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Welcome to

Hetts Lane Infant and Nursery School

Working Together To Be The Best We Can Be

Home Page
Welcome to

Hetts Lane Infant and Nursery School

Working Together To Be The Best We Can Be


Hetts Lane Infant & Nursery School

Curriculum Statement


At Hetts Lane Infant & Nursery School we aim to inspire our children to succeed by providing meaningful and memorable learning experiences through an exciting, stimulating and balanced curriculum.


We ensure that all children are able to work in a safe and secure environment and are encouraged to “have a go” and challenge themselves.


Our curriculum is all the planned experiences we provide for every pupil to enable them to develop an enjoyment and commitment to learning. It includes not only the statutory requirements of the National Curriculum and Early Years Foundation Stage but also recognises the changing needs of our children.


We believe engagement and enjoyment are key to children making good progress alongside a strong home school partnership and carefully planned learning experiences. We believe that children learn best through relevant exciting and first hand experience.


Our school curriculum is underpinned by our schools key values and through our curriculum we aim to teach children how to grow into positive, responsible people, who can work and co-operate with others, while developing knowledge and skills, so that they can achieve their full potential.

Aims of our Curriculum


  • To equip children with the necessary and essential skills to succeed in life as well as to encourage children to develop open, enquiring minds and inspire a natural curiosity and love of learning


  • To deliver a broad, balanced and differentiated Early Years and KS1 curriculum with a commitment to high standards in all areas of learning, fulfilling all requirements of the revised National and EYFS Curriculum and the Locally Agreed Syllabus for Religious Education which is also flexible to meet the changing needs of children and the school.


  • To enable all children to learn and develop their skills to the best of their ability by delivering an inclusive curriculum which caters for the needs of individual children.


  • To motivate and engage pupils in their learning through; a fun, meaningful and creative cross curricular approach, providing exciting contexts in which pupils' can learn through exploration and play, be creative and develop their own thinking.


  • To create a stimulating learning environment that reflects, supports, celebrates and enhances the curriculum


  • To promote positive behaviour, self esteem and thinking skills enabling children to be creative and develop their own thinking to become independent and confident learners


  • To support and develop Community Cohesion and Global Citizenship to enable children to be positive citizens in society. We recognise the importance of preparing our children for life in modern Britain. and aim to do this by supporting our children to develop:
  • Spiritually by- exploring beliefs and experiences; understanding what it is to be respectful of values; discovering the world around them and what it means to them.


  • Morally through- experiences of right, wrong and fair; understanding of consequences; investigative ethical opportunities.


  • Socially by- using social skills in different contexts; working with others to resolve social conflicts with positive resolution; using communication skills to express feelings; understanding how communities work.


  • Culturally by- learning about different cultures and participating in celebrations from other cultures as well as their own; understanding, accepting and celebrating the differences between people in our world.


  • To ensure that each pupil achieves excellence in relation to their potential via a curriculum informed by meaningful assessments and monitoring of progression.


  • To promote a positive attitude towards learning, so that children enjoy coming to school, and acquire a solid basis for lifelong learning



Our curriculum


We take a dynamic thematic approach to developing children as learners we encourage them to become independent by providing opportunities for them to make choices and explore for themselves.


This cross curricular approach to learning covers all curriculum areas:


In the Early Years Foundation Stage we promote a curriculum that is play based where children are given opportunities to engage in first hand experiences. We encourage active, meaningful learning that will have a positive impact on childrens development in all areas

In the Foundation Stage the curriculum is planned around the 3 prime areas of learning:

  • Personal, social and emotional development
  • Physical development
  • Communication and Language

And the specific areas of:

  • Literacy
  • Mathematics
  • Understanding of the World
  • Expressive Arts and design


We deliver learning for all of the areas through purposeful play and learning experiences with a balance of adult-led and child-initiated activities. This includes whole group work, small group work and carefully planned independent activities for children to engage with the topic that is being taught in that half term.

Teaching and learning in our Foundation Stage takes place both indoors and outdoors. We believe it is of vital importance to cater for the different learning styles of children, which we address through the use of the Early Years Foundation Stage Characteristics of Effective Learning. These are concerned with the way in which children learn rather than the outcome they produce.

Characteristics of Effective Learning


  • Playing and Exploring – engaging
    • Finding out and exploring
    • Using what they know in their play
    • Being willing to have a go


  • Active Learning – motivation
    • Being involved and concentrating
    • Keeping on trying
    • Enjoying achieving what they set out to do


  • Creating and thinking critically – thinking
    • Having their own ideas
    • Using what they already know to learn new things
    • Choosing ways to do things and finding new





In Key Stage 1 (KS1), Years 1 & 2 the curriculum incorporates the subject areas of:


  • English (Literacy) which includes reading, writing, handwriting, phonics, spelling, grammar, speaking, listening and drama

We use Book Banding to support children’s progression in reading this enables children to experience a variety of books at an appropriate reading level including books from a number of different reading scheme and we use the Letters and Sounds to plan our daily phonics sessions


  • Mathematics
  • Science
  • Computing
  • Design Technology (including Food Technology)
  • History
  • Geography
  • Religious Education
  • Music
  • Art
  • Physical Education
  • Personal, Social, Health education and Citizenship


Planning our curriculum

Our curriculum is delivered through an inspiring, thematic, enquiry based approach which is planned in three phases.


  • Teachers in each Key Stage work together to plan a long term view of the curriculum, identifying broad areas of study to ensure coverage of all curriculum areas/ Areas of Development. A 2 year cycle of cross curricular theme based learning ensures a balanced coverage of different curriculum areas for all children. Each topic may have a subject focus, for example a child may concentrate on a history topic then a geography focus in another term.


  • Assessment, pre-learning activities and discussion with children are used to inform medium term plans, enabling teachers to plan units of study which build on children’s existing knowledge and previous learning as well as including areas of specific interest to the children. Opportunities are made in medium term plans for children to make connections between subjects by applying their skills, knowledge and understanding in one subject area to their learning in another


  • To meet the learning and personal needs of every child short term/ weekly plans are then put in place using on-going assessment and evaluation by staff and the children themselves which identify and build on next steps in learning. We use these to set out learning objectives for each session making links between different subjects where appropriate to produce a creative curriculum. Opportunities are planned which: enable children to work both collaboratively and independently; cater for different learning styles and offer challenge abilities.


Curriculum Enrichment/ Other Features of our Curriculum

We try to make learning memorable and stimulating as we know that this is how children learn best and within our curriculum we plan to enrich learning opportunities through:


  • Educational Visits

Examples of recent visits include: Yorkshire Wildlife Park, Bridlington, Sherwood Pines


  • Visitors in school

We have a range of visitors to school to support learning in different curriculum areas as well as theatre productions and workshops for children to enjoy. We also utilise the current sports funding available to invite professional coaches into school to develop children’s knowledge and skills in a variety of sports.


  • Local Activities

We try to make use of our local area as much as possible: regularly enhancing learning through vists to the library, fire station and church.


  • Special Events/ Days/ weeks

During the year we have a number of planned special themed days in school, which make learning fun and especially memorable. On these days the children might dress up and take part in a wide variety of learning activities and workshops across the school.


  • Extra curricular activities

During the year we offer a range of after school and lunchtime clubs that enrich our curriculum. These have this year included Games club, Chess club, Make & Do club, Football, Multi skills and Zumba


  • Interventions

A range of interventions including: Listening & Attention Groups, Phonics, First Class Maths, Better Reading Partners and Fun Fit are used throughout the school to meet the needs of children identified through ongoing assessment and evaluation of children’s progress


  • Partnership with parents and homework

Parents are actively encouraged to support their children in all aspects of their learning and are supported through termly curriculum newsletters, parent meetings, workshops and discussions with teachers. Homework is used to support childrens learning in reading, spelling/ phonics and maths as well as encouraging collaborative working at home to complete more open ended thematic curricular “challenges” throughout the year.


  • Induction Weeks

At Hetts Lane we understand that children need to feel valued, safe and secure in an environment that is based on trusting relationships and well established routines and expectations in order for them to learn, take risks and achieve the best they can. We give priority in our curriculum at the start of each term to carefully planned “Induction” which focuses time and attention on these fundamental areas.


  • Art Appreciation

Each year at least one half terms curriculum is based around a piece of art work to act as a stimulus across all areas of the curriculum. This is linked to the principles from the “Take One Picture” programme from the National Gallery.


  • Equality & Entitlement for All
    Hetts Lane prides itself on equal access to all areas of the Curriculum for all children irrespective of race, gender or need. The school will ensure that all children, unless it is inappropriate (e.g. significant special need), will access the content made statutory by the programme of study within the National Curriculum. Children access the curriculum at the appropriate level, thus ensuring progression and differentiation.


  • Pupils with SEND

We aim to provide all children with the best possible learning experiences matched to their individual needs. Once identified children with SEND will have their needs assessed and provision will be put in place in line with the SEND policy.

Whist adapting the curriculum to meet the needs of children with SEND we aim to ensure that it does not become too narrow or targeted. We believe that it is essential that all children including those with SEND have access to a broad range of learning opportunities and experiences that allow them to demonstrate their abilities in all areas


Monitoring & Reviewing our Curriculum


At Hetts Lane we continually evaluate our curriculum provision to meet the needs of children. An annual review will monitor the coverage to meet statutory requirements.

The Strategic Development Committee of the governing body is responsible for monitoring the way the school curriculum is implemented. Subject leaders provide annual reports to the governors on progress and plans for development within each subject area. Link governors will use these reports to inform their task of monitoring the work of the school.

The Senior Leadership Team are responsible for the day to day organisation of the curriculum. Subject leaders monitor the way their subject is taught throughout the school. They examine planning and ensure that appropriate teaching strategies are used. Subject leaders also have responsibility for monitoring the way in which resources are stored and managed.


If you have any questions regarding the curriculum we teach please contact the school directly.