Curriculum statement


At Hollington our intent is to bring learning to life, ensuring all children become ‘Big Thinkers’ and responsible citizens who are able to reason and problem solve in all areas of their lives. It is important to us as an Academy that our children have a love of learning and are prepared for the future world in which they will live.  

We aim to implement a high quality broad and balanced curriculum where the acquisition of skills and knowledge are progressive. This is underpinned by secure foundations in Reading, Writing and Mathematics, along with a clear link to technology supporting learning. Each termly learning journey is based around a central text which promotes cross curricular learning, fostering links to a number of core and foundation subjects. The impact of this is that we want all children to become fully immersed and engaged in their learning and be able to make secure connections across the wider curriculum. As part of this, we are proud of our locality and want our children to be exposed to as many first-hand learning experiences as possible, with a view to broaden their horizons. Therefore, where ever possible, we aim to link the learning to our local area, making the learning relevant and bringing the topic to life! 


At Hollington Primary Academy our broad and balanced curriculum is implemented through carefully selected learning journeys that will engage our children and are underpinned by thorough planning, secure subject knowledge and driven by clear subject leadership. The curriculum incorporates the statutory requirements of the National Curriculum 2014, as well as topics that we, as Academy, feel a Hollington children needs to experience. Further to this, we hold termly ‘theme days’ that address key concepts that link to the ever changing world around us. The themes for these days links to diversity, equality, anti-bullying, online safety, environmental issues, as well as key international events, such as the Olympic Games. The goal of these days is to raise the children’s awareness of key issues that affect the world they live in.   

The Early Years Foundation Stage is separated into seven areas of development. There are three ‘Prime Areas’ and four ‘Specific Areas’. The Prime areas are fundamental skills and work together to support development in all other areas of development. Children are assessed against Early Learning Goals which builds a profile towards achieving an outcome defined as a good level of development (GLD). At this stage of their development, there is a balance of self-initiated learning which is enhanced by our focus on narrative therapy, teaching of key concepts with the ‘Word Aware’ strategies and our mastery maths approach based off of the White Rose Maths Scheme. Throughout this period and beyond, all children develop their phonic knowledge through the Letters and Sounds Program which supports their reading progression.

The National Curriculum in years 1 to 6 is delivered in a cross curricular learning journey approach, whereby skills and knowledge are taught progressively throughout the Academy  and assessed using Target Tracker (on online assessment system). Each year group possesses a yearly overview, which is supplemented by medium term and weekly planning. There is clear differentiation across the curriculum to allow all learners to fulfil their potential. 

The English curriculum is delivered through a genre based approach that link to the termly central texts. This curriculum allows for the coverage of progressive skills and knowledge, in line with the National Curriculum, as well as developing our children’s awareness of different genres of writing. In addition to this children experience lessons on grammar and punctuation that are integrated into their unit of work that are relevant to the text type being studied.  

The academy Phonics follows Letters and Sounds Letters and Sounds. It aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. 

For Reading the Academy follows two clear initiatives. For Year 1 we follow Daily Supported Reader. This is a classroom programme that helps to move all children on in their reading through daily reading sessions with an adult. The other is Destination Reader, which provides a systematic approach to the teaching of reading across Key Stage 2. It enables children to develop key strategies which deepen their understanding of texts. Another key element of both initiatives is that they aim to develop children's motivation to read broadly for pleasure and purpose.  

For Spelling, the Academy uses the Spelling Shed scheme from year 1 to 6 to ensure children are taught the key National Curriculum objectives for spelling, covering the statutory and non-statutory spelling lists and rules in each age phase.   

Our Maths curriculum follows a mastery approach which follows the White Rose Maths Schemes of learning. As well as developing fluency in mental and written calculations, mathematical concepts will be taught to develop depth of understanding through the use of multiple representations. There is a clear focus on mathematical dialogue and precise use of mathematical vocabulary. A key aim of the mastery approach is to enable children to develop secure reasoning and problem solving skills across the maths curriculum and in the real world. 


Through our Academy Values and our curriculum intent, our curriculum impact will be as follows: 

All children will have experienced a sequential, progressive and coherently planned curriculum, with knowledge at its core, which will result in our children in learning more, knowing more and ultimately remembering more.  Children will develop a love of learning, which will lead to enquiring minds that are ready to ask questions and are able to independently apply reasoning and problem solving to any given situation.

Children at Hollington Primary Academy will have high aspirations about what they can achieve, irrespective of their religion, race, ethnicity, gender, age or disability. Children are taught to ‘Think Big’ in all aspects of academy life, to set their mind on any goal they wish to achieve.  

Children will develop determination and resilience in all areas of their lives and acknowledge that they will face situations that they find challenging, having the belief, the knowledge and the skills to overcome them.  

Hollington children will possess the knowledge and skills required to contribute to the world around them. They are able to build strong, healthy and positive relationships that allow them to celebrate their uniqueness, while taking responsibility for their own health and wellbeing.

Hollington children fundamentally understand the importance of giving and showing respect to others, both in person and online. They are taught to be inclusive, celebrating the similarities and differences between people, irrespective of their religion, race, ethnicity, gender, age or disability. They can then apply this to the diverse world in which they live.

Overall, our aim is that when children leave Hollington Primary Academy our curriculum has equipped them with the fundamental knowledge, skills and understanding that not only allows them to achieve well, but prepares them for the next stage in their education – socially, emotionally and academically. Ultimately it is our aim that all children at Hollington leave the academy as lifelong ‘Big Thinkers’ that are prepared for life the modern world in which they will live.