Logo Fisher School

  • A safe and welcoming learning community where:
  • - we all aim high;
  • - everyone is included;
  • - creativity is valued.
    Curriculum Introduction

    Children in Nursery and Reception follow the Early Years Foundation Stage Curriculum. This challenges children and encourages them to develop into independent, motivated learners and thinkers, full of curiosity about the world around them within a fun, happy and secure environment.

    Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. At Lancasterian, we have a high quality outside learning environment which the children are able to use throughout the day.

    Children will be learning skills, acquiring new knowledge and demonstrating their understanding through seven areas of learning and development.

    Children should mostly develop the three prime areas first.

    These are:

    • Communication and language;
    • Physical development;
    • Personal, social and emotional development. 

    These prime areas are those most essential for your child’s healthy development and future learning. 
    As children grow, the prime areas will help them to develop skills in four specific areas.
    These are: 

    • Literacy;
    • Mathematics;
    • Understanding the world; 
    • Expressive arts and design.  

    All of the seven areas are taken into account when EYFS practitioners plan the learning activities. The professionals teaching and supporting your child will make sure that the activities are suited to your child’s unique needs and interests.


    At Lancasterian we teach a broad and balanced curriculum which aims to meet the needs of all learners. English and maths have a high priority in the school, however we also ensure that children are challenged through all the subjects they learn in school.

    Lancasterian Primary School’s vision states that ‘we will make a fairer society’ and that, in order to do this, ‘we will make the best school’. Above all else, children come to school to learn and we passionately believe that all aspects of learning are important – the study of academic subjects (reading, writing, maths and all the other areas) but also personal and social learning (getting on with each other , communicating well, managing difficulties effectively). We also know fromemployers that these ‘soft’ skills are highly valued and important in our ever changing world.

    Whilst the national curriculum sets out clearly what we need to cover in our teaching of the academic subjects, there is less clarity on what we should teach children in terms of their personal development. In response to this, we have developed our school values in a rigorous and thoughtful way in order to teach the children the personal qualities that we feel are important to be happy and successful in life. These values – Inclusion, Lifelong Learning, Growth Mindset, Integrity, High Aspirations and Respect – drive and shape every aspect of school life. We use these values to identify and celebrate when children make good choices and to support and encourage when they make mistakes, helping the children to reflect and think about how they might act differently in the future.

    Included below are further details about the curriculum:


    Literacy is a fundamental life skill which develops a child’s ability to listen, speak, read and write (andso communicate). At Lancasterian Primary School, we are committed to developing literacy skills in all of our children, in the belief that it will support their learning and raise standards across the curriculum. Each class bases its literacy teaching over a number of weeks on one quality core text, combining speaking and listening, drama, reading, and writing activities in a variety of genres.Teachers use the Pie Corbett model of the ‘3 I’s’ for writing quality texts. These activities take place in the daily literacy lesson which lasts for an hour.

    The Pie Corbett ‘Talk for Writing’ approach follows the model below:

    Establish context Imitation - familiarisation Innovation - adaptation Invention - creation Publishing/ performing
    This will usually be a core text, but may be topic work or another context. Oral learning
    Book talk
    Read as a writer
    Planning - Box it up
    Create toolkits
    Change of viewpoint
    Planning - Box it up
    Write own text based on previous stages. Should include editing and improving at various stages. Give children this purpose for writing at the beginning.


    In order to provide challenge for all of our pupils in relation to reading, we use ‘Destination Reader’,which is a programme developed by a working party of practitioners from Hackney primary schools, facilitated by Hackney Learning Trust in 2014. Destination Reader involves daily sessions incorporating whole class modelling prior to the children applying these skills through partner work and independent reading. Children deepen their understanding of the texts they read through the systematic use of a series of strategies and language stems.

    Finally, the primary literacy skills of speaking and listening are the main focus of the Foundation Stage. In our classrooms, speaking and listening teaching and learning is a main focus, providing the foundations for the teaching and learning of phonics. However, we do not lose sight of the importance of these skills as children travel up the school. Being able to formulate ideas verballyfirst helps all children with the difficult process of writing. As part of the Pie Corbett ‘3 I’s’, childrenin all year groups will learn a variety of text genres off by heart, in order to develop the language of a writer. Drama has been found to be useful to support boys' reading and writing (Barrs and Cork 2001- CLPE), including providing 'first-hand' experiences which they would otherwise be unaware of. Learning skills, such as speaking for persuasion or discussion, and being able to listen and respond in these situations, sets children up for life.


    Phonics is the gateway to writing. Phonics teaching is the teaching of sounds (rather than letter names) and how these sounds (or 'phonemes') can be blended together to create words. The great majority of children will learn to read and write through phonics, and it is the way that we teach early reading and writing at Lancasterian.

    At Lancasterian, phonics is taught daily, based on the 'Letters and Sounds' document, from nursery to year 2.  In Nursery, Phase 1 and 2 is taught as an introduction to phonics. Children play games based on environmental sounds, alliteration and rhyme and this is the foundation to learning letter sounds.  In Reception, Year 1 and Year 2, phonics is taught using a streamed approach by teachers and trained teaching assistants.  It is “multi-sensory, in order to capture children's interest, sustain motivation and reinforce learning” as suggested in the Rose Review 2006.  Above Year 2 some children may still benefit from phonics teaching to support their learning.


    At Lancasterian we aim to create confident mathematicians who enjoy tackling challenging tasks. We do this through teaching the following themes taken from the National Curriculum:

    •  Fluency  -This is enabling the children to become fluent in number in order to be able to use skills and knowledge efficiently and with a deep understanding of the fundamental concepts of mathematic
    • Reasoning - This includes following a line of enquiry, conjecturing relationships and generalisations and developing a mathematical argument  
    • Problem solving - This includes giving the children opportunities to apply what they have learnt, where they need to break down problems into smaller steps and persevere in seeking solutions

    ​We follow the Primary Advantage Maths (PA Maths) framework, which was developed in Hackney schools and takes elements from different places (e.g. the National Curriculum, Singapore, Shanghai Maths). The key principles are as follows:

    • Daily Counting

    Each child experiences counting in some form every day (this may be outside of the Maths lesson). This is essential in order to provide the children with a secure understanding of place value and number.

    •  Concrete → Pictorial → Abstract

    This means that children are exposed to new ideas at a concrete level using a range of equipment such as Dienes’ blocks, cubes, Numicon, etc. before moving on to pictorial representations. This may mean diagrams, sketches or the Singapore bar model. This allows the children to develop deep understanding before moving on to the abstract representation, which is the written calculation.

    • Bar Model

    This is part of the pictorial representation of a problem, or the ‘Real Story’. Children learn how torepresent word problems using the bar to understand what is being asked, allowing them to then select the correct functions.

    •  Real Story – Maths Story

    We teach the children the difference between the ‘Real Story’, or what is actually happening (concrete and pictorial), and the ‘Maths Story’, how it is represented by numbers (abstract). The children use both in their working out until their understanding is deep enough to allow them to go straight to the abstract or numerical representation.

    • Context

    As far as possible, we aim to give maths questions a context or put into ‘real life’ situations so

    children have lots of opportunities to apply their learning.


    Science is linked to our topics and children learn scientific skills and content in a meaningful and cross curricular way. They will have opportunities to gain knowledge and understanding through first hand experiences, as well as using books, charts and pictures and web-based resources to support their learning. They are encouraged to design and carry out their own investigations as well as communicate what they have found out to others in a variety of different ways.
    Each lesson the children will learn and develop different scientific skills shown below:
    Observing over time
    Comparative/fair testing
    Pattern seeking


    At Lancasterian, we use the Chris Quigley Topic approach as a basis for our topic work. This curriculum has been chosen because it emphasises the importance of developing the depth of children’s learning. In essence, this means providing children with increased cognitive challenge, allowing them to apply the skills which they have learnt independently in a range of contexts rather than moving them onto the next skill needlessly when they have not truly mastered it. The following subjects are all taught within topic:

    • Art and Design
    • ICT (To communicate & To collect)
    • Design and Technology
    • Geography
    • History

    Each topic is launched through a topic launch day and is supported by our curriculum drivers, which are aspiration, collaboration, creativity and resilience. These drivers were identified by the teachers
    and support everything we do in the subject. We also make sure we have close links to both maths and English in topic, by producing at least one extended piece of writing per half term and making sure explicit maths skills are being taught wherever possible.
    Although other subjects are not directly taught through topic, we still aim to make as many links as possible, and this is supported by our curriculum planner.


    At Lancasterian Primary School we use ICT to implement and enhance all areas of the curriculum. We believe ICT encompasses every part of modern life and it is important that our children are taught how to use these tools and more importantly, how to use them safely. We feel it is important for children, staff and the wider school community to have the confidence and ability to use these tools to prepare them for an ever-changing and rapidly developing world. ICT has the potential to enhance the quality of teaching and learning across the curriculum and has a significant impact on all aspects of modern living.
    ICT is integrated into all areas of the curriculum and used as a tool to enhance learning and build pupils skills and knowledge. The communication and collect aspects of the ICT Chris Quigley topic approach are taught within topic lessons, however we also aim to promote the skills and knowledge of ICT as a subject in its own right, with a specialist ICT teacher teaching the coding and connecting aspects of the curriculum. Children will be taught ICT using the ICT Suite, netbooks, ipads and any other ICT equipment within the school. The ICT progression map will build on pupil’s skills and be linked with the creative topic curriculum where possible, which will identify the journey in which the children are expected to take and this will be adapted each year to ensure that it is relevant and up-to-date.


    Music is an important part of our school. We have a full time specialist music teacher and each class receives a weekly lesson. In addition, all children in Year 4 are taught to play the Clarinet, Trumpet or Guitar, and visiting instrumental teachers provide individual and small group tuition for children in violin, cello, guitar, flute, clarinet, piano and trumpet. Children sing a wide repertoire of songs in assemblies, and the school has our own choir, and ensemble groups.


    At Lancasterian, we aim to:

    • Develop the appreciation of fair play, sporting and good relationships, co-operation and teamwork.
    • Develop self-esteem and appreciate the capabilities and boundaries of oneself and others.
    • Develop large and small motor skills, hand/eye co-ordination and spacial awareness.
    • Increase flexibility, strength and endurance.
    • Develop creativity and understanding of the purpose, forms and conventions of a range of physical activities.
    • Develop confidence and encourage participation in physical activities outside school.

    Children usually take part in two hours of PE per week. In Years 4, 5 and 6 this also includes swimming for at least a half term during the academic year. The children also benefit from subsidised after-school sports clubs and lunchtime specialist sports coaches in both the KS1 and 2 playgrounds.

    Our scheme of work for Religious Education is based on the Haringey agreed syllabus, which covers the world’s major religions. At Lancasterian Primary School we value the diversity and wide variety of religious backgrounds represented by our staff and pupils. We reflect these traditions in our teaching and seek to promote high levels of understanding and tolerance.


    Educational visits are usually linked to topics and are encouraged at least termly, taking full advantage of all that London and the surrounding area has to offer. In addition, children take part in a week long residential school journey in Year 6.



    Our scheme of work for Religious Education is based on the Haringey agreed syllabus, which covers the world’s major religions. At Lancasterian Primary School we value the diversity and wide variety of religious backgrounds represented by our staff and pupils. We reflect these traditions in our teaching and seek to promote high levels of understanding and tolerance.

    In this section