If you have any queries regarding the curriculum for any of the key stages, please contact the Executive Headteacher or Head of School via the School Office.

Our Curriculum Statement

At Nightingale Primary Academy we aim to provide the children with a curriculum which is broad, well balanced and above all stimulates the children to learn. Through a positive and caring environment, we provide the opportunity for every child to reach their full potential. We ensure all children are ready for their next steps.

We deliver programmes of study that meet the National Curriculum requirements issued by the DfE.

This National Curriculum comprises of:

English, Mathematics, Science, History, Geography, Design and Technology, Art, Music, Physical Education (PE), Computing, Modern Foreign Languages (MFL) and Religious Education;

At Nightingale Primary Academy we recognise the importance of English and Maths teaching in order to open up other areas of the curriculum and therefore a large emphasis is placed on these areas. In addition to regular Maths and English sessions teachers try to make as many cross curricular links as possible in order to utilize these skills in a range of contexts.

Planning takes the form of a topic based approach and where appropriate teachers’ link subjects to provide an engaging and inspiring curriculum.

Whilst the core subjects are taught on a regular basis the foundation subjects may sometimes be taught as blocks of work over a matter of weeks.

This programme is regularly reviewed to ensure compatibility with new directives or to make necessary improvements to the existing programme of work.

At Nightingale Primary Academy we seek to create opportunities for children to experience and excel in a range of activities that enhance and extend the National Curriculum. Children have opportunities both inside and outside the classroom eg trips, workshops, sporting events, visiting speakers and much more.

We believe that the school/parent relationship is key to promoting learning beyond the school gates and crucial in ensuring children make the best possible progress. We pride ourselves on our open, friendly and approachable nature that encourages parents to be involved in their children’s learning and open our doors for early morning activities, encouraging parents to remain in class before registration.


The English Curriculum is delivered using the National Curriculum 2014 and the Early Learning Goals are followed to ensure continuity and progression from the Foundation Stage through to the National Curriculum.

Speaking and listening

The Four Strands of Speaking and Listening: Speaking; Listening; Group Discussion and Interaction, and Drama permeate the whole curriculum. Interactive teaching strategies are used to engage all pupils in order to raise reading and writing standards. Children are encouraged to develop effective communication skills in readiness for later life.

Reading  (see statement above)

The opportunities, organisation and provision for the teaching and learning of reading are as follows:

• Shared reading

• Guided reading

• Independent reading

• Phonics

Teachers also take time to read class picture books/novels and model reading for pleasure. It is important that children enjoy reading and also have the opportunity to experience books from a range of authors.

Reading/Phonics are mainly supported by the following published resources: Big Cat, Phonics Bug and Letters & Sounds. Other schemes are utilised throughout the school to supplement these.

• Resources – A book banded reading scheme operates across the school which comprises of a range of different schemes. Children work their way through the Key Stage One and Two schemes and then become free readers.

• Links to parents – Each child has a reading record book which logs books they have read and comments about their reading. Parents and teaching staff write in this book.

• Class books: Stories are read to the children on a daily basis throughout the school.

• Reading at home: Children are encouraged to read at home every day.


Opportunities, organisation and provision for the teaching and learning of writing are as follows:

• Phonics and spelling: Five daily 20 minutes Phonic sessions in Key stage 1 and Reception.

• Emergent writing: In Reception and Key Stage 1 children are given regular opportunities to write freely within a particular genre and across the curriculum. This gives them the opportunity to become emergent writers.

• Shared Writing: Within each teaching sequences shared writing is a key part.

• Guided Writing/Independent Writing: Each teaching sequence ends with an opportunity for guided and independent writing. There are also frequent opportunities for independent writing throughout the other curriculum areas.

• Talk for Writing: The whole school utilises the talk for writing model termly to aid children with their writing. Children learn texts by heart and through a process of imitation and finally invention produce pieces based on an original script. The children are able to appreciate structure, vocabulary and style and add this to their personal writing toolkit.

• Handwriting: The school has adopted Penpals interactive handwriting scheme and this is taught and reinforced regularly in Key Stage 1. As children move through the school opportunities to practice handwriting continue and when the class teacher feels a child is able to join fluently they are encouraged to write in pen.

• Spelling: Children from Years 1 to 3 are given lists of spellings each week to learn at home. Children are tested on these words weekly.

Work is marked and assessed in line with the Marking and Assessment policies and half termly meetings involve teachers moderating the assessment of this work.

Work is assessed, at present, using Rising Stars progression criteria for reading, writing and maths.

The findings of the assessment are used to inform planning to help the teaching and learning process. In line with the New National curriculum requirements and the raised expectations that this document requires teachers also assess termly whether a child is working at/below or above the level expected for their age.


The Maths Curriculum is delivered using the National Curriculum 2014 and the Early Learning Goals are followed to ensure continuity and progression from the Foundation Stage through to the National Curriculum.

Maths is taught in five strands: Data Handling, Shape Space and Measure, Number, Calculation and Using and Applying.

At Nightingale we provide a daily maths session that seeks to reinforce previous learning and allow children to take on new skills and apply these in a range of contexts.

Furthermore, we feel it is important to develop children’s logic and reasoning skills and as a school we use White Rose Maths Hub resources along with Karen Wielding CPD which focuses on teaching and learning of reasoning to provide problem solving opportunities for the children to explore.

Regular assessment activities are planned which involve a range of ideas and skills linked to one or more of the key objectives covered previously.

Short and long-term assessments are undertaken through a combination of teacher assessment, half termly and end of year tests. The tests used are the national tests at the end of Year 2.

Continuity and progression

A yearly overview is created by all teachers for maths, English and the foundation subjects; this ensures continuity and progression throughout the school.

Each teacher has time allocated to discuss each pupil’s attainment and progress with their existing teacher at the end of the term before pupils move class.

Teaching and learning

All lessons have clear learning objectives, which are shared and reviewed with the pupils effectively.

A variety of strategies, including questioning, discussion and marking, are used to assess progress. The information is used to identify what is taught next.

Activities inspire the pupils to experiment and investigate the world around them and to help them raise their own questions such as “Why…?”, “How…?” and “What happens if…?”

Activities develop the skills of enquiry, observation, locating sources of information, selecting appropriate equipment and using it safely, measuring and checking results, and making comparisons and communicating results and findings.

Lessons make effective links with other curriculum areas and subjects, especially literacy, numeracy and ICT.

Activities are challenging, motivating and extend pupils’ learning.

Curriculum documents





Design Technology


ICT - I compute

Physical Education

The aim of physical education is to promote physical activity and healthy lifestyles.  Children are taught to observe the conventions of fair play, honest competition and good sporting behaviour as individual participants, team members and spectators.

Children take part in games, gymnastic movement, dance and athletic activities using indoor and outdoor environments where appropriate. 

Religious Education

Religious Education is a curriculum entitlement for all children and the school follows the Leeds City Council ‘Agreed Syllabus for Religious Education’.  Religious Education does not seek to urge religious beliefs on children or to compromise the integrity of their own beliefs by promoting one religion over another.  Parents have the right to withdraw their child from Religious Education.  Suitable alternative provision will be made.


To develop an understanding and respect for the beliefs, values and practices of other people.

To reflect on and respond to the values, beliefs and practices of religions and philosophies.

To enable pupils to develop their own insights.

Spiritual, Moral, Social, Cultural (SMSC)

At Nightingale we are embedding a set of CO-OP Values that are taught and lived out by the entire school community. Through regular assemblies, references in RE and other lessons as well as seizing upon opportunities in other areas of the school children are explicitly taught the CO-OP values of: Equity, Equality, Solidarity, Democracy, Self-help and Self-responsibility

Each term opportunities to further enhance SMSC understanding are identified in teacher’s planning.

As a school we welcome children from all backgrounds and are proud of how children and their families from other cultures are welcomed by our children and the rest of the school community.

In all teaching the teachers look to inspire and enthuse children. Teachers look to develop a love of learning and a working atmosphere where children enjoy learning.

The school has a clear behaviour policy that sets high expectations and promotes a good moral understanding, mutual respect, tolerance and understanding. Friendship, respect and tolerance are taught as part of our Personal, Social, Health Education program.

Through a combination of approaches the school is able to ensure that children develop an understanding of the key British Values: Democracy, Rule of Law, Mutual Respect, Personal Liberty and Tolerance of other faiths and cultures.

At Nightingale we feel that involving parents in their child’s learning is crucial in ensuring that children make the best possible progress. We try to get parents involved in a number of ways:

·         Parent’s Evenings – Opportunities for parents to come into school and share their children’s work.

·         Curriculum Newsletters – Keeping parents informed about the curriculum

·         The school is open for parents and children at 8:30 am for parents to remain in class with their child to take part in an early morning work activity.

·         Parents are encouraged to attend a weekly assembly where children receive a certificate for great work, prizes for excellent attendance, top table at lunch for children picked out for showing CO-OP values and a Gold behaviour award tea party.

·         The school also has an open door policy and parents are always welcome to come in and meet with class teachers to discuss issues related to their child. The school also provides email contact for those parents who find it more difficult to chat during school hours.