Curriculum Statement – Early Years

Early Years Foundation Stage can be the child’s first experience of the wider world, outside of the family home. It is essential that this experience is varied, rich and of the highest quality to ensure that strong foundations are built to enable our children to progress through life successfully.

Our Early Years is a beautifully designed space which flows naturally into our outdoor area, encouraging the children to develop skills on a larger scale. They have access to both indoor and outdoor areas, all day long, all year round. We strongly believe children learn best through play and so we make sure that the environments they play in are well planned, organised and resourced with clean, high quality resources to promote high quality engagement.  We have specially trained skilful practitioners who enthusiastically deliver an excellent individualised curriculum that meets the needs of all children.

Phonics and Maths are a fundamental part of the Early Years Curriculum. Our phonics teaching is based on Letters and Sounds and we use Bug Club Phonics to support the teaching and learning of phonics in Early Years. These skills are essential building blocks to enable our children to become competent, effective and life-long readers.

We are extremely lucky to have such an extensive outdoor area which offers the children a vast range of experiences and opportunities. We spend lots of our day outdoors, with children and adults appropriately dressed.

The Nursery children and Reception children receive separate teaching and provision and also have the opportunity to work and play together, when accessing the external and internal environment, through independent play and child initiated learning.

Throughout the EYFS we plan activities to give children learning experiences and opportunities to work towards the Early Learning Goals and prepare them for the National Curriculum. Teaching and learning takes play within the classroom and outside areas. Within these areas children will participate in a variety of activities, both with an adult and independently.


Curriculum Statement – Key Stage 1 and 2

At Rainbird Primary, we plan and teach a creative curriculum building upon and exploring our children’s interests. The curriculum is planned carefully and progressively, so that we can ensure there is coherence and full coverage of key skills and the National Curriculum. Our Topics are literacy led; every topic has a novel which drives the topic and enhances the children’s vocabulary and reading. Reading, writing and Maths opportunities are provided throughout the curriculum to ensure our children have opportunities to embed these essential skills in an interesting context.  Our skills based approach helps children to develop and refine their key skills: problem solving, application of knowledge, computing and information technology, working with others, communication and improving learning and performance.
Wherever possible, our children learn through a wide range of practical tasks which are designed to support the development or refinement of key skills. Within their planning, our Teachers provide opportunities for children to apply the basic skills, with learning designed to enhance our children’s literacy and numeracy skills.
The curriculum within Rainbird is also enhanced through the planning and delivery of key educational visits and through visitors coming in to school to work with, support and share experiences with our children.


In Key stage one children continue to build on the phonics knowledge which they have learnt in Early Years. Our phonics teaching is based on Letters and Sounds and we use Bug Club Phonics to support the teaching and learning of phonics in Key Stage One. These skills are essential building blocks to enable our children to become competent, effective and life-long readers.


Writing is an important life skill for all children and at Rainbird we ensure children have regular opportunities to write at length and in a range of contexts. Writing is linked to all curriculum areas for our children and uses the knowledge the children develop in reading to enhance their independent writing skills.

Children read through a set of book banded books from the Bug Club Reading Scheme. Each colour in the book band represents a different level. We provide a rich reading diet and a range of books at different levels within each book band. The children are always aware of which book band they are working at and recognise the book band that they are working towards. Our children are also encouraged to select books from our library which are not book banded to encourage their love of reading
Opportunities for reading
Children read regularly in all areas of the curriculum and in every part of the school day through:

  • Whole Class Text Study – Topic and English lessons are taught through a quality text which is chosen carefully by the Class Teacher; across the year the texts will include a literary classic as well as texts which have been chosen due to the many opportunities of vocabulary development they offer. Children will engage in many reading activities which will promote a deeper comprehension of the text before pausing the book study to embark on a sequence of work which results in a written outcome, all linked to the text.
  • Guided Reading– Teachers and CSWs work with small groups of pupils to teach specific and targeted reading skills in a book that is sufficiently challenging.
  • Reading Across the Curriculum– Children read a range of books linked to other areas of their learning. there is very much a focus on ‘reading to learn’ across foundation curriculum areas, with children engaging in wider research, both online and through fiction and non-fiction texts.
  • Story Time– In all classes, books are read to children for them to hear good examples of reading aloud and to develop an enthusiasm for reading books themselves.  Class books are shared with pupils, where they sometimes read along with the teacher.