Statement on the curriculum

The Governing Body of Herringham Primary Academy believe that it is the entitlement of every child to have access to a curriculum that is rich and varied, challenging and inspiring so that each individual is encouraged and enabled to work towards fulfilling her or his potential to the highest possible standard, thus enabling every child to shape her or his potential for the benefit of her or himself and all.

With this statement in mind the governing body believes that:

  • There should be equal access to opportunities for all irrespective of experience, gender, ethnic backgrounds or disability; individual differences and diversity of cultural background should be valued and respected.
  • The curriculum should be planned to ensure breadth, depth, and relevance, continuity and progression; account of individual needs should be considered at all times.
  • The curriculum should offer challenge, rich learning experiences and targeted support matched to individual needs.
  • There should be high expectations of every child both as a learner and as a person.
  • Every child should be praised for what he or she does well and future targets should be challenging yet achievable.
  • There should be positive help and encouragement when a child has difficulties; mistakes should be seen positively and as an opportunity for learning.
  • The curriculum should enable every child to have positive self-esteem and should encourage every child to feel positively about one another, the community and the environment.

On entry to the Academy your child will normally be in Reception, the Foundation Stage.  The curriculum is divided into areas; communication and language, literacy, maths, understanding the world, expressive arts and design, physical development, personal social and emotional development.

In the first weeks, the class teacher assesses each child to identify the knowledge that s/he has already gained prior to starting school.  At this point it must be emphasised that you are your child’s first teacher and that we value the experiences that you have given your child.  We accept the stage that your child is at in his/her development on entry to the Academy and we will build on this.

This assessment enables teachers to plan specifically for each child and for the class as a whole and is part of your child’s on-going assessment profile in the foundation stage. Later in the first term you will have a meeting with the class teacher who will discuss ways in which you can help your child at home. In planning, the teacher will use the Development Matters curriculumAssessment of how your child is doing in National Curriculum terms will not be made until s/he is in Year 1.

The National Curriculum consists of three core subjects and six foundation subjects.  English, mathematics and science are the core subjects.  History, geography, design & technology, physical education, art, music and computing are the foundation subjects. During their time in the Academy the children have access to the national curriculum and religious education as legislated. Parents do have the right to withdraw their children from religious education and assemblies of a religious nature or collective worship if they wish.

Children in Year 1 will take part in the phonics screening check to confirm the phonic standards are met.  Any child not meeting the standard will complete the check in Year 2.  In Year 2 the children will be assessed against the national standards expected at the end of KS1 using the Standard Assessment Tasks/Tests (SATs) in English and mathematics to inform the teachers’ assessment.

At the end of key stage 2 children take Standard Assessment Tests (SATs) in reading, spelling, punctuation and grammar and maths.  Parents are given their child’s results.  The results for the Academy will be published and compared with the national average for the previous year.  Individual children will not be identified in this case.  At the end of each academic year you will be given a written report about your child’s progress and attainment with next steps targets identified.  

Numbers basics lessons are taught on a daily basis to secure counting, number facts and generalisation. The Numicon scheme of work forms the basis of the mathematics curriculum. Based on a proven concrete-pictorial-abstract approach, Numicon encourages children to explore maths using structured imagery and apparatus in order to understand and explain mathematical concepts. The Numicon approach supports children to:

  • Communicate mathematically
  • Explore relationships
  • Generalize

In maths lessons children will think and communicate mathematically, be active, illustrate their learning in a variety of ways and explore patterns and relationships in order to spot patterns and generate rules.

Children learn to read and write effectively and quickly using the Read Write Inc. Phonics programme. They use the Literacy and Language programme to further develop comprehension skills and ensure children become skilful readers and writers. They also develop their reading and writing skills through core text lessons and My Book Blog.

We have a thematic approach to the curriculum and you will receive a topic grid each half term sharing key ideas and themes which you are free to develop at home.  Children are encouraged and supported in developing and extending a range of skills and strategies that support their learning now and in the future.

We encourage parents to support their children to build upon the progress the children make at school.  For more detailed information about the home learning opportunities we provide for your child, please refer to our Homework Policy for more details. Click here to view.

Sex Education

Herringham Primary Academy aim to support young people through their physical, emotional and moral development and reflects current guidance from the Department of Education (2000).  We aim to teach children to respect themselves and others and move with confidence through childhood, through adolescence and in to adulthood. Relationships and sex education will be age-appropriate, building knowledge and life skills over time in a way that prepares pupils for issues they will soon face. Lessons will focus on:

  • different types of relationships, including friendships, family relationships and dealing with strangers
  • how to recognise, understand and build healthy relationships, including self-respect and respect for others, commitment, tolerance, boundaries and consent, and how to manage conflict, and also how to recognise unhealthy relationships;
  • how relationships may affect health and wellbeing, including mental health;
  • healthy relationships and safety online.

This is taught primarily by class teachers supported where appropriate by the school nurse. Sex and relationship education is taught as part of personal, social, health education and the science curriculum. Throughout the school, children will be taught to identify body parts using anatomical words and to begin to understand bodily changes. They will be taught about personal hygiene and the prevention of illness and disease, as well as the human lifecycle.

Parents have the right to withdraw their children from all or part of the sex and relationship education provided at school except for those parts included in the statutory National Curriculum for science.

Religious Education

We follow the Thurrock agreed RE syllabus for teaching Religious Education. There is a time each day when the children are asked to either say a simple prayer or reflect quietly.  Any parent wishing to withdraw their child from RE should see the Head of School, who will make alternative arrangements for the child concerned.

Curriculum at a glance

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HPA Curriculum at a glance Sep 17


RTL Project: Someone who inspires me


RTL Project: Best place in London

Within this theme pupils explore identity, heritage and culture.  The curriculum has a strong geographical and PHSE and citizenship focus.

As pupils progress through the school the learning experiences diversify to provide opportunities for pupils to work in wider world contexts.  British values of tolerance and individual liberty are developed.

International Democracy Day 16.9.17
National Poetry Day 28.9.17
MacMillan Coffee Morning
Black History Month
Harvest – Tilbury Food Bank
The Big Me – Action Aid

The theme of influential people aims to provide pupils with aspirational and inspirational role models.  The theme has a strong historical focus which enables pupils to investigate the influence and legacy of key figures on their lives today.  This theme provides a context for pupils to develop, practice and refine research and presentational skills.  Children will be introduced to key figures who have influenced British values.

Key British people
Tilbury Lights
Christmas performances
Christmas Jumper Day
GLC Top people per class
Anti-bullying week
Remembrance Day


RTL: Make, take, bring, describe a picture/video/ photo/written description


RTL: A look into the future

This unit allows us to explore London from a wide range of perspectives and exploit the richness and diversity of our capital city and centre of democracy.  While some year groups are inspired by London’s famous landmarks, others step back in time to explore London during the Great Fire of London or The Blitz.  Other year groups make comparisons with London then and now and explore urban culture.  The British values of democracy and rule of law are explored here.

Parliament visit – School Council
GLC Poetry Competition
GLC Mathletics
Own choice charity
Chinese New Year

Art and artists provide the inspiration for this theme as children are immersed in the world of a famous artist, a work of art or an art movement.  This theme lends itself well to the development of geographical as well as creative skills.  Opportunities will be given for pupils to engage creatively in art, music, dance and drama.  There is an expectation to develop pupil’s creative thinking during this unit.  The British value of mutual respect for and tolerance of those with different faiths and beliefs.

Thurrock Poetry Competition
Sports/Comic Relief
World Book Day

Inventions, mechanisms and structures

RTL: Sow a seed


RTL: This is me!  Summer Reading Challenge

Science and technology and computing are at the heart of this theme and pupils have varied practical, hands on opportunities to develop their individual resourcefulness and resilience as they learn what it takes to generate and refine ideas.  Children develop a sense of purpose and citizenship that will allow them to participate fully in and contribute positively to life in modern Britain.

Race for Life
My Money Week

Going Green is our environmental theme with a strong geographical and scientific focus.  At the centre of this theme are the ideas of sustainability, citizenship and contributing positively to our local, national and global community.  The democratic process is further explored here.

Orsett Show preparation and
outcomes for display
Den Building
GLC in Bloom