| | |

Curriculum Subjects

This page or section contains downloadable files. Scroll down to the end of the page or section to reach these files.



Screen Shot 2023 10 19 at 15.04.08

For more information on the Long Term Plan for Art, please see the documents at the bottom of the page.

Art Galleries

Art House Afternoon


Art in Nursery


Whole School Dot Day


Year Two Map it Out


Year Three Growing Artists



This page or section contains downloadable files. Scroll down to the end of the page or section to reach these files.



How we teach computing

Computing lessons are taught discretely, following the Kapow long term Computing scheme. 

The Computing curriculum takes a spiral format, allowing students to revisit topics year on year. Each time a topic is revisited, it is with increasing complexity. The spiral curriculum enables students to utilise prior knowledge so that they can build on previous foundations, rather than starting again. The curriculum is divided into five key areas:

  • Computing systems and networks
  • Programming
  • Creating media
  • Data handling
  • Online safety

Although the Techology strand has been removed from the new Early Years framework 2021, we still feel it is important for children within our early years to have the opportunity to develop their computing skills and confidence from an early age. As such, our Reception class also follow the Kapow EYFS Units as a precursor to their Year 1 learning.  

Computing is also actively encouraged in all subjects. Pupils are actively encouraged to use the wide range of devices to research and produce work not possible without the device. Google classroom is often used during lessons, especially across Key Stage 2, to enable the children to become familiar with the program which can be accessed from home when necessary.

Computing is a highly valued subject at All Saints CEVA Primary School and this is shown through the constant investment made by the school in this area. There are a wide variety of devices in school that are readily available for all children. Some of the devices that we have in school are:

  • iPads
  • Laptops
  • Chromebooks
  • Programmable Robots
  • Digital Cameras
  • Interactive HD Screens in every room.

Online-Safety is at the core of everything related to computing within the school and students are constantly reminded of how to stay safe online and in the virtual world. If they have any concerns they are also taught how to report them appropriately. We recognise the importance of Computing and the need to stay safe online. With this in mind we organise various workshops across the year. In these workshops we talk about the need for Internet Safety and invite experts in to talk to the children.

This page or section contains downloadable files. Scroll down to the end of the page or section to reach these files.


Screen Shot 2023 10 19 at 14.53.01

For more information on the Long Term Plan for Design and Technology, please see the document at the bottom of the page.

Galleries of Work

EYFS Structures


Year Four Mechanical Systems


Year Two Fairground Wheels


This page or section contains downloadable files. Scroll down to the end of the page or section to reach these files.

Early Years Vision



In Nursery and Reception we encourage inquisitive, curious and creative minds through the 'Curiosity Approach'.  We believe children need the opportunity to touch, handle and investigate, to explore how things work and use items that follow their own interests in their own individual learning style.    

We provide authentic artefacts, natural and recycled materials, loose parts to create awe and wonder for the children to use in both the indoor and outdoor environment.  We ensure that environments look attractive and inviting, offering subliminal messages to come and play.  

   We are currently undertaking our Curiosity Approach Accreditation. Please click on the photos below for more information about the Curiosity Approach. 
 Parent and Carer Mag  CA Parent Pocket Size  Promoting Curiosity

Early Childhood: 

Early childhood is the foundation on which children build the rest of their lives. At All Saints CEVA Primary School, we greatly value the importance that the EYFS plays in laying secure foundations for future learning and development. However, we also believe that early childhood is valid in itself as part of life. It is important to view the EYFS as preparation for life and not simply preparation for the next stage of education. 

At All Saints CEVA Primary School, we aim to:

  • Provide a safe, challenging, stimulating, caring and sharing environment which is sensitive to the needs of the child including children with additional needs.
  • Provide a broad, balanced, relevant and creative curriculum that will set in place firm foundations for further learning and development in Key Stage 1 and beyond.
  • Use and value what each child can do, assessing their individual needs and helping each child to progress.
  • Enable choice and decision making, fostering independence and self-confidence.
  • Work in partnership with parents and guardians and value their contributions. 
  • Ensure that all children, irrespective of ethnicity, culture, religion, home language, family background, learning difficulties, disabilities, gender or ability, feel secure, accepted and that they belong within our school community. 
  • Provide opportunities whereby children experience a challenging and enjoyable programme of learning and development.
  • Provide experiences for all children, whatever their needs, which are inclusive rather than parallel.


Good planning is the key to making children’s learning effective, exciting, varied and progressive. Effective learning builds on and extends what children know and can already do. Our curriculum is based upon the principles of the EYFS and is always informed by observations we have made of the children, in order to understand and consider their current interests, development and learning needs. We use Development Matters to support our curriculum design. We have devised a personalised EYFS curriculum to All Saints with progressive knowledge and skills that the children will be taught and exposed to. These skills are used by the EYFS team as a guide for weekly planning. However, we may alter these in response to the needs of the children. As our Nursery and Reception have shared learning environments, these are carefully differentiated to meet the learning and development needs of the varying age groups.



English Vision



Learning to read is a life-long achievement and the most important thing your child will learn at our school. Everything else depends upon this skill and so at All Saints we put as much energy into ensuring that every single child not only learns to read but learns to love reading.

At All Saints we use Read Write Inc (RWI) phonics which has been carefully chosen to ensure our children get off to a flying start with their literacy. RWI is a method of learning based upon letter sounds and phonics, and we use it to aid children in their reading and writing. Our approach to phonics is rigorous, systematic and all Teachers teaching phonics ensure fidelity to the programme. 

Phonics is simply the ability to convert a letter or letter groups into sounds that are then blended together into a word. The scheme is designed to create fluent readers, confident speakers and willing writers. Children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling. Through Read Write Inc phonics children learn a simple alphabetic code followed by a more complex code. All reading books progress cumulatively, matched to the sounds children are learning and already know. 

We start the systematic teaching of phonics throughout Nursery and Reception.The children learn to recognise the shape of letters and the sound they make. This is essential for reading, but it also helps children learn to spell well. We teach the children simple ways of remembering these sounds and letters.


Children are taught to:

  • say the pure sounds ('mmm' not 'muh', 'sss' not 'suh' etc. see videos to hear pure sounds) to decode letter/sound correspondences quickly and effortlessly and use their phonic knowledge and skills to see a letter, or group of letters and say the corresponding sound. 

  • say words by sounding-blending (Fred talk) eg. m-a-t = mat, sh-o-p = shop. Children then learn to read words by saying the sounds in a word then blending them together to say the whole word.

  • read ‘tricky’ (red words) on sight such as ‘come,’ ‘was,’ ‘said’ and ‘you’. These are words where one part of the word is trying to trick the children. We teach them to look at the word and spot the part that is trying to trick us. 
  • understand what they read
  • read aloud with fluency and expression

  • spell quickly and easily by segmenting the sounds in words. They use ‘Fred Fingers’ to say each of the sounds they can hear in a word before they attempt to write it.
  • develop pencil control, form letters correctly and acquire good handwriting

The children practise their reading with books that are closely matched to their increasing knowledge of phonics and ‘red words’. This is so that, early on, they experience success and quickly begin to see themselves as readers. 

Please help your child to practise reading for at least 15  minutes every day at home. We cannot stress enough how important this is.

Phonics is taught daily to all children in Reception, Year 1 and those in Year 2 who have not passed the phonics screening in Year 1 or completed the Read, Write Inc phonics programme. Children work through the scheme at their own pace and are assessed and grouped regularly according to their current ability. The scheme is split into 3 sets of sounds.  Our aim is for most children to be finished Read Write Inc Phonics by the end of Year 1 or shortly after they start Year 2.  They will then start on our Spelling Shed Spelling Programme.

Children at All Saints will receive a closely matched Read Write Inc bookbag book each week alongside a Big Cat Collins reading book. Your child should be able to read the RWI book to you independently, whereas you may need to support your child with their Big Cat book at times. 

Mrs Kerr is our reading and phonics lead, if you have any questions about phonics please feel free to ask her. 


We place reading at the forefront of all curriculum. Our whole priority this academic year is to transform our reading culture. Children who read regularly or are read to regularly have the opportunity to open the doors to so many different worlds! More importantly, reading will give our children the tools to become independent life-long learners.

All children who are accessing RWI Phonics will receive two reading books. One reading book that matches their phonics skills and knowledge and the sounds that they are currently  learning - we call this an 'I can' book as children can read this themselves. They have a second book, a 'we can' book to share together with an adult to develop their love of reading. ‘We can’ books will usually be ‘Big Cat Collins’. 

When children have completed the RWI phonics programme they will have an Accelerated Reader levelled book matching their word reading and comprehension ability.  Children are given a ZPD (range of books they can take home) based on their termly reading assessment.  We have an enormous collection of books that the children can read and take home. Each class has a Library slot within the school timetable, and the children are encouraged to choose a book for pleasure or a book to be read aloud to them.

Reading is taught during English lessons; children will become familiar with a text / story that will be used for their writing.  During this time children will take part in a range of tasks that develop their understanding of this text.  Children also access comprehension lessons with a focus on VIPERS to support the teaching of reading and these are evident in teaching sessions. They will be asked questions linked with: Vocabulary, Inference, Prediction, Explain, Retrieve and sequence/summarise. 

At All Saints we actively encourage reading for pleasure and recognise it as a core part of every child’s education, regardless of their background or attainment. We make reading a key part of our curriculum and expose pupils to a wide range of texts in a variety of different situations.

We take the view that extensive reading and exposure to a wide range of texts makes a vital contribution to every child’s educational achievement.

Reading for pleasure aims to establish each child as a lifetime reader. Studies emphasise the importance of reading for pleasure for both educational as well as personal development. They show that promoting reading can have a major impact on children, their future and their life chances.

As part of the children’s reading ‘diet’ each class follows a reading spine across the year of books they will read to their children during storytimes. Please click the text below to access the reading spine for Nursery to Year 6.  

Reading Spine

How we promote a love of reading at All Saints

  • Reading Mufti Rewards - when children read at least 3x for a whole half term they gain a mufti ticket 
  • Visits to and from the Local Library (Wellingborough Library)
  • Class Book corners that reflect the current topic and recommended authors
  • Daily story time sessions
  • Weekly Class award for the class who has had the most readers of the week
  • Weekly timetabled school library sessions
  • Set reading challenges
  • Children have a ‘Reading for Pleasure book’ each week 
  • Mystery Reader - a parent can come and be a Mystery Reader for their child’s class for a story time. Please message your child’s class teacher via Class Dojo to sign up!


At All Saints we use the powerful approach of The Talk for Writing as it is based on the research of how children learn. It enables children to read and write independently for a variety of audiences and purposes within different subjects. A key feature is that children internalise the language structures needed to write through ‘talking the text’, as well as close reading. The approach moves from dependence towards independence, with the class teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully.

At All Saints we underpin our English work through our established core reading spine of quality fiction, poetry and non-fiction that all children experience and draw upon. Imaginative units of work are developed to create a whole-school plan that has been refined for this year so that the teachers at All Saints can prioritise and focus on adapting their teaching for children’s learning. 

The key phases of the Talk for Writing process enables children to imitate orally the language they need for a particular topic and learning vocabulary and grammar in the context of a model text, before reading and analysing it, and then writing their own independent pieces of writing.

Talk for writing

Writing at All Saints is based around a ‘Hot Write’ schedule that follows the teaching approach of Talk for Writing.  Children spend a range of time preparing for their hot task (independent write).  During the weeks prior to a hot task the children learn all of the skills needed to be successful in the particular hot task. These hot tasks are frequently based around a key text or video that stimulates the children’s imagination.  During writing lessons children will learn spellings, grammar, handwriting and sentence structure in line with the schools progression framework.

Big Write

Imitation (Week 1)

Innovation (Week 2)

Independent Application (Week 3)

The Imitation Stage The teacher establishes a creative context for each ‘Talk for Writing’ unit with a ‘hook’ to draw the children in. 

Teachers then introduce children to an exemplar text, supported visually by a text map. Actions are created to help the children recall the story or non-fiction piece and reinforce the specific language patterns.

 In this way, children hear the text, say it for themselves and enjoy it before actually seeing it written down. Children interact with the text through drama activities and internalise the language patterns through sentence and word games based on the text. 

Once they have internalised the language of the text, they are introduced to the written text and encouraged to identify the key writing ingredients and ‘magpie’ key words and phrases. 

Children will develop their understanding of the structure of the text with the use of the boxing-up technique and by analysing the key features

Once the children have internalised the text, they are then ready to start innovating on the pattern of the text. Using an adaptation of the text, children orally rehearse what they want to say then create their own version.

During innovation, spelling, sentence games and drama activities continue to be incorporated so that children have a wealth of oral and written practice in the language features required to write. The key activity in this stage is shared writing – which helps the children to create their own version by ‘doing one together’ first.

 This begins with the children boxing-up their innovated version of the exemplar text. Each stage of the writing process is modelled by the teacher. 

Throughout this process key words and phrases and shared writing are displayed so when children begin to write they have models and examples to support them. Children are encouraged to swap their work with a response partner to discuss their successes

In this stage, children move towards becoming independent writers. 

They write the same text type but choose the content. This stage still requires a ‘hook’, games to help children to internalise the language patterns and understand the text, boxing up and shared writing (driven by teacher assessment). 

Teachers guide children through the whole process which ends with reading and polishing.


Kinetic Letters1

Handwriting at All Saints is taught using the Kinetic Letters handwriting scheme.  This approach starts in nursery and runs all the way to year 6. The school has invested heavily in the scheme with all classrooms having specially trained staff.  The school also has a wide range of resources linked with Kinetic Letters such as, story books, whiteboards and pupil target books.

Kinetic Letters

Reading aloud to your child can be a magical special time for you and your  child. Here are the 50 recommended reads for each year group that you can read with your child over the year.

50RR Nursery

50RR Reception

50 RR Year 1

50 RR Year 2

50 RR Year 3

50 RR Year 4

50 RR Year 5

50 RR Year 6


Here at All Saints we have introduced our Forest School curriculum with our Chestnut Explorers programme. We run weekly sessions both on the school site and making use of the local area. Children take part in at least five weeks of a Forest School Programme, within a mixed group of younger and older  children. Children complete a host of activities which build upon communication skills, forge nature connections with the natural environment and take risks by using tools and working around a fire circle.

What is Forest School?

Forest school is a child centred approach to learning in an exciting, engaging and risky (but safe) way. There are six key principles to the Forest School approach detailed below by the Forest School Association.

Principle 1: Forest School is a long-term process of frequent and regular sessions in a woodland or natural environment, rather than a one-off visit. Planning, adaptation, observations and reviewing are integral elements of Forest School.

Principle 2: Forest School takes place in a woodland or natural wooded environment to support the development of a relationship between the learner and the natural world.

Principle 3: Forest School aims to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners

Principle 4: Forest School offers learners the opportunity to take supported risks appropriate to the environment and to themselves.

Principle 5. Forest School is run by qualified Forest School practitioners who continuously maintain and develop their professional practice.

Principle 6. Forest School uses a range of learner-centred processes to create a community for development and learning.


Forest School Rules and Code of Conduct. 

All members (including adults and pupils) of All Saints Forest School will:

  • Listen to one another respectfully.
  • Be open to the new experiences of Forest School.
  • Be respectful of their surroundings. We will not cause damage to the local flora and fauna which will have a long-term lasting impact e.g. damaging trees.
  • Behave in a safe manner following the guidance set out by the session leaders (in line with the risk assessments).
  • Be dressed appropriately for the weather conditions (hot, cold, wet, snow etc.).
  • Ensure that tool use is supervised appropriately, following safe use guidance including the use of appropriate safety clothing (e.g. rigger gloves). 


This page or section contains downloadable files. Scroll down to the end of the page or section to reach these files.



Here at All Saints CEVA Primary School, we feel it is important to have a solid understanding of British history that extends pupil’s chronological knowledge. By understanding the past, we are able to gain a more balanced view of the present. It is the story of our lives – what is news today will be history tomorrow! 

Our thrilling WOW events really bring History to life in an exciting and creative way! 

We give children a first-hand experience of significant historical events which will  inspire them to go on and create their own history. 



Here at All Saints CEVA Primary School, we pride ourselves on our geography lessons being the lessons that prepare our children to  understand, develop and protect our world for future generations.

We explore places near to home and also give the children a taste of places and cultures from the  furthest corners of our world!

Children have many opportunities to ask their own questions and, with a little guidance, find their own answers!

Our inspirational geography lessons provide an opportunity for children to work together, to grow, learn and discover the wonderful world around them. We are working together to raise awareness of global issues to help achieve the global goals. 

We link our learning with our Christian values too, looking at how we can be generous to others, show compassion and understand the meaning of justice.

How do we teach Humanities at All Saints

Our Curriculum Key Drivers at All Saints CEVA Primary School Our five core learning characteristics: High Aspirations, Respectfulness, Resilience, Language and Community are our key drivers. These form the backbone of our curriculum with each being built around the five most significant areas of need for OUR children and OUR community.

Geography and History will be taught based within a topic from the Cornerstones Curriculum.  Lessons are knowledge and skill based and learning is assessed throughout and  at the end of each unit. 


This page or section contains downloadable files. Scroll down to the end of the page or section to reach these files.

Maths Vision

How do we teach Mathematics at All Saints?


 At All Saints we follow the White Rose Maths long term scheme of planning. We take on some elements of a Mastery approach in our teaching of the subject, which enables us to ensure children are developing a deep understanding of the mathematical concepts. A strong emphasis is placed on fluency, along with a focus on improving the children’s use and understanding of a range of mathematical language and vocabulary. 

Teaching of Mathematics in the Early Years

Children within the Early Years have opportunities to develop their maths learning daily. This includes daily inputs from the class teachers, along with a range of mathematical opportunities available within the continuous provision. This enables children to apply and practise their taught skills, or developing knowledge, in a range of situations. Children are encouraged to explore their understanding practically and in meaningful contexts. 

Children are exposed to a range of representations of number within ten, giving them the daily opportunity to improve their subitising. This is where children can ‘see’ a number without having to count. For example, knowing that the five dots on a dice represent five, without having to count the dots. Teachers follow the White Rose scheme of learning, and supplement this with additional engaging resources, such as Numberblocks, where appropriate.

Numberblocks logo

Teaching of Mathematics in Year 1 to Year 6. 

Children in Years 1 to 6 have a taught daily maths session. Each lesson begins with a chance to reflect on the previous lessons’ learning, ensuring that any misconceptions or errors are corrected before moving on to the next series of learning. 

Lessons also incorporate a fluency section, where children are able to practise their different number skills (particularly around the four operations) at speed. The fluency section will also sometimes provides children a chance to revisit a previously taught topic. This ensures that their understanding and knowledge is not forgotten over time. 

How do we assess Mathematics?

Pre and post assessments

Staff in Year 1 to 6 will complete a pre-assessment at the beginning of each block of learning. This helps the Class Teacher to know where to pitch the learning, whilst having a clear picture of the children’s starting points. The assessment is then repeated at the end of a block of learning, so that staff will understand the progress made, and any potential gaps remaining in the children’s knowledge. 


This is a termly assessment completed in Year 1 to 6. Reception also complete a PUMA in the Summer term. Teachers will use the results of this assessment to identity both gaps in understanding for individual children, but also as a whole cohort. 

Ongoing assessments take place throughout each Maths lesson, ensuring that children are constantly able to move forward in their understanding. Teacher’s also respond to children’s learning daily, so that any misunderstanding is identified early. Therefore, children are ready for the next step in their learning. 

What resources are available to help at home?


Children have their own TTRockstars accounts. This app is a great way for children to practise both their multiplication and division skills. The carefully seqeunced programme of times tables enables children to improve their times tables recall (both speed and accuracy). Each Friday in Celebration Worship, we celebrate the top scoring class across the week, as well as the Top Rocker from each class. 

TTrockstars logo


MyMaths is the main way we promote Maths learning at home. Teachers will set activities for children to complete independently at home. This is often used as a chance for children to have additional practise of the work they have been completing in lessons. Staff will then be able to see how children have performed in their home learning. 

My Maths logo



This page or section contains downloadable files. Scroll down to the end of the page or section to reach these files.

Modern Foreign Languages Vision



The Kapow French scheme of work aims to instil a love of language learning and an awareness of other cultures. We want pupils to develop the confidence to communicate in French for practical purposes, using both written and spoken French. 

Through our scheme of work, we aim to give pupils a foundation for language learning that encourages and enables them to apply their skills to learning further languages, developing a strong understanding of the English language, facilitating future study and opening opportunities to study and work in other countries in the future. 

The French scheme of work supports pupils to meet the National curriculum end of Key stage 2 attainment targets (there are no Key stage 1 attainment targets for Languages). 


  • The French scheme of work is designed with three knowledge strands that run throughout our units with knowledge building cumulatively. These are:
    • Phonics
    • Vocabulary
    • Grammar
  • This knowledge can then be applied within our skills strands, which also run throughout each unit in the scheme:
    • Language comprehension (Listening and reading)
    • Language production (Speaking and writing)
  • Our National curriculum coverage shows which of our units cover each of the National curriculum attainment targets as well as each of the strands.
  • Our Progression of skills and knowledge shows the skills and knowledge that are taught within each year group and how these skills develop to ensure that attainment targets are securely met by the end of Key Stage 2.
  • Through the French scheme, pupils are given opportunities to communicate for practical purposes around familiar subjects and routines. The scheme provides balanced opportunities for communication in both spoken and written French, although in Year 3 the focus is on developing oral skills, before incorporating written French in Year 4 and beyond.
  • The scheme is a spiral curriculum, with key skills and vocabulary revisited repeatedly with increasing complexity, allowing pupils to revise and build on their previous learning.
  • Cross-curricular links are included throughout our French units, allowing children to make connections and apply their language skills to other areas of their learning.
  • Lessons incorporate a range of teaching strategies from independent tasks, paired and group work including role-play, language games and language detective work.
  • Our scheme of work focuses on developing what we term ‘language detective skills’ and developing an understanding of French grammar, and key vocabulary rather than on committing to memory vast amounts of French vocabulary. Pronunciation is emphasised early on using our Mouth mechanics videos to support pupils with phoneme pronunciation in French.
  • We are very lucky at All Saints to have two fluent french speaking staff members. Mrs Chatir and Mrs Carew. Mrs Chatir delivers French to all KS2 classes alongside the class teachers to support them with pronunciation and fluency. 


The impact of the scheme is monitored continuously through both formative and summative assessment. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives. 

After the implementation of French, pupils should leave school equipped with a range of  language-learning skills to enable them to study French, or any other language, with confidence at Key Stage 3.

The expected impact of following the French scheme of work is that children will:

  • Be able to engage in purposeful dialogue in practical situations (e.g., ordering in a cafe, following directions) and express an opinion.
  • Make increasingly accurate attempts to read unfamiliar words, phrases, and short texts.
  • Speak and read aloud with confidence and accuracy in pronunciation.
  • Demonstrate understanding of spoken language by listening and responding appropriately.
  • Use a bilingual dictionary to support their language learning.
  • Be able to identify word classes in a sentence and apply grammatical rules they have learnt.
  • Have developed an awareness of cognates and near-cognates and be able to use them to tackle unfamiliar words in French, English, and other languages.
  • Be able to construct short texts on familiar topics.
  • Meet the end of Key Stage 2 stage expectations outlined in the National curriculum for Languages.  

Music Vision

At All Saints, we follow the scheme of work supplied by Kapow Primary. This follows the five Kapow Primary strands: Performing, Listening, Composing, The history of music and the Inter-related dimensions of music; and which of these strands are woven into each of our music units. This curriculum overview document below allows you to see at a glance the key areas we will be focusing on during each unit. KapowLogo.png

 The Curriculum overview document shows all the  Key Stage 1 and 2 National Curriculum attainment targets for music and which Kapow units help pupils to meet each individual target. For Early Years Foundation Stage,  it shows which Development Matters statements or Early Learning Goals are covered by each unit.

The document also gives a short description of each Kapow unit and key skills covered and can therefore act as a medium-term plan document to be used alongside our individual lesson plans and resources. For the EYFS, we have highlighted which of the 'Characteristics of effective learning' underpins each unit

Screen Shot 2023 10 19 at 15.06.48


Music Gallery

Year 6 Dynamics


Year 4 Ukulele


Year 5 NMPAT Sing Up Project


Year Three NMPAT Singing Workshop





Music at All Saints is such an important part of everyday life. In the mornings as the children enter the classrooms, they are greeted with music playing as the teachers welcome them to a new day in school.  Every morning we start the day with Collective Worship during which the children arrive and depart to music and we like to sing a song that is either connected to our value or is part of an up and coming event. On a Thursday we have a singing worship during which we practice and learn new songs to add to the catalogue of ones that we already have.

Each half term every class has a music day normally on a Wednesday which always the class to have access to the hall which is where all of the musical instruments are stored. We have already had Year 6 studying Dynamics, Pitch and tempo and Year 5 studying Composition Notation.

Across the school year the children will have 4 music days allow time for all of the other musical experiences that we give the children such as the whole school production. As the music lead I work very closely with the Northamptonshire Music Primary Trust NMPT and through them we are able to access specialist teaching.

Our Year 4 class are currently having a 5-week Music and well-being course. Our Year 2 and Year 5 classes have a 10-week vocal training course starting next week and our Year 3 class will have a 10-week instrument course in the spring term.

Our choir made up of children from Years 4, 5 and 6 will be working on performance pieces across the year and will showcase these pieces at our services in the church, at Peterborough cathedral in a couple of weeks and also at church services on a Sunday at All Saints. We also hope to be able to perform at Wellingborough library and care homes across the town.

As part of our music offer the children in Key Stage 2 have the opportunity to participate in the Young Voices choir at the O2 arena when we join 10,000 other children in a mass choir and on the alternate year, we perform at the Castle theatre in the Christmas Rotary performances. Every child in Key Stage 2 will have the chance to do both of these things twice.

Music is a subject that reaches across abilities is one that breaks down barriers and can have such a positive effect on mental well being. There is simply nothing better than listening to a great piece of music or better still listen to the voices of children singing. Ofsted in their recent visit did a deep dive into Music and they loved every aspect of what we offer the children at All Saints and the Inspector felt that we should as a school showcase and advise other schools about our practice and music offer so watch this space

Mrs Johnson: Music Lead  

Governor attached to Music: Gloria Ogunrinde

Dated 2022/2023

This page or section contains downloadable files. Scroll down to the end of the page or section to reach these files.

PE Vision



At All Saints we use a scheme called Real PE. The scheme focuses on developing the children's fundamental skills including agility, balance and coordination. Children work through FUNS challenges throughout their time at All Saints, starting with the yellow challenge all the way up to the black challenges. This is delivered in 2 sessions a week.

In key stage 1 the scheme is topic based using stories, songs and the FUNS challenge cards.

In key stage 2 the focus switches to game based activities and a continuation of the FUNS challenges.

Example Black Challenge

Example Yellow Challenge

School Games

Every year we enter the Northamptonshire School Games programme. This allows us to compete against other schools in various sporting competitions across the county. The sports range from the conventional sports (football, rugby, cricket etc) to the less well known (Curling, Archery, Boccia etc). The programme also ensures that we deliver PE and sports to a high standard and each year, after year long scrutiny, we are awarded a School Games Mark. For the last 4 years we have been awarded the Gold Award and are currently working towards our Platinum.

This page or section contains downloadable files. Scroll down to the end of the page or section to reach these files.

PSHE Vision



At All Saints we follow the condensed Kapow scheme which is a long term plan that focuses on the essential skills and knowledge of the subject. Our scheme of work fulfils the statutory requirements for Relationships and Health Education set out by the Department for Education. It also fulfils the National Curriculum requirement to teach PSHE (‘All schools should make provision for personal, social, health and economic education ) and goes beyond the statutory requirements by referring to the PSHE Association Programme of Study (recommended by the Department for Education.)Our PSHE scheme also covers the government’s Education for a Connected World -2020 edition framework.

A range of teaching and learning activities are used and are based on good practice in teaching RSE/PSHE education to ensure that all children can access learning and make progress. In key stage 1 and 2, there is an introductory lesson at the start of each year group which provides the opportunity for children and teachers to negotiate ground rules for the lessons. These introductory lessons can then be referred to throughout the year to help create a safe environment. 

All lessons are differentiated to stretch the most able learners and give additional support to those who need it. Many lessons, stories, scenarios, and video clips provide the opportunity for children to engage in real life and current topics in a safe and structured way. Role-play activities are also included to help children play out scenarios that they may find themselves in.

There are meaningful opportunities for cross-curricular learning, in particular with Computing for online safety and Science for growing, nutrition, teeth, diet and lifestyle. The scheme provides consistent messages throughout the age ranges including how and where to access help.

Topics covered:

Learning is categorised into the five key areas below, which we return to in each year group, making pupil’s prior and future learning clear. Year 6 also have a further key area: Identity.


Sex education is is taught following the statutory National Curriculum aims for Science:

  • Year 1: Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
  • Year 2: Notice that animals, including humans, have offspring which grow into adults
  • Year 5: Describe the life process of reproduction in some plants and animals; describe the changes as humans develop to old age [They should learn about the changes experienced in puberty.]

RSE and PSHE in Reception

Personal, social and emotional development is one of the three Prime Areas in the Statutory framework for the early years foundation stage. The prime areas, Communication and language, Physical development and Personal, social and emotional development, lay the foundations for children to achieve in all areas of learning and life. The early learning goals (ELG) below summarise the knowledge, skills and understanding that all young children should have gained by the end of the reception year in the Personal, social and emotional development prime area and are referenced in our Kapow Primary RSE & PSHE lesson plans, along with the relevant non-statutory Development Matters guidance. We have organised our EYFS: Reception content under the most relevant early learning goal, however please be aware that these areas are interrelated.


 Votes for SchoolsVotes for Schools
Votes for Schools is a weekly current affairs voting platform designed to engage young people in political and social issues. Each week the children are given a topic and question that is introduced via an assembly on Monday morning.

The topics that are chosen are based on one of the following nine key themes:

  1. Health and wellbeing
  2. Equalities and identity
  3. Environment and climate change
  4. Global issues and politics
  5. Science and technology
  6. Community and charity
  7. Crime, justice and extremism
  8. Jobs, economy and education
  9. Culture, media and the arts

In classes, during the week, the children then discuss the topic in more detail. After each lesson students vote, making their voice on the issue heard. The votes for schools voting platform enables us as a school to see how our students have voted compared to the national picture as well as broken down by age and gender giving us a real insight into what they think and feel about a range of diverse issues. Through weekly debating and voting, not only are young people learning about the world around them, they are becoming prepared for participating in our democratic processes.

This page or section contains downloadable files. Scroll down to the end of the page or section to reach these files.


At All Saints Primary School, we aim to provide our children with a Science curriculum embedded in knowledge, enquiry and working scientifically. We follow the Kapow spiral curriculum, which enables children to revisit knowledge and concepts over time with increasing depth and complexity. The curriculum long term plan can be seen below. 

Teaching of Science in the Early Years

Teaching in the Early Years at All Saints follows the Curiosity Approach. Teaching and learning is largely informed by children’s interests. As such, staff have developed an expertise in using both children’s interests and their own knowledge of the curriculum area of Understanding the World to ensure children are exposed to opportunities to develop their scientific understanding. There is a large focus on developing the children’s vocabulary through the teaching of many scientific topics such as forces, materials and life cycles. Staff are skilled in creating cross curricular links between subjects, and ensuring that there are excellent chances for developing their understanding of the world around them. 

Teaching of Science in Years 1-6

Children have one taught Science lesson per week. Each lesson begins with a discussion or opportunity to Recap and Recall where they are revisiting prior learning and knowledge. Children then take part in an Attention Grabber activity, which usually links to the main teaching of the session. Staff use this to assess children’s understanding before commencing with the new content. The lessons provided by the Kapow curriculum allow for  a range of learning styles, including taking part in Scientific enquiries and practical experiments. 

The Kapow curriculum provides Teachers with clarity on both skills and knowledge to be taught. There is a focus on Scientific vocabulary, which are displayed in classrooms and books as a point of reference for children week on week. 

How do we assess in Science?

Teachers make use of pre-assessments at the beginning of each topic to have a clear understanding of children’s prior knowledge and understanding. Assessments are then completed at the end of each topic as a form of summative assessment. These assessments, along with ongoing formative assessments within lessons, help to inform the teacher assessments made three times a year against each year groups’ curriculum objectives. 

Aims and Objectives

At All Saints CEVA Primary School and Nursery we strive to create a learning environment which promotes respect, diversity and self-awareness and equips all of our pupils with the knowledge, skills, attitudes and value they will need to succeed in their future lives.

The curriculum provides a wide range of artisitc, sporting and cultural opportunitites that encourage pupils to work together and use imagination in their learning. Activities are planned that require pupils to reflect and empathize with others as well as giving them the confidence to provide their opinions and develop their own view points.



We closely link SMSC with our PSHE scheme of work and RE learning, including collective workship. Our British values work is also part of the SMSC agenda. We have an agreed set of non-negiotiables for our children which they must experience during their time at All Saints CEVA Primary School & Nursery. These are set out for the whole school and at the end of every alternate year.

Non-Negotiables:  For the whole school
  • Visit Wellingborough Library
  • Visit Wellingborough Museum
  • Visit a place of worship, alternative to All Saints Church
  • Visit a theatre
  • Have an opportunity to go on a residential trip
  • Perform on a stage
  • Hold a position of responsibility
  • Have swimming lessons
  • Contribute to the community, including charitable fundraising
  • Learn a foreign language
  • Have an opportunity to learn a musical instrument
  • Represent the school at sport or the arts
  • Have an opportunity to learn to ride a bike safely
  • Learn first aid skills
  • Learn to dance
  • Learn outside
  • Contribute to the "virtual world"

Spiritual Development


Spirtual development focuses on an individual's own personal beliefs and values and their resulting behaviours. Through spiritual development, children are able to understand their own feelings and emotions and this enables them to reflect and to learn.

Our Learning environment and curriculum

Curriculum opportunities enable pupils to:

  • Be curious and to express feelings of delight andwonder, (scientific investigations, chemical reactions, new life, the global landscape)
  • Empathise and consider the viewpoints of others, (debates, drama activities, discussing feelings and empathising with characters in familiar stories)
  • Consider how a belief can change people's lifestyles, (RE,investigating communities and faiths, historical case studies)
  • Discuss what they think they have achieved and what they need to do to be successful in the future, (self-assessment, target setting activities)

Moral Development


Moral development means exploring, understanding and recognising shared values and considering the issues of right or wrong.

Our learning environment and curriculum

The classroom environment and curriculum promote moral development through:

  • Codes of conduct and class rules, agreed with children and displayed in the classroom
  • Clear and consistent rewards and sanctions that children understand and believe to be fair
  • Class and phase assemblies that discuss moral values and cite expectations
  • Activities that enable pupils to give opinions and show their values
  • Discussing the choices made by the pupils and others and the resulting outcomes, character studies,studies of historical figuares.

Social Development


Social development involves learners working effectively together and participating successfully in the school community as a whole. During a pupil's social development they gain interpersonal skills that allow them to form successful relationships and to become a postive team member.

Our learning environment and curriculum

At All Saints CEVA Primary School & Nursery social skills are developed through:

  • Modelling of positive social behaviour by all staff
  • After school clubs
  • Buddy and team games at play times, lunch times, on visits and through House Team and SMART activities
  • Turn talking and team building activities
  • Pair and small group work within the classroom
  • Working with others across the local community (local care homes, cluster schools)

Cultural Development


Cultural development enables learner's to develop an understanding of their own culture and of other cultures locally, nationally and internationally. It also means learning to feel comfortable in a variety of cultures and valuing cultural diversity.

Our Learning environment and curriculum

Children are introduced to a regional and global perspective in life through:

  • Stories from different cultures
  • First hand experiences through local visits, theatre, art and artists
  • Visitors from the local and international community
  • Being part of National and International fund raising events
  • Studies of a different lifestyle including different food, dress, festivals and places of worship