will receive focussed Guided reading sessions where they will be taught the skills of reading three times a week. In addition to this they will receive daily reading comprehension and teaching of reading tailored to their individual needs. In addition to this they will be taught spellings through the segmenting skills they have developed through previous phonics sessions.
    In Key Stage 2 ( Years 3-6) we continue to teach pupils reading skills, with a specific focus on comprehension skills. The key comprehension skills we teach are:
    • prediction
    • vocabulary
    • retrieval
    • inference
    • summarise
    Pupils have daily guided reading sessions and pupils who require additional support will receive keep up and catch-up programmes to further support progress and attainment.
    We use ‘Purple Mash’ guided reading scheme, as well as our scheme of ‘Rigby Navigation’ . Progression through our book band scheme is closely tracked and books are well matched to pupils’ levels of skill and interets. We believe the latter is very important to ensure engagement and promote a genuine love for reading.

    Reading / Share A Story

    Leavening Reads

    We love reading at Leavening. In fact, when you arrive at our school you’ll see books everywhere… bursting out of classrooms, in shared spaces, in our learning zone. We are super lucky to have an amazing book area in each classroom, indoors and outdoors, with lots of contemporary books and very keen Book Worms who enjoy them. You’ll also see us reading everywhere with everyone sharing a love of reading. From our pupil and staff through to governors and parents.

    We are also so very proud to have Lenny as our reading pooch. He’s such an amazing addition to our school.

    As of June 2022, we will launch our Amazon Wishlist which will enable us to ensure that our books remain dated, engaging and reflect current topics. These will then make their way into our amazing class libraries where the children will be able to browse through the collections on offer and choose something to borrow.
    Our children are already so lucky to have such a wonderful collection of books, exploring so many important themes and we would like to ensure that this continues with your generous support.

    Our wish is for the children to grow up with the same love of books that is shared by so many of us! Keeping our classrooms fully stocked with books is really important and so we invite you to donate a book to our school if you possibly can. We will put a special bookplate into the book thanking your family for your donation to our school.
    We have set up an Amazon Wish List from which you can support us in this way, if are able to do so:
    When the Wish List opens up showing the list of desired books for purchase, please then immediately click the Sign in button (top right) to then log into your Amazon account before adding any item/s to the basket.

    Thanks for your continued support.

    Book inspiration…

    Have you ever wondered what stories inspired our staff’s love of reading at a younger age? Read on to find out the favourite stories of our team.

    Mrs Price
    just loved the Enid Blyton tales of ‘The Magic Faraway tree collection’ when she was young. These tales encouraged her vivid imagination and thirst for adventure.

    Listen to these tales here


    Mrs Bedford chooses a timeless classic ‘The Hungry Caterpillar’ by Eric Carle. Loved and treasured by both her and her two children, she never tires of reading this story.

    You can listen to this tale here


    Mrs Mitchell‘s favourite children’s book of all time, aimed at our younger pupils, is the rhyming book ‘Peepo’ by Janet and Alan Ahlberg. A nostalgic tale of a little baby and it’s family. Listen here:

    In addition, as she became a confident and fluent reader, she loved to become embroiled in a good fun adventure tale and the stories of ‘My naughty little sister’ by Shirley Hughes kept her entertained for hours. These are now a firm favourite with her own daughters.

    Religious Education

    Religious Education is taught following the North Yorkshire Agreed Syllabus (2019 – 2024).

    Here is the link to this syllabus:

    North Yorkshire Agreed Syllabus 2019-2024


    The following philosophy is key to our Religious Education teaching here at Leavening:


    ‘RE explores big questions about life, in order to find out what people believe and what difference this makes to how they live, so that pupils can make sense of religion and worldviews, reflecting on their own ideas and ways of living’ (NYCC Agreed Syllabus 2019-2024)

    We use the Agreed syllabus to plan half-termly units of work for the children. These units of work have a clear and systematic progression both within and across the different age ranges, building on prior knowledge and skills. These units of work are focused on the ‘Big Questions’ and key strands that feature in the syllabus. The Agreed Syllabus has been integrated into our whole school curriculum and is embedded in our school ethos and values.

    As with our approach to the teaching of all subjects, we ensure that cross curricular opportunities are made with RE. We recognise RE unlocks special opportunities to explore multicultural and equal opportunities issues and for consideration of the environment. Moral questions will be raised and pupils will develop a sense of citizenship through many aspects of the explicit RE curriculum. Links will be made with people and communities within the locality. Children’s skills in oracy and literacy will be enhanced and problem-solving, decision making and interpersonal skills will be developed. We also embrace visits to places of worship, visits and visitors that will enhance our RE teaching and learning of RE.

    We believe that RE both supports and strengthens what we aim to do in every aspect of school life. Our caring ethos and the value which we place on the development of the whole child spiritually, morally, socially, culturally and intellectually is reflected in the RE curriculum.


    The curriculum leader for Religious Education is: Mrs Stephanie Bedford

    Our learning is based around the following 3 key strands:

    The teaching of RE in our school is structured into the following three strands:

    1. Believing – Religious beliefs, teachings, sources; questions about meaning, purpose and truth.
    2. Expressing – Religious and spiritual forms of expression; questions about identity and diversity
    3. Living – Religious practices and ways of living; questions about values and commitments.

    The children are also taught about the connections between these strands; encouraging them to think about the religions and world-views of others respectfully.

    Religious Education is a statutory subject and the legislation in England stipulates that:

    RE is for all pupils:

    RE must be provided for all registered pupils in state-funded schools in England, including those in the sixth form, unless withdrawn by their parents (or withdrawing themselves if they are aged 18 or over). It is a necessary part of a ‘broad and balanced curriculum’.

    We recognise that Religious Education (RE) is an important curriculum subject and a key component of a broad, balanced and rich curriculum. RE, through this Agreed Syllabus, will encourage and enable pupils to explore their own and other people’s beliefs, values and traditions in meaningful and engaging ways. It will encourage pupils to share their diverse range of experiences and grow individually and together with sensitivity and respect towards people of all faiths and none.

    Religious Education contributes dynamically to children and young people’s education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human.

    In RE pupils learn about and from religions and worldviews in local, national and global contexts, to discover, explore and consider different answers to these questions. Pupils learn to weigh up the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully. We equip the pupils with systematic knowledge and understanding of a range of religions and worldviews, enabling them to develop their ideas, values and identities.

    The Agreed Syllabus provides many opportunities for RE teaching and learning to challenge stereotypical views and to appreciate difference positively. The syllabus enables all pupils to consider the impact of people’s beliefs on their actions and ways of life. The syllabus contributes to pupils’ personal development and the schools’ provision for spiritual, moral, spiritual and cultural development (SMSC) and British Values. It provides a key context to develop children and young people’s understanding and appreciation of diversity, to promote shared values and to challenge all forms of racism and discrimination. Increasing diversity and pluralism is part of the demographic picture, and the wider region is home to many diverse and active faith communities. We are educating children in their own locality, but also to live in a wider region, the UK and as world citizens.

    What religions are taught?

    The agreed syllabus requires that all pupils learn from Christianity in each key stage. In addition, pupils will learn from the principal religions represented in the UK, in line with the law. These are Islam, Hinduism, Sikhism, Buddhism and Judaism. Furthermore, children from families where non-religious worldviews are held are represented in almost all of our classrooms. These worldviews, including for example Humanism, will also be the focus for study.

    The syllabus requires that, in addition to the religions required for study at each key stage, non-religious worldviews should also be explored in such a way as to ensure that pupils develop mutual respect and tolerance of those with different faiths and beliefs.

    Right of withdrawal:

    This was first granted when religious education was religious instruction and carried with it connotations of induction into the Christian faith. RE has been very different to this for some time. It is inclusive and wide- ranging, exploring a range of religious and non-religious worldviews. However, in the UK, parents still have the right to withdraw their children from RE/RME on the grounds that they wish to provide their own religious education. (School Standards and Framework Act 1998 S71 (3)). This will be the parents’ responsibility. However, we recognise that it is good practice to talk to parents/carers regarding withdrawal to ensure that they understand the aims and value of RE before honouring this right.

    The North Yorkshire Agreed Syllabus 2019–2024 fulfils the legal requirements set out above, and has its roots in the REC’s Framework (2013).

    Where parents/carers have concerns about their children taking part in RE, it is beneficial to discuss their concerns with the Headteacher and/or Subject Leader. They will be able to discuss the RE programme and teaching methods in greater detail and given access to the RE unit materials and resources used. We firmly believe that Religious Education forms part of the basic curriculum in school and its teaching is enshrined in law. Our school is mindful that children growing up in North Yorkshire may have little contact with people from other faiths and cultures, and it is aware that it has a duty under the Equality Act 2010 to promote good relations between people of different beliefs and ethnicities as part of its single equality duty.




    At Leavening Community Primary School we actively encourage ‘learning away from school’ and one of the ways we do this is through our fantastic residential visits.

    Here at Leavening we are proud of the fact that we allow all children from Year 2 upwards to take part in a residential visit each year.

    We believe that residential visits can be an empowering and life-changing experience for children. The benefits of taking children out of their comfort zone (home/school environment) on a residential visit are immeasurable.

    The children get to take part in outdoor activities which can help develop self-esteem, responsibility, problem-solving skills, teamwork, independence, tolerance, social skills and, of course, physical health.

    The children have the opportunity of improving their teamwork skills and in some cases this time away from their families boosts self-confidence and encourages self-organisation skills.

    These are vital life skills that will be needed as they go to secondary school and for life beyond.

    What does our curriculum offer our pupils?

    Please see our characteristics of a purposeful and meaningful curriculum for our pupils here at Leavening for each phase.

    These have been determined through pupil, parent , staff, and governor voice, considering the learning needs and experiences of our current community of learners.

    For our EYFS children, the 3 most important qualities of the curriculum are:
    • Playing and exploring
    • Creating and thinking critically
    • Active learning

    For our KS1 pupils, the 3 most important qualities of the curriculum are:

    • Personal Development skills such as kindness, compassion, learning to care and share, respect and tolerance.
    • Problem Solving
    • Making connections within their learning.

    For our KS2 pupils, the 3 most important qualities of the curriculum are:

    • Personal Development skills such as kindness, compassion, learning to care and share, respect and tolerance.
    • Making connections with their learning.
    • Creative Thinking. The generating and extending of ideas; noticing detail; making connections; suggesting hypotheses; using and applying imagination; looking for innovative outcomes; asking unusual questions

    These characteristics of learning will form a golden thread through our curriculum. We will be able to identify opportunities in each subject area each half term of how these skills are promoted and developed.

    Curriculum Statements

    Please see below for further detailed subject information

    What does Art and Design look like at Leavening

    What does Computing look like at Leavening

    What does Design Technology look like at Leavening

    What does English look like at Leavening

    What does French look like at Leavening

    What does Geography look like at Leavening

    What does History look like at Leavening

    What does Maths look like at Leavening

    What does Music look like at Leavening

    What does PE look like at Leavening

    What does PHSE look like at Leavening

    What does Science like at Leavening

    What we are learning

    Click here to view our Four Year Curriculum Overview

    We have a thematic approach to learning here and our themed curriculum is pupil centred and responsive to our pupils needs as well as reflecting the world we live in today.

    Our ethos is that if we provide our children with a personalised and meaningful curriculum tailored to their needs, they will be inspired and motivated to learn Parents can find out more about the curriculum by requesting to view the medium term planning for the class their child is in. In addition to this, regular curriculum evenings are held throughout the school year.

    Please also refer to the Primary National Curriculum for information on broad coverage.

    At Leavening Community Primary School we have mixed age classes. In order to ensure differentiation and challenge within a topic, we carefully plan using a progression in skills approach to our curriculum, enabling pupils not only to gain knowledge but to also work within greater depth in all subjects.

    For more information on our topics over the last few years please click on the links below.

    Curriculum Overview for 2016/17

    Curriculum Overview for 2015/16

    Curriculum Overview for 2014/15

    Key Subject Skills Sets

    Medium Term Plans

    Long Term Plans