Please click here to view an overview of our school curriculum.

Please click on the information below.


We believe that literacy holds the key to a successful future for our pupils, therefore we aim to develop confidence in reading, writing and communication skills. Creating a love for reading and writing is at the heart of our literacy curriculum and we strive to teach lessons that are motivating, fun and inspiring for all pupils because this means they will make greater progress.

The topics we explore are exciting and draw on stories, outdoor learning, real life scenarios and a multitude of other cross curricular learning opportunities. We use focussed targets to ensure children know what they need to do to develop their reading and writing. We celebrate success and encourage all children that they are capable of succeeding.

We believe all children should succeed to their full potential and we provide intervention for children who need extra support as well as opportunities for children with particular skills in writing or reading to develop in particular areas such as creative writing.

Click here for the National Curriculum download


The aim of numeracy teaching at Sneinton is to develop our pupils understanding of mathematical skills and concepts. We want our pupils to be capable independent mathematicians who can apply their skills and knowledge to solve a variety of problems. An understanding of mathematical concepts is at the core of our world. We aim to use a variety of innovative, practical and technological approaches to enable our children to develop to their full potential.

  • To maximise each child's potential regardless of ethnicity, home language, sex, ability. There will be equality of opportunity for all.
  • To foster a love of mathematics.
  • To support our children to can use their maths skills to solve problems in varied context.
  • To develop an understanding of how maths relates to the real world and is vital in everyday situations.
  • To achieve the highest possible academic standards and for every child to recognise the progress they make and how they can improve.
  • Provide parents/carers with support and information so they can assist their child.
  • To close the gap in attainment between different groups of pupils.


There will be 5 numeracy lessons taught a week. 1 weekly ICT suite based maths session will be taught where appropriate in years 1-6.

National expected and
of year level
School expected end
of year level
6 4b 4a
1 1a 1a
2 2b 2b
3 3c 3c
4 3b 3a
5 4c 4c

As you see we try and strive to outperform national expectations.

Parent workshops
These will be held throughout the year to explain how mathematics is taught and how you can support your child. The dates and times are on the website. Any queries about maths please Mr Mensah or your class teacher.

How teachers plan
Teachers plan in detail every week on an agreed format. Objectives are clear and assessment for learning is integral in driving the teaching. Teachers differentiate for HA MA LA and SEN and where appropriate gifted and talented pupils. In every lesson children are clearly shown the expected and outstanding progress they should be making. Teachers clearly show how additional support is used. Teachers strive to provide a rich balance of practical work, ICT, paired work, problem solving and speaking and listening activities. They use ICT to enrich and improve learning is integral to the teaching of Numeracy. Mathematics will be linked wherever possible with other curriculum areas and when possible link in with the current half term theme. We strive to be creative and maximise opportunities for practical learning and the use of exciting stimulus. Our plans reflect the global diversity of the pupils we teach.

Assessment and Target Setting
All pupils will have an individual target sheet placed in the inside of their numeracy book. These will be based on the current level of the child and teacher assessment. These sheets need to be an active part of the numeracy curriculum and need to be shared and explained to pupils and parents/ carers. Targets will be reviewed regularly (at least every half term). Formal mathematics assessments will take place at week 11, 22, 33 using the topical resources assessments/optional SATs materials. On the front of ks2 books is the following sticker to make clear to parents/carers and pupils the expectations.

I will write a response to the marking in my book.
In my book each piece of work will have a learning objective.
In my book each piece of work will have the short date.
I will only put 1 digit of a number in each square of my book.
I will draw a margin on each page with a ruler.
In my book I will underline the date and learning objective with a ruler.

Parent progress sheets will be completed stating maths levels and shared at parents' evenings with parents/carers.

Additional support
Mrs Pearce runs specific intervention lessons with selected groups of children to support them in meeting the school's and national expectations. There will be additional provision provided for gifted and able pupils

Support for parents
Please see 'Numeracy games' links for good maths web sites.

Click here for the National Curriculum download



At Sneinton Primary science is taught by the class teachers. The curriculum is based on the National Curriculum schemes of work and is supported through the use of other commercially produced resources including ICT. Each year group starts a new topic each half term which means a total of six different topics are taught each year. During the Foundation years science is mainly experiential. In KS1 and KS2 children have two science lessons a week, which enables them to enhance their scientific knowledge and develop many of their key scientific enquiry skills.

Enthusiasm for science is maintained by a high proportion of 'hands-on' practical work as well as contact with outside science bodies or groups. An example of this is the After School Science club which offers children from the age of 5-11 years the opportunities to observe, investigate and discover scientific concepts through practical activities. This broadens and enhances their learning that they do in the classroom.

As well as science learning in the classroom, children have the opportunity to explore our local community. Outside visits could include a trip to Green's Windmill, Stonebridge City Farm or King Edwards Park. We are also fortunate to have our own field and pond area which has a wealth of plants and animals which can be studied.

Click here for the National Curriculum download


At Sneinton C of E (Aided) Primary School, in accordance with the 1988 Education Reform Act, we provide Religious Education for all the children in our school. As RE is not part of the National Curriculum, its syllabus is decided locally.

We strive to educate the children in a Christian environment which embodies Christian values. We have defined these as: Peace, Love, Respect, Kindness, Trust, Patience, Forgiveness, Joy, Generosity and Truth. These values are at the heart of everything we do, and enable the children to fulfil their potential and have an understanding of Christian values and morals in their lives.

We are a multicultural/multi-faith school that values and respects all people equally within our school community. We therefore aim to foster an understanding of the diversity of religious belief in Sneinton and beyond, drawing parallels between Christians values and those of other faiths or none.

The aims of Religious Education at Sneinton C of E are:

  • To enable pupils to encounter Christianity as the religion that shaped British culture and heritage and influences the lives of millions of people today.
  • To enable pupils to learn about the other major religions, their impact on culture and politics, art and history, and on the lives of their adherents.
  • To develop understanding of religious faith as the search for and expression of truth.
  • To contribute to the development of pupils’ own spiritual / philosophical convictions, exploring and enriching their own faith and beliefs.

The outcomes for pupils at the end of their education in church schools are that they are able to:

  • Think theologically and explore ultimate questions.
  • Reflect critically on the truth claims of Christian belief.
  • Develop the skills to analyse, interpret and apply the Bible text.
  • Recognise that faith is a particular way of understanding and responding to God and the world.
  • Analyse and explain the varied nature and traditions of the Christian community.
  • Make a well informed response to Christianity.
  • Respect those of all faiths in their search for God.
  • Reflect critically on areas of shared belief and practice between different faiths.
  • Enrich and expand their understanding of truth.
  • Reflect critically and express their views on the human quest and destiny.


A new curriculum is starting in 2014 it will put more focus on pupils ability to develop and create their own programmes. The term ICT will be replaced by the term computing. Pupils being taught how to be independently e-safe is paramount to ICT teaching at Sneinton. Computers and the internet are integral to all aspects of our lives and want to make computing integral to in all aspects of pupil learning where it can raise attainment.

  • children need to develop a variety of ICT skills which allow them to harness the
  • Power of technology and use it both purposefully and appropriately.
  • It motivates the pupil because it is fun and enjoyable
  • ICT takes the laborious routine out of some text and information tasks, thus
  • Releasing the constraints on a pupil's creativity.
  • Pupils need to recognise the power of ICT in the world around them. It is ever changing and developing.
  • Pupils should become aware of the ethical implications and consequences for individuals and society posed by ICT.
  • it can enhance the learning process across the curriculum and supports co-operative
  • learning, active learning, collaboration and group work
  • ICT enables pupils to undertake activities which would be difficult to pursue in any other way.


  • Children will experience technology within practice to support them to think
  • More creatively and critically.
  • Children will use ICT to encourage collaboration.
  • Children will be enabled to integrate ICT with structured play in the foundation unit.
  • Staff and pupils recognise that ICT affects the way in which people live and work.
  • All children will be encouraged to develop confidence and competence in utilising ICT resources and select and use ICT appropriate to the task.
  • Parents will be involved in ICT through the encouragement of educational partnerships with the home.

Pupils in KS 1 have a minimum of 1 and normally 2 distinct ICT lessons a week. Pupils in KS 2 have 2/3 ICT lessons a week. Every classroom and teaching area is equipped with large screens and projectors. Teachers make extensive use of ICT, film clips, interactive software and photos to improve their lessons.

How teachers plan
Teachers plan in detail every week on an agreed format. Objectives are clear and assessment for learning is integral in driving the teaching. Teachers differentiate for HA MA LA and SEN and where appropriate gifted and talented pupils. In every lesson children are clearly shown the expected and outstanding progress they should be making. Teachers clearly show how additional support is used. Our plans reflect the global diversity of the pupils we teach. Teachers teach specific ICT and computing skills weekly. Also ICT is used as a way to enhance the learning in other subjects such as history, science or mathematics.

This is a specific maths interactive learning site we use. All pupils in years 2-6 from October will have their own mathletics account as in previous years. It is a brilliant site which children love. It is proven to enhance their progress in mathematics. It can be used anywhere the pupils can access the internet from.

Assessment and Target Setting
Pupils will be assessed against the current national curriculum levels. Sample selections of pupils are regularly interviewed by Mr Mensah to evaluate how ICT is helping them learn.

This is an absolutely key aspect of ICT teaching at our school. There are regular assemblies about it and pupils are taught specific e-safety lessons. Workshops for parents/cares are organised every year by Mr Mensah. (Please see parents section on the website). Please see Mr Mensah if you have any concerns.

The links below have up to date and relevant e-safety information.

Click here for the National Curriculum download


The new Government's proposal tells schools that children will learn dates about English history.

History, when appropriate, shall be taught for one session a week but, again, I believe it will have a greater impact on the children if taught during a topic week.(see Geography below)

Children learn and achieve better when they are active learners, are in charge of their learning and see a reason for learning.

Click here for the National Curriculum download


Each child should be encouraged to learn about the world they live in and take charge of their own learning.

Currently we are still following the schemes of work as stated in the archived curriculum. The schemes of work can be found in the subject leaders classroom.

Click here for the National Curriculum download


In the new curriculum PE has taken a more important role. To overcome obesity in children and to get them more active at least 2 hours a week of physical activities per week are required. This incl. PE, playtimes, lunchtimes and after school provision.

During a normal school week we have 2 hours PE.
In the Autumn term Gymnastics is being taught across the FS,KS 1&2. In the Spring term dance is being taught followed by invasion games in the Summer term (which invasion games has yet t.b.c.).

The teachers as well as their LSAs are responsible to provide excellent teaching provision throughout. Equipment can be found in the PE shed and should always be returned in its appropriate place. During the year 1013/2014 CPD opportunities for teachers and LSAs are planned.

LTP and MTP should be given to the subject leader to ensure progress across the KS. Effective assessment is important and can be done by using photographs, occasional 'drop in' by the subject leader and by way of questioning children.

Click here for the National Curriculum download

Design and Technology

Design and technology prepares pupils to participate in tomorrow's rapidly changing technologies. They learn to think and intervene creatively to improve quality of life. The subject calls for pupils to become autonomous and creative problem solvers, as individuals and members of a team. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems. They combine practical skills with an understanding of aesthetics, social and environmental issues, function and industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses and effects. Through design and technology, all pupils can become discriminating and informed users of products, and become innovators.

Current year 4 pupils with healthy fruit drinks they designed, made and evaluated in summer 2013

  • To provide a range of structured and differentiated activities which develop breadth and progression. Where possible these will relate to the interest and everyday experiences of our children
  • To develop knowledge and teach skills in order to design and make products successfully.
  • To help children become aware of and investigate simple products by disassembly and evaluation.
  • To provide adequate time, access to information, skills and resources to make a good quality product.

There will be DT taught every other half term. Classes will have weekly lessons or more focused and lengthy project work.
Pupils will have opportunities to:

  • Develop realistic outcomes to assignments.
  • Take increasing responsibility for their own work.
  • Critically evaluate their work and the work of others and suggest improvements.
  • Work individually and in teams, groups, partners or pairs.
  • Work with a range of materials and to use them appropriately.
  • Use a variety of tools safely and correctly.
  • Communicate ideas in a variety of ways.
  • Develop skills and apply knowledge and experience when working on an assignment.
  • Develop the ability to solve problems.
  • Research and record relevant information where appropriate.
  • Examine and evaluate design features in simple products including their historical development.

How teachers plan
Teachers plan in detail every week on an agreed format. Objectives are clear and assessment for learning is integral in driving the teaching. Teachers differentiate for HA MA LA and SEN and where appropriate gifted and talented pupils. In every lesson children are clearly shown the expected and outstanding progress they should be making. Teachers clearly show how additional support is used. Our plans reflect the global diversity of the pupils we teach. Work will be displayed around the classroom and school.

Assessment and Target Setting
Pupils will be assessed against the current national curriculum levels.

Year groupExpected national curriculum level
1 1a
2 2
3 2/3
4 3
5 3/4
6 4/5

Click here for the National Curriculum download


Creative thought and action are central to art.  At Sneinton C of E Primary School all children will have the opportunity to experiment and explore things for themselves as well as being taught skills and techniques in a structured format.  The key elements of our art curriculum are drawing, painting, 3D work, collage, printing, photography and textile work.  We work with a variety of artists both locally and internationally and Arts related visits are a planned part of the curriculum.

Click here for the National Curriculum download


From September 2014, the government has stated that teaching a modern foreign language will be compulsory in KS2. At Sneinton C of E Primary we believe that it is very important for children to gain an understanding of the skills involved in learning a new language, therefore all of our children aged 7 – 11 are already learning to speak French.

The lessons are taught in a fun, practical way using a variety of songs and games to help the children to learn new language. The language taught is also displayed in each classroom and around the school.

French lessons are timetabled for each KS2 class on a weekly basis and during these lesson children learn to speak, read and write basic French. Recently we have established a link with a school in Nantes, France and this helps to provide opportunities children to learn about France and French culture.

Click here for the National Curriculum download


Our music curriculum and tuition is based around all children learning, not only about, but through music. Therefore music is used not only in a music lessons but during playtime, assemblies, in lessons where we use song and rhythm to help teach and inspire children.

The aim of music at Sneinton C of E Primary is for all children to go to secondary school with a knowledge and set of skills to know how to learn to play an instrument. All lessons are structured to include listening, performing, composing and evaluating skills; they have an overall goal of being fun and achievable!

In KS1 children focus on control of percussion instruments both tuned and unturned, they begin to understand how music can be recorded and changed using different musical elements.

In lower KS2 children are taught to play the ocarina and recorder; whilst learning the ocarina they are introduced to written rhythmic notation and begin to read and record rhythms.

In upper KS2 they learn to play a woodwind instrument, the flute, and whilst doing so learn to read some traditional melodic notation which incorporates the rhythmic notation they learnt the previous year. In year 6 children are given opportunities to compose and perform using their skills on the instruments learnt incorporating the use of musical elements studied throughout.

Children at the end of the Key Stages take part in Big Sings as a celebration of their achievements and the whole school work together to produce three Christmas productions; foundation 1 and 2, years 1, 2 and 3, and years 4, 5 and 6. Since 2013 we are also including whole school concerts where all of the children showcase what they have been learning that term.

Click here for the National Curriculum download


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At Sneinton C of E School we follow the Communication, Language and Literacy Development programme, which is available to all Schools and Academies within Nottingham City. The programme develops communication, language and literacy skills in a systematic and structured way.

At Sneinton C of E School we believe that teaching phonics is the best way for children to become confident readers and writers. During Foundation and Key stage 1, pupils receive a phonics lesson every day where they learn which sound each letter makes and how to build these into words.

To write unknown words, pupils stretch out the word (segmenting) so they can write a letter for each sound. To read an unknown word children learn to say each sound they can see and then blend them together (blending) to read to whole word.

In Year 1 we take part in the National Phonics Screening where we check that children can rely on their phonics knowledge to read unknown words. As children's confidence in phonics grows, so does their love of reading and writing.

In Key stage 2, pupils have daily spelling and grammar lessons.

If you would like to find out more about how to support your child with their reading and writing then please speak to your child's teacher.

External links to support your child's phonic development:-
Dfe – Early years foundation stage:
National Literacy Trust – Talk to your baby:

I CAN – The children's communication charity:



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Click here for the National Curriculum download on 'Spelling Expectations'

Click here for the National Curriculum download on 'Vocabulary, grammar and punctuation'

Reading Recovery

Reading Recovery is a research-based intervention with the prime goals of accelerating literacy learning and reducing reading and writing difficulties. This is done by targeting those students in Year One who may be at risk of developing issues in literacy as time goes on and falling behind their peers.

The programme identifies students experiencing reading and writing difficulties after their first year of school and provides an intensive, individually designed and individually delivered series of lessons for 30 minutes each day. These lessons are in addition to the ongoing literacy activities in the classroom. Reading Recovery was developed in the 1980s and is used all over the world as an effective literacy intervention. The programme is delivered by a specially trained teacher in a dedicated environment and involves reading, letter and word work and writing. The teacher aims to develop the child into a reader and writer and to give them skills and strategies to become confident and independent in the classroom.

Through intensive daily lessons, Reading Recovery generally brings the lowest literacy performers up to average classroom levels within as short a time as possible. Reading Recovery's goal is for students to fully participate in classroom activities with their average peers.

The lesson series finishes when the child is as able to read and write without help, at the appropriate level for their age. Most children who complete Reading Recovery have gone from text Level 0 to Level 17. These children have learned four-to-five times faster than their classmates to catch up and after the intervention their progress continues in line with their peers. Children who reach this level at the end of their programme are expected to achieve a National Curriculum Level 2 at the end of Key Stage 1.

For more details about Reading Recovery visit

British Values

Click on the icon below to read about Promoting British Values at Sneinton St Stephen's C of E Primary School.


Travel Statement

At Sneinton St Stephen’s C of E Primary we encourage pupils, parents and staff to travel to school by cycling, scooting and walking wherever possible. To help with this we are working with UK charity Sustrans and Nottingham City Council to deliver a wide range of activities that help to promote sustainable and active travel and make sustainable and active travel choices more accessible to all. The school is committed to raising awareness of Road Safety and provide regular learning opportunities through the curriculum.

Travelling actively to school by cycling, scooting or walking has many benefits; it’s good for our health and the environment, it saves money and it also helps to keep the streets outside our school traffic free and pedestrian friendly.

Our school Travel Plan explains how we will be encouraging active travel to school. You can request a copy from the school office, or find it here on our school website

Opportunities and local events across Nottingham are promoted within our school community. Children, family members and staff are encouraged to participate.

We aim to involve staff, parents and pupils in the development of our policy; reviewing it periodically to ensure it is kept relevant and up to date. If you have any ideas to improve things at or around school for pedestrians and cyclists, or questions about travelling to school, please get in touch with;

School Travel Champion: Marcia Hoffman This email address is being protected from spambots. You need JavaScript enabled to view it.

Sustrans Schools Officer: Dominic Sweeting This email address is being protected from spambots. You need JavaScript enabled to view it.