Long Term Planning
Maths Statement
British Values Statement

English Statement


Children develop as writers in response to their reading and as a result of listening to a wide variety of stories, poems and information books. They talk about their understanding of texts, orally develop ideas, engage in role play and other activities to broaden their language and vocabulary and, using the writing cycle, follow clear models for success. At Rosebrook, we follow the four purposes for writing so that children write in different and real ways, sharing and developing their learning through timely peer and adult feedback. All of this is underpinned by the systematic teaching of skills at word, sentence and text level which enable them to become discerning writers.



A systematic programme for teaching spelling begins in EYFS where children have daily phonics lessons. This continues until the end of Year 2 where most children are working within Phase 5. When they enter KS2, they begin the Prim_Ed spelling scheme which builds upon their phonic knowledge and enables the direct teaching of spelling rules in an exciting and engaging way. They are tested on a fortnightly basis and AFL from these tests is used to shape subsequent teaching and learning so that the majority of children are meeting age related expectations.



The explicit teaching of grammar permeates the school day and is visibly evident in the learning environment across school. Children become familiar with age related vocabulary early in the school year and are expected to use it in their reasoning about writing. Grammar skills are taught at the start of the English lesson and there are opportunities to apply these to the development and creation of related text types as the lesson or sequence of lessons develops.



When children enter school at the age of 3, they are exposed to the early phonic activities of Phase 1 Letters and Sounds. As they move through EYFS and into KS1, phonics remains a high priority and daily, differentiated phonics lessons promotes their development and capacity to segment and blend sounds, applying them at sentence level. Although we do not use a specific scheme, elements of Read Write Inc. feature in our teaching and learning (eg ditties, phonics pairs, my turn/your turn) and throughout Y1 the regular diagnostic work and AFL that systematically occurs means that children are ready to sit the Phonics Screening Check at the end of the year. Those children not meeting the standard in Y1, continue through Y2 as part of structured lessons and intervention. Those children still unable to meet the standard at the end of Y2 will continue to receive a bespoke phonics curriculum into Lower Key Stage 2.

Art and DT Vision Statement

Forest School Vision Statement

Geography Vision Statement

History Vision Statement

PE Vision Statement

Phonics Vision Statement

PSHE Vision Statement

RE Vision Statement

Science Vision Statement

Music Vision Statement