Fairhouse Primary School

Courage, Kindness, Respect, Responsibility

Our Curriculum

At Fairhouse Primary School we have a broad and balanced curriculum which has been designed to meet the needs of the children in our school Our curriculum covers all areas of the National Curriculum and ensures that there is progression in skills and themes across the school. 

We use a range of teaching styles, resources and stimuli to teach the curriculum and children take part in enriching and stimulating trips and events. We expect a high standard and quality of work produced particularly in relation to written and spoken English and presentation.

We use a bespoke English curriculum which aims to develop the skills of spoken language, reading and writing in accordance with the National Curriculum. 
The children write for a range of purposes and apply their grammatical, handwriting and spelling skills within this.  

At Fairhouse children learn all stages of the writing process: discussion and role-play, planning, writing composition, editing, revising and publishing.

KS1 pupils follow a one-week writing cycle

· Read, analyse features of the text/writing.

· Retell, oral rehearse, plan own writing similar, story map, write, edit.

KS2 pupils typically follow a two week writing cycle:

Week 1:

· Analyse and identify text and language features/success criteria for type and style.

· Develop skills and content for writing—GPS, authorial skills/intent/textual structures/language skills/writing sections/role play/discussion/research

Week 2:

· Plan own text in similar format/style

· Draft/Write

· Edit and review


When children revise their work, they do this in purple biro.

Assessment tasks are standardised against Fairhouse writing standards at the end of half term.

· We cover a range of exciting themes and relevant events in writing throughout the year.

Grammar, Punctuation and Spelling

We teach grammar and punctuation within the writing lessons (and in all lessons). The explicit GPS is taught in and practiced in context. We make good use of explicit teaching of GPS within the writing sequence within week 1 of the writing cycle in KS2. We set high expectations of use of grammar, spelling and punctuation across the curriculum.


Each year group has core texts which are read and studied in good detail.  These texts are carefully selected to ensure progression in difficulty based on word/language/length and context.  We have used the Centre for Literacy in Primary Education (CLPE) and other research to help us select appropriate, quality texts.  Our texts usually match our half termly topics.  

Reading is a high priority at Fairhouse. All children are expected to read at home at least 5 times a week.

In Reception and year 1, we have a weekly book focus. The children will become very familiar with this book through the week.

Every class has a dedicated 15 minute story time, where the class teacher reads to the children using the class novel.

In Key stage 2 (and halfway through year 2), the children use their core text to develop a greater understanding and depth of the text in reading sessions on Mondays and Fridays. The Monday and Friday sessions place a focus on authorial intent, predicting, summarising and understanding of the text as a whole. An overview of our core texts can be found here. On Tuesdays, Wednesdays and Thursdays, the children study a theme of reading which changes weekly. This theme is linked across three texts which have been selected to develop a broad range of reading experiences and genres.  Within these sessions, there is a high focus on retrieval and inference skills.  

Early reading is taught using Read Write Inc, which teaches the children to read accurately and fluently with good comprehension. Children learn to form each letter, spell correctly and compose their ideas step-by-step.  

Children in Reception and KS1 will take home 2 books: A Read, Write Inc. (RWI)  phonics based book and one other book from our book banding system which exposes the children to more words.

Children who have finished the RWI scheme will take home book from our book banded system, which is matched to their reading level and context appropriate. The children are responsible for changing these as they are needed.


Handwriting and spelling
All adults have high expectations of our pupils' spelling and presentation. Letter formation is taught in reception through Read Write Inc.,  and then children are taught to use cursive handwriting through the Letter Join scheme from year 2 on wards. Children write in pencil until they have earned their Pen Licence. To do this, writing should be consistently neat and joined, using a practical and fluid handwriting style. Spelling is taught using the Read Write Inc. spelling scheme and children bring home spellings weekly to learn.

We follow the White Rose curriculum for mathematics. Our daily maths lessons aim to ensure that all children gain a deep understanding, confidence and competence in mathematics and give them access to different levels of challenge and depth of application. 

Children often  have the opportunity to use concrete resources. Our aim is to quickly move children on to visualising number.

At the beginning of each session, the children will practice and review learning from last lesson, last week, last term and last year to keep revisiting prior learning.

Children are given time to explore concepts in order to gain a deeper understanding of the learning at the beginning of the unit. It is vital that children use the correct mathematical vocabulary which will be modelled by the class teacher within lessons and used on working walls.

Maths lessons will follow a similar structure each day: input, modelling by the class teacher (I) , guided application (we) , individual attempts (you) and then move on to independent practice by children. The lesson should include aspects of reasoning. It may focus on an aspect of arithmetic or develop into use of application through problem solving and further reasoning.

Every maths lesson should have scaffolds and support for those who need more time to grasp the concept and challenging activities and tasks to stretch those who are working at depth within the concept although the main priority is to master the concept before moving to depth. This will involve varied fluency tasks.



Times tables:

· From 2020, children in year 4 will be tested on their times tables. The children need to be taught procedural fluency and conceptual fluency.

· The school has a curriculum map of when each times table should be taught.


Fairhouse Primary has developed its own PSHE curriculum using units form "Jigsaw" and enhancing these with bespoke units for our own children. Each term has a focus: Living in the wider world, Relationships and wellbeing and Health.  You can see how these themes are broken down into small units and how they progress across our school from reception to year 6 by clicking here. 


Here at Fairhouse, we follow the Discovery RE scheme to teach RE.  This is an enquiry approach to religious education, covering Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism.  You can see more about the units by clicking here


We are very proud of our computing curriculum at Fairhouse.  We follow Rising Stars for our curriculum which ensures that the children have full coverage of the computing curriculum and that the progression is built in.  We have a HLTA with fantastic subject knowledge who  who delivers our curriculum.  We also boast a 32 PC computing suite where every child has access to a good quality PC. 

Computing is also taught at other times within our Cornerstones curriculum where skills are embedded. 

Cornerstones Curriculum   

We have a broad and balanced curriculum in place, with clear progression across subjects, year groups and key stages, covering the national curriculum. In order to gain a thorough understanding and enjoyment, units are taught in blocks (usually each half term) with a range of cross-curricular links for foundation subjects. This follows the Cornerstones curriculum theme which outlines learning under four distinct phases:






We use a range of teaching styles, resources and stimuli to teach the curriculum and children take part in enriching and stimulating trips and events.  We expect a high standard and quality of work produced, particularly in relation to written and spoken English and presentation.

Alongside daily topic lessons, the children will spend one day each half term being creative. These 'Creative Days' will form part of their topic and may include singing, dancing, art or DT.