Reading

Reading Statement of Intent:

At Lobley Hill Primary School, we believe that reading is a fundamental skill that underpins all areas of learning and personal development. It opens doors to new worlds, ignites imagination, and fosters empathy, curiosity, and understanding. Our intent is to equip every child with the skills, confidence, and enthusiasm to become lifelong readers who can engage with texts both critically and joyfully.

We aim to instil a love of reading from the earliest stages by providing children with a rich and varied reading diet that reflects diverse voices, cultures, and experiences. Our curriculum is carefully designed to build fluency, comprehension, and vocabulary through high-quality teaching of synthetic phonics, guided and shared reading, independent reading opportunities, and the daily enjoyment of hearing texts read aloud.

Reading is embedded across the curriculum. We ensure children encounter a wide range of texts in all subjects, reinforcing the idea that reading is not confined to English lessons but is a vital tool for understanding the world. From fiction to non-fiction, poetry to playscripts, our pupils develop the skills to navigate and appreciate different genres and formats.

We recognise that children thrive when reading is celebrated both in school and at home. That is why we prioritise building strong partnerships with parents and carers, providing them with the tools and confidence to support their child’s reading journey. Through regular communication, workshops, and shared reading initiatives, we work together to foster positive reading habits and attitudes.

At the heart of our approach is the belief that reading for pleasure is key to success—not just academically, but in developing well-rounded, thoughtful individuals. We are committed to nurturing a school culture where reading is visible, valued, and vibrant; where every child has the opportunity to become a fluent, enthusiastic, and independent reader.

Writing

Writing Statement of Intent:

At Lobley Hill Primary School, we aim to develop confident, skilled, and purposeful writers who can express themselves clearly and creatively for a range of audiences and purposes. Writing is a vital life skill, and we are committed to ensuring every child leaves our school with the ability to communicate effectively, with fluency, imagination, and accuracy.

Through a carefully sequenced and progressive writing curriculum, pupils are introduced to a wide range of genres and writing styles. With each unit of work, children deepen their understanding of the key elements of effective writing, including:

• the purpose of the writing,
• the audience and how to engage them,
• the use and impact of grammar and literary techniques,
• and the power of vocabulary to shape meaning and evoke emotion.

We have high expectations for all learners and foster a classroom culture where effort, resilience, and pride in written work are valued. Our teaching supports children to take ownership of the writing process—planning, drafting, revising, and editing their work with increasing independence. Constructive feedback is central to this journey, guiding children to correct inaccuracies while also reflecting critically on how to improve their writing for clarity, coherence, and creativity.

Writing is interwoven across the curriculum, allowing children to apply their skills in meaningful contexts and explore links between reading, speaking, and writing. By building strong foundations in transcription and composition, we empower children to write with both precision and purpose.

Ultimately, our intent is to nurture enthusiastic, reflective writers who value their own voice and are equipped with the tools to communicate effectively throughout their lives.

Oracy

Oracy Statement of Intent:

At Lobley Hill Primary School, oracy is at the heart of our curriculum and daily school life, shaping the way our children learn, communicate, and collaborate across all subjects. By embedding oracy throughout our teaching and learning, we empower every pupil to develop confident speaking and listening skills that enhance their understanding and enable meaningful participation in their education and community.

Our commitment to oracy reflects and reinforces our core values:

• Co-operate: Pupils engage respectfully and thoughtfully with others, building strong teamwork and collaborative skills through purposeful dialogue.
• Achieve: Clear and confident communication supports deeper thinking and academic success across all areas of the curriculum.
• Respect: Listening to diverse voices and expressing ideas thoughtfully fosters a culture of mutual respect and empathy.
• Enjoy: Oracy brings joy and confidence to learning, encouraging children to share their ideas and experiences in lively and supportive environments.

Through this focus on oracy, our pupils leave Lobley Hill not only as capable learners but as articulate, confident communicators ready to succeed in the wider world.

Science Statement of Intent:

At Lobley Hill Primary, we encourage children to be inquisitive throughout their time at the school and beyond. The science curriculum fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living things and our environment- therefore securing our school value of We CARE.  We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group, as well as the application of scientific skills. We ensure that enquiry, investigative learning is at the centre the Working Scientifically and skills are built-on and developed throughout children’s time at school so that they can apply their knowledge of science when using equipment, conducting experiments, building arguments and explaining concepts confidently and continue to ask questions and be curious about their surroundings. We use the outdoors as a valuable resource and base many units within our expansive grounds- providing relevant foundations for the children to build upon- aspiring to Be the Best We Can Be.

Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. Through our planning, we involve problem solving opportunities that allow children to find out for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers and devise conclusions. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess children regularly.

Through the study of selected scientists, the children will be inspired and develop an understanding of opportunities for future jobs- providing long term aspirations and develop a sense of science capital. Science capital helps the children to understand: what science they know, how they think about science (their attitudes and dispositions), who they know (e.g. if their parents are very interested in science) and what sort of everyday engagement they have with science.

Mathematics Statement of Intent:

Mathematics is a fundamental life skill and underpins learning across the curriculum. At Lobley Hill, we aim to equip pupils with the mathematical knowledge and skills needed to become confident, resilient learners who can apply their understanding in real-world contexts.

Maths is taught daily across all year groups, with teaching approaches tailored to the developmental stage of the learners. In Early Years, Maths is delivered through play-based interactions, focused group activities, and short, engaging sessions throughout the day. In Years 1–6, each lesson begins with retrieval practice to reinforce prior learning and strengthen foundations.

Our Maths curriculum follows the concrete–pictorial–abstract (CPA) approach. New concepts are introduced using concrete resources, followed by pictorial representations, and finally abstract methods. This progression supports deep conceptual understanding and is aligned with our calculation policy from Years 1–6.

Collaboration and mathematical talk are integral to our lessons. Pupils are encouraged to discuss their thinking and reasoning, using precise mathematical vocabulary. This focus on communication strengthens understanding and promotes a positive mathematical mindset.

History Statement of Intent:

Our history curriculum at Lobley Hill Primary School intends to give children an understanding of local history, as well as the history of Britain and the wider world, linked to five substantive concepts: legacy, locality, civilisation, empire and invasion. Our history curriculum aims to give our children a secure, progressive understanding of these concepts. Within history, the children are taught a range of historical skills linking to chronology, knowledge and understanding of past events, people and changes in the past, historical enquiry, organisation and communication and historical interpretation. As the children move through school, these skills progress in order to give them a deeper understanding of history. We have implemented an enquiry-based curriculum in history. Each unit has an overarching enquiry question which the children should be able to answer by the end of the unit. As well as that, each lesson has its’ own enquiry question leading towards an answer to the main enquiry. Historical enquiry is a vital skill and using this approach enables us to demonstrate to children how to approach an enquiry question and discover an answer. Where possible, children will be exposed to source material in order to support their understanding and learning.

Geography Statement of Intent:

At Lobley Hill Primary School, we inspire children to explore the world with curiosity, care, and confidence. Our geography curriculum empowers pupils to understand both their local surroundings and the wider global environment, developing a deep sense of place and responsibility.

Through rich and purposeful learning experiences, children build the geographical knowledge and skills they need to make sense of the world around them — from understanding landscapes and communities to exploring human and physical processes. We encourage our pupils to think critically about the impact of their actions, promoting sustainable living and an awareness of their role in shaping a better future.

As children progress through our school, they are challenged to consider their responsibilities beyond the classroom — as thoughtful citizens of their local community and the world. By igniting a passion for the planet and its people, we nurture young geographers who are equipped not just with knowledge, but with the aspiration to make a positive difference in an ever-changing world.

PE Statement of Intent:

At Lobley Hill Primary School our Physical Education (PE) curriculum is designed to foster a love for physical activity and equip children with the skills they need to lead healthy, active lifestyles. Our intent is underpinned by the following key principles:

• Develop Fundamental Movement Skills:We prioritise the acquisition of essential motor skills such as running, jumping, throwing, and catching, laying a strong foundation for lifelong physical engagement.
• Promote Physical Literacy:We aim to develop our pupils’ understanding of physical activity and its benefits, ensuring they are knowledgeable about health and fitness.
• Encourage Teamwork and Respect:Our PE programme instils values of cooperation, inclusivity, and respect through collaborative activities and competitive sports.
• Cultivate Resilience and Determination:We encourage pupils to embrace challenges in physical activity, helping them to develop a growth mindset and the ability to persevere and reflect on their performance.
• Holistic Development: We aim to promote not only physical competence but also social, emotional, and cognitive development through our PE curriculum. We believe that engaging in physical activity can enhance overall well-being and supports learning in other subjects.
• Inclusivity: We strive to provide an inclusive PE environment that caters for all. Every child will have the opportunity to participate in a variety of sports and physical activities to develop their confidence and competence.

Computing Statement of Intent:

At Lobley Hill Primary School, we aim to prepare pupils for their future by giving them the opportunities to gain knowledge and develop skills that will equip them for an ever-changing digital world. Our Computing curriculum focuses on a progression of skills in digital literacy, computer science and information technology. Through active learning, the children will become independent and curious problem solvers with a wide range of skills, enabling them to be the best that they can be. Our children will be taught computing in a way that ensures progression of skills, and follows a sequence to build on previous learning. In addition, we also firmly believe the importance of teaching the children how to use technology responsibly and respectfully. E-safety is embedded throughout the computing curriculum and supports and consolidates the strong presence of E-safety within our PSHE curriculum.

Art Statement of Intent:

At Lobley Hill, we deliver an art curriculum that provides the children with the experiences that develop and extend art skills. We provide opportunities to express individual interests, thoughts and ideas. Our art curriculum aims to cultivate creativity and inspire a lifelong appreciation for art. We ensure pupils have the opportunities to develop their motor skills, make their own decisions, risk take and show inventiveness. They will do this through co-operating with their peers, respecting the opinions of others and the artwork they have created or studied. We will provide a high-quality, broad, and balanced art education that equips pupils with the knowledge and skills to express themselves through various art forms.

Our curriculum is designed to spark curiosity and excitement through hands-on, exploratory learning. Pupils are encouraged to experiment with materials, explore new techniques, and take creative risks in a supportive environment. Thematic units, artist studies, cross-curricular links, and collaborative projects help make learning relevant and inspiring.

By the end of their time with us, we want pupils to have learned, improved and embedded a range of artistic skills. They will have an awareness of a broad range of artists and craftspeople, including those in the locality, and be able to consider and discuss the artworks they are exposed to. Through the exploration of artists, movements, and artworks from a range of times, places, and cultures, pupils will gain an appreciation for the diversity and richness of human creativity. They will study traditional and contemporary artists, including those from underrepresented backgrounds, helping them understand the role of art in society and its power to reflect and influence the world. Children will progressively build key artistic skills such as drawing, painting, printing, sculpting, and collage. They will explore essential concepts including line, shape, colour, texture, form, pattern, space, and tone. Pupils will learn how to use a variety of tools and materials safely and effectively while developing an understanding of different media and artistic processes.

We want our pupils to be confident to explore and experiment developing their art skills and having the opportunity to develop and showcase their creativity. They will achieve through the process and journey that they take, not just by creating a finished product. Most importantly, we want children to have found and enjoyed a creative outlet – a means of self-expression mindfulness and enjoyment.

DT Statement of Intent:

At Lobley Hill, we believe Design and Technology gives children the opportunity to develop skills, knowledge and understanding of designing and making functional and purposeful products. We feel it is vital to nurture creativity and innovation through design, and by exploring the designed and made world in which we all live and work. Our curriculum will ensure children have the opportunities to develop their skills while making their own choices and learning through trial and error. They will do this through a continuous evaluation, peer assessment and co-operation to produce a final product.

By the end of their time with us, we want pupils to have learned, developed and embedded a range of technical skills. We want the children to feel confident with their skills and creativity, but most importantly develop the confidence to evaluate the process, change ideas and make improvements through reason all while enjoying their learning. We believe by providing a range of different opportunities for children to advance their skills, widening their ability to research, make and evaluate and providing them with experiences allows them to understand the world and support their decision making.

Read Write Inc. Statement of Intent:

At Lobley Hill Primary School, we inspire all children to become fluent, accurate, and confident readers. Through the Read Write Inc. (RWI) Phonics programme, we not only develop essential reading skills but also foster a lifelong love of literature among our pupils.

We are committed to ensuring that every child becomes a successful reader from the very start of their learning journey. Our intent is to:

• Provide a consistent and systematic approach to the teaching of phonics.
• Equip all pupils with strong decoding, comprehension, and fluency skills.
• Immerse children in a language-rich environment from their early years onwards.
• Promote reading as a source of joy, inspiration, and learning for life.

Implementation:

Read Write Inc. begins in our Early Years Foundation Stage, where children learn to recognise speech sounds (phonemes) and the corresponding letters or groups of letters (graphemes) that represent them. Simple and enjoyable mnemonics help all children to grasp the Set 1 letter-sound correspondences quickly, whilst ‘Fred Frog’ supports pupils to blend known sounds from left to right in order to read words. Correct letter formation is taught alongside phonics and pupils are encouraged to use their ‘Fred Fingers’ to segment sounds in words when spelling. High-frequency words that are not phonically regular are taught as ‘Red Words’ and are regularly practised. As children progress through the programme, they are introduced to Set 2 and Set 3 sounds, covering alternative graphemes (e.g., ay, a-e, ai), which strengthens confidence in both reading and spelling across the curriculum.

Daily RWI sessions take place across EYFS and Key Stage 1, giving children regular opportunities to consolidate and build on their learning. Each session includes:

1. Speed Sounds session – Revises known sounds, introduces new ones, and practises reading and writing words.
2. Storybook session – RWI books are carefully matched to each child’s phonics knowledge and include both decodable and tricky words, ensuring success and confidence in reading. Pupils read a RWI book three times:
   • First read: focus on accurate decoding
   • Second read: build fluency
   • Third read: develop comprehension

Assessment and Support

Children are assessed every half term and grouped by their current reading and phonics level. Groups are fluid and adjusted regularly to ensure the best progress for every child. Those needing additional help receive tailored phonics tutoring to close any gaps quickly.

Working in Partnership with Parents

We value the important role that parents and carers play in supporting reading at home. To strengthen this partnership:

• We offer phonics workshops to help families understand how we teach reading.
• Weekly video links are shared to help you practise phonics at home with your child.
• Children bring home a RWI book matched to their phonics level and a library book to enjoy together each week.

Further Information

To learn more about Read Write Inc. and how to support your child’s reading at home, please explore the following resources:

Ruth Miskin Website

Oxford Owl

French Statement of Intent:

At Lobley Hill Primary School, we are proud to offer a vibrant and ambitious French curriculum, supported by the Language Angels scheme of work and resources. Our aim is to ignite a lifelong curiosity about the wider world and foster a deep appreciation for other cultures and communities.

Through engaging and carefully planned lessons, our pupils develop the four essential language skills—listening, speaking, reading, and writing—while also building a solid understanding of French grammar and phonics. This comprehensive approach ensures that children are not only learning a new language but also gaining the confidence to use it in a range of real-world contexts.

We set high expectations for all learners and encourage every child to reach their full potential in language learning. By making French fun, meaningful, and inclusive, we aim to inspire our pupils to continue studying languages beyond Key Stage 2—opening doors to new opportunities and global understanding.

PSHE Statement of Intent:

At Lobley Hill Primary School, our PSHE (Personal, Social, Health and Economic) curriculum is designed to promote the development of independent, healthy and respectful individuals. We aim to support our children in building strong personal and social skills, helping them grow into confident, thoughtful members of society.

Throughout the curriculum, we provide opportunities for children to engage with social, moral and cultural issues, encouraging them to reflect on their own experiences as they grow and learn. PSHE is not confined to specific lessons; it is embedded across the school day, as children are supported in exploring real-life topics and engaging in meaningful conversations that arise naturally in the classroom.

Children are encouraged to reflect on their actions, build resilience, and develop positive relationships through cooperation and mutual respect. Our curriculum also fosters an understanding of individual rights and responsibilities, alongside a deep appreciation for diversity and the uniqueness of others.

We are proud to celebrate the individuality of every pupil, and we strive to ensure that each child leaves Lobley Hill Primary School as a caring, respectful and aspirational member of the community—well-prepared for the next stage of their journey.

Music Statement of Intent:

At Lobley Hill Primary School, our music curriculum inspires all pupils to develop a deep understanding and lifelong appreciation of music. Through a rich and engaging programme, we aim for every child to be the best they can be, nurturing creativity, confidence, and musical excellence.

Our pupils regularly sing, perform, compose, listen and respond to a wide variety of musical styles, genres, and traditions. They learn to sing tunefully and play tuned percussion instruments such as the glockenspiel, developing technical skills alongside self-expression.

Weekly singing assemblies and performance opportunities across Key Stages 1 and 2 ensure music is a shared and celebrated part of school life. Pupils can further explore their interests through small group guitar lessons and choir, offered as part of our extra-curricular programme.

We work in partnership with Gateshead Music Hub, the local community, and the International Glass Centre to enrich the curriculum with live and recorded music experiences. Collaborations with professional and amateur musicians broaden our pupils’ horizons and deepen their engagement with the wider world of music.

Our music curriculum not only develops musical knowledge and skills but fosters resilience, teamwork and a lasting love of music that pupils carry with them beyond primary school.

Religious Education Statement of Intent:

At Lobley Hill Primary School, our Religious Education curriculum is designed to nurture the spiritual, moral, cultural, mental, and physical development of every child. Through RE, we support pupils in becoming thoughtful, informed, and respectful individuals who are well-prepared for the opportunities and responsibilities of life in modern Britain.

We aim to inspire curiosity about different beliefs and worldviews, helping children to appreciate that people may see and understand the world in diverse ways. By exploring these differences, pupils develop empathy, tolerance, and respect—qualities that are essential in today’s increasingly interconnected society.

Religious Education at Lobley Hill encourages children to engage with life’s big questions—such as Why are we here? and how should we live? —and to consider how different faiths and philosophies seek to answer them. In doing so, pupils gain a deeper understanding of themselves and others, building a foundation for respectful dialogue and shared values.

Ultimately, we want our children to recognise the positive role they can play in society and to understand how their actions can help shape a kinder, more inclusive world.

1. Health, Well-being and Resilience 
2. Locality and Community 
3. Creative and Active Learning
4. Aspiration and Inspiration 

Please click here to read more…

If you require any additional information about the curriculum delivery, the key contacts to speak to are:

Mrs Lorna Wood-Williams – Deputy Headteacher/SENCO/EYFS Lead  (lornawood-williams@gateshead.gov.uk)