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It is our commitment to ensure that every pupil at Belmont receives the best possible teaching and support our resources can offer. This will enable them to make excellent progress from their individual starting point and equip them to access the next phase of their education.

Core curriculum priorities:


  • Concentration on securing early reading skills for pupils in EYFS and KS1, including the Phonics Screening Check for every child in KS1 and for any child who did not pass the Year 1 Phonics Screening Check who are now in Year 3.
  • 1:1 reading regularly with an adult for pupils – with a key focus on developing comprehension and understanding, language and vocabulary and inference and deduction.
  • Core skills of handwriting to be explicitly taught and timetabled with a heavy focus in EYFS and KS1 to develop good fine motor skills
  • LKS2: Daily spelling practise as per the timetable utilising the No Nonsense Spelling programme to continue to build upon and develop spelling patterns to impact on reading and writing
  • Daily phonics KS1 and EYFS (set within year groups) using the Letters and Sounds teaching sequence and the Ruth Miskin teaching strategies.
  • KS2 – Key Skills session (weekly) including current affairs to widen knowledge of national and international events and encourage oral communication.
  • Use of foundation subjects for skill transference and to broaden cross-curricular opportunities.


  • KS1 and 2 – weekly key skills session with an arithmetic focus to build up fluency.
  • An hour lesson daily to ensure that sufficient time is given to revisit/consolidate prior learning, teach new content, practice and apply skills to develop fluency and reasoning.
  • Assessment practices to include the use of White Rose Maths, End of Block Assessment at the start of each new block/topic. For example, Year 3 would sit the year 2 end of unit place value.
  • Use of current year end of block assessment as next steps/use of questions in White Rose schemes and premium resources.
  • implementation of the WHite Rose Scheme of Learning for EYFS pupils to ensure a progressive approach to maths is developed and pupils are secure in their number knowledge.

Foundation Subjects/Topic

  • Revised curriculum map and units ensuring full National Curriculum coverage and clear progression of skills.
  • English texts to link to topics where possible. Texts to be of high-quality and engaging for all pupils.
  • Missed science content has been identified and the teaching of this will be essential for progression of knowledge and skill. Year 2 to 6 will be taught the prior year’s summer 2 science key objectives at the start of autumn term and summer term (in response to period of school closure).
  • Inspiration afternoons have been renamed ‘learning launch’ and will be an afternoon of engaging tasks providing pupils with a hook into learning:
  • In all subjects, in all year groups, for all pupils staff will continue to promote high expectations for all learners and ensure the learning needs of all pupils are met through scaffold and challenge.

Remote learning: develop use of Google Classroom to offer a high quality remote and blended learning offer when school is closed to pupils and/or pupils are required to self -isolate in response to the COVID-19 pandemic.

Pupil wellbeing and reintegration: ensuring that pupils settle quickly and smoothly back into the routines of school following period of school closure ; understanding and following any measures implemented. A heavy focus on supporting the social and emotional wellbeing of pupils based on the knowledge that some pupils may have been faced with challenging home experiences. Supporting pupils to build up a momentum for learning and modelling/promoting positive behaviour expectations including behaviour for learning.

Assessment and curriculum: a heavy focus on assessing pupils starting points with a continued focus on high aspiration and challenge for all. Identifying missed statutory learning objectives and tailoring the curriculum to provide pupils with the opportunity to revisit and consolidate learning and develop new knowledge and skills. Focus on number and place value in Maths alongside regular, taught arithmetic; reading priority including early word reading skills and application of phonics in EYFS/KS1.

Staff: clearly communicating expectations and providing staff with regular updates as they are received by the DfE/LA. Continued promotion of safety measures implemented and supporting staff wellbeing.

Wider community: clearly communicating with stakeholders including parents and carers and providing them with regular updates as they are received by the DfE/LA. Continued promotion of safety measures implemented and supporting families to navigate the impact of the pandemic through access to support agencies and school counsellor.

Attendance: encouraging good attendance for all balanced against managing anxiety and uncertainty among some families. Ensuring that home learning is provided to pupils who are isolating due to the virus and liaising with agencies where pupil attendance is poor and referring to EWO where necessary. 

Values: the school’s values were last reviewed in line with the 2012 London Olympic Games and incorporated the personal learning goals from the International Primary Curriculum which was introduced around the same time. Whilst they were reflective of the school’s aims and ethos when introduced, it was felt last academic year that the values were no longer relevant to the personal, social and spiritual development of every pupil throughout school. As a result, time was set aside to allow staff and pupils to review the values and identify values that they feel best reflect the pupil. The values were selected as being important within our school community and throughout life. Our aim at Belmont is that our values will:

Improve behaviour, conduct and self confidence

  • Develop pupils understanding of what values are and why they are important in life
  • Promote our values to pupils in every aspect of school life
  • Model our values in the way in which staff and adults interact with each other and pupils
  • Display our values to share with all
  • Encourage parents to support and promote our values outside of school
  • Raise standards by promoting a school ethos that is underpinned by our core values supporting the development of the whole child
  • Link our values to the fundamental British Values
  • Link our values to UNICEF’s Conventions of the Rights of the Child as part of our Rights Respecting School Award and commitment to achieving our silver award.

Additional Information

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