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Welcome to the federation of

Hovingham CE Primary School


St Hilda’s CE Primary School



Our curriculum is based around the National Curriculum 2014.


The national curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject.

Follow this link to the Department of Education website.

Click on this link to view our Curriculum Statement 2021

Please use the links below to find out what our children will be taught.


Long Term Plans

Please click below to read our long term plans. Termly plans can also be found on each class page.

EYFS and KS1 - Long Term Curriculum Plan 2021-2023

EYFS, KS1 and KS2 Curriculum Maestro Long Term Plan 2020-2022

KS1 & KS2 Curriculum Maestro Long Term Plan 2020-2022

KS2 Long Term Curriculum Plan 2020-2022

KS2 Long Term Curriculum Plan 2018-2020

Maths Long Term Plan 2020-2021

MFL Planning Document

PE Rolling Programme

RE Rolling Programme

Termly Plans

Summer Term 2021 - 2022 Planning Document

Summer Term (KS1) 2021/2022 Planning Document

Summer Term (KS2) 2021/2022 Planning Document

Spring Term 2021 - 2022 Planning Document

Spring Term (KS1) 2021/2022 Planning Document

Spring Term (KS2) 2021/2022 Planning Document

Autumn Term (KS1) 2020/2021 Planning Document

Autumn Term (KS2) 2020/2021 Planning Document

Autumn Term (KS1) 2019/2020 Planning Document

Autumn Term (KS2) 2019/2020 Planning Document

Spring Term (KS1) 2019/2020 Planning Document

Spring Term (KS2) 2019/2020 Planning Document

Our Curriculum

please expand the topics below for more information

KS1 Phonics & Reading Schemes

Phonics Guide for Parents


  • Our school is determined that every pupil will learn to read, regardless of their background, needs or abilities.
  • Our school’s phonics (Letters and Sounds) programme matches the expectations of the English national curriculum and early learning goals.
  • Our school has clear expectations of pupils’ phonics progress term by term, from Reception to Year 2, and the school’s phonics programme aligns with these expectations.
Nursery Phase 1
Reception Phase 2 Phase 3 Phase 4
Year 1 Phase 5 Phonic Screening
Year 2 Phase 6
  • The sequence of reading books we use shows a cumulative progression in phonics knowledge that is matched closely to the school’s phonics programme.


  • Pupils’ phonics progress is assessed frequently and is detailed to identify any pupil who is falling behind the programme’s pace, so that targeted support can be given immediately.
  • The school has developed expertise in the teaching of phonics and reading that ensures consistency from one year to the next.
  • Reading, including the teaching of systematic, synthetic phonics, is taught from the beginning of Reception (or Nursery if pupils join us sooner).
  • All teachers have a clear understanding of how pupils learn to read.
  • Teachers give pupils practice in reading and re-reading books that match the grapheme-phoneme correspondences they know, both at school and at home.
  • Staff read aloud stories, poems, rhymes and non-fiction that develop pupils’ vocabulary, language comprehension and love of reading.


  • All pupils, including the weakest readers, make progress to meet or exceed age-related expectations.
  • Pupils are familiar with and enjoy listening to a wide range of stories, poems, rhymes and non-fiction.

Learning to Become an Artist



“Logic will get you from A to B.  Imagination will take you everywhere.”–Albert Einstein

Pupils at Hovingham CE VC and St Hilda’s, Ampleforth CE VC Primary Schools are offered a curriculum where “Everybody Grows” part of this involves delivering a high-quality art and design education which engages, inspires and challenges all pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.


Aims and Objectives

The national curriculum for art and design aims to ensure that all pupils:
•produce creative work, exploring their ideas and recording their experiences
•become proficient in drawing, painting, sculpture and other art, craft and design techniques
•evaluate and analyse creative works using the language of art, craft and design
• know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

As part of our aim to develop children emotionally we also aim to use art and design to record inner feelings and express their creative imagination. Being mindful of our location we strive to help children understand their own and other cultural heritage.



Art and design will largely be taught through topic work. Staff ensure that high quality separate subject teaching occurs. On other occasions there may be blocks of time allocated to the teaching of Art and Design.


Teaching and Learning Style

At Hovingham we use a variety of teaching and learning styles in art and design lessons. Our principal aim is to develop the children’s knowledge, skills and understanding in the subject. We ensure that the act of investigating and making something includes exploring and developing ideas, and evaluating and developing work. We do this best through a mixture of whole-class teaching and individual/group activities. All children have their own sketchbooks in which they can explore, review and adapt ideas. Teachers draw attention to good examples of individual efforts as models for the other children. They encourage children to evaluate their own ideas and methods, and the work of others, and say what they think and feel about them. We give children the opportunity within lessons to work on their own and collaborate with others, on projects in two and three dimensions and on different scales. Children also have the opportunity to use a wide range of materials and resources, including ICT.

We recognise the fact that we have children of differing ability in all our classes, and so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child.

We achieve this through a range of strategies:
•Setting common tasks that are open-ended and can have a variety of responses;
•Setting tasks of increasing difficulty and challenge.
•Grouping children by ability and setting different tasks for each group.
•Providing a range of challenges with different resources.
•Using additional adults to support the work of individual children or small groups.

Equal Opportunities

All children regardless of race, gender and physical and intellectual ability will be given access and opportunity to use art equipment and develop their skills. Adult supervision and encouragement will be provided to small groups and individuals where appropriate. All pupils will feel able to participate, contribute and achieve and where necessary differentiated tasks will target individual children at all levels of ability.

SEN children are actively encouraged to use art and 3D media to develop an understanding of other curriculum areas such as making the alphabet in clay. There is opportunity to explore and learn about other cultures that children in the living in North Yorkshire might not be familiar with.

In addition, staff will avoid stereotyping in relation to the gender and/or ethnic background of any artists or designers being studied and make a positive effort to celebrate cultural diversity.


•Children are motivated by investigating a wide range of art and styles, going home to continue their studies further.
•The children become increasingly confident in using and applying a range of artistic techniques.
•Children celebrate their own individual achievements and review in class and in celebration assembly.
•Children practise the skills taught and improve through play in EYFS and KS1.
•Increased amount of junk modelling opportunities and variation in malleable materials to develop physical strength and dexterity.
•Children can then follow their own fascinations and challenge their own capabilities.
•Increase in self-esteem and confidence through expression

British Values

British Values

The Department of Education have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.” The Government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister. At Hovingham and St Hilda’s CE VC Primary Schools, these values are reinforced regularly and in the following ways:


Children are actively encouraged to have a voice and share their views and opinions regularly. Governors and staff also talk regularly to children to establish their views as a way of ensuring that school self-evaluation is robust and accurate, and therefore effective in moving the school forward.

The Rule of Law

The importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout the school day, as well as when dealing with misconduct and through school assemblies. Children are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Our schools rules, which are displayed all around school, are referred to regularly and consistently upheld are a practical example of this. Visits from authorities such as the Police and Fire Service help reinforce this message. In RE lessons, the difference between religious law and the law of the country are discussed.

Individual Liberty

Within school, children are actively encouraged to make decisions and choices, knowing that they are in a safe and supportive environment. As a school, we educate and provide boundaries for young children to take risks and make choices safely. Children are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and PSHCE lessons. Whether it be through choice of learning challenge, how they record their learning, participation in one of our extra-curricular clubs and opportunities, children are given the freedom to make choices and decisions.

Mutual Respect

Mutual respect is at the heart of our values. Children learn that their behaviour has an effect on their own rights and those of others. All members of the school community treat each other with respect.

Tolerance of Those of Different Faiths and Beliefs

Hovingham and St Hilda’s, Ampleforth are situated in areas which are not culturally diverse. It is therefore important that we explore diversity with the children, so they are more than just tolerant of people who are different to themselves, but are respectful. Assemblies are regularly planned to address this issue either directly or through the inclusion of stories and celebrations from a variety of beliefs, countries, faiths and cultures beyond our children’s experiences. Our RE and PSHE teaching reinforces this, as do our regular visits between our schools. We will actively challenge children, staff or parents expressing opinions contrary to fundamental British Values, including those expressing extremist and radical views.


From the Department of Education “Promoting fundamental British values as part of SMSC in schools” (Nov 2014)

Schools should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. This can help schools to demonstrate how they are meeting the requirements of section 78 of the Education Act 2002, in their provision of SMSC.

Actively promoting the values means challenging opinions or behaviours in school that are contrary to fundamental British values. Attempts to promote systems that undermine fundamental British values would be completely at odds with schools’ duty to provide SMSC. The Teachers’ Standards expect teachers to uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school. This includes not undermining fundamental British values.

Through their provision of SMSC, schools should:
•enable students to develop their self-knowledge, self-esteem and self-confidence;
•enable students to distinguish right from wrong and to respect the civil and criminal law of England;
•encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely;
•enable students to acquire a broad general knowledge of and respect for public institutions and services in England;
•further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures;
•encourage respect for other people; and
•encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.

The list below describes the understanding and knowledge expected of pupils as a result of schools promoting fundamental British values.
•an understanding of how citizens can influence decision-making through the democratic process;
•an appreciation that living under the rule of law protects individual citizens and is essential for their well-being and safety; an understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence;
•an understanding that the freedom to choose and hold other faiths and beliefs is protected in law;
•an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour; and
•an understanding of the importance of identifying and combating discrimination.

Preventing Radicalisation and Extremism

Radicalisation is defined as the act or process of making a person more radical or favouring of extreme or fundamental changes in political, economic or social conditions, institutions or habits of the mind.

Extremism is defined as the holding of extreme political or religious views.

The Governing Body of Hovingham & St Hilda’s CE, Ampleforth Primary Schools Federation have a zero tolerance approach to extremist behaviour for all school community members. We rely on our strong values and ethos to steer our work and ensure the pastoral care of our children protects them from exposure to negative influences. Our Schools are fully committed to safeguarding and promoting the welfare of all its children. As a federation, we recognise that safeguarding against radicalisation is no different from safeguarding against any other vulnerability. All staff are expected to uphold and promote the fundamental principles of British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs.
•Children buy-in to our RESPECT code. This complements the key “British Values” of tolerance, respect, understanding, compassion and harmonious living.
•Children are helped to understand the importance of democracy and freedom of speech, through the PHSCE curriculum, assemblies and being involved in decision making in our school.
•Children are taught how to keep themselves safe, in school and when using the internet.
•Children participate in local community events so that they appreciate and value their neighbours and friends who may not share their background.
•Children’s well-being, confidence and resilience are promoted through our planned curriculum and extra-curricular learning opportunities.

Children are supported in making good choices from a very young age, so they understand the impact and consequences of their actions on others.

The Role of the Curriculum
•Our curriculum promotes respect, tolerance and diversity. Children are encouraged to express themselves through discussions, debates and consultations. The RE (Religious Education), PSHE (Personal, Social and Health Education), Citizenship and SMSC (Spiritual, Moral, Social and Cultural) provision is embedded across the curriculum, and underpins the ethos of our school. Children learn about major faiths and visit places of worship wherever possible. They are also taught about how to stay safe when using the internet.
•It is important for us to be constantly vigilant and remain fully informed about the issues which affect the region in which we teach. Staff are reminded to suspend any professional disbelief that instances of radicalisation ‘could not happen here’ and to refer any concerns through the Designated Safeguarding Lead, Mr Pynn.

Our Vision & Values

Hovingham Church of England Primary School

Vision Statement


Our vision, “Where everyone grows” is rooted in “I have come that that they may have life, and have it to the full” (John 10.10) We believe that education must equip people of all ages with the skills to maximise their engagement with the world around them and education must develop academic, spiritual, emotional and personal growth.


Mission Statement

Where Everyone Grows

Aims of the School
•To be an inclusive school in which all learners are given equality of opportunity and treated fairly.
•To provide academic excellence by providing teaching and learning of the highest quality and by promoting the moral, cultural, spiritual, social and physical development of our pupils.
•To provide a rich and varied curriculum, in line with national requirements, that ensures that all children are challenged to achieve their best, have high aspirations and become confident, independent learners in exciting and well- managed classrooms.
•To promote and nurture Christian and family values within a happy environment where everyone feels valued and secure.
•In developing Christian values we will aim for all children to have respect and understanding for different cultures and religions and an increased knowledge of the global community.
•To provide a happy, welcoming, safe and stimulating environment which promotes curiosity, creativity, enjoyment and interest in all aspects of learning.
•To develop flourishing school, home, church and community links.



Extra Curricular Activities

Throughout the academic year we run a variety of after school activities.  Some of these are run by staff, some by parent volunteers and some by private organisations.  Where there are costs involved we ask that these are paid in full and up front, for the benefit of all involved.  At present we are able to offer pupils –

  • After School Football Club
  • After School Musical Theatre Club

The children enjoyed the last of a four week block of River Rangers After School Club recently and here they are proudly presenting the board game they designed!







The children told us that ‘River Rangers is about getting children aware of what is in the rivers in North Yorkshire’ and ‘Amy teaches us about the rivers in a fun way.’ It was ‘extremely good.’ ‘We designed a board game which had logs and threats (like snakes and ladders). We had to help the water voles, brown trout and otters move to less polluted areas’. Huge thanks to Amy from North Yorkshire National Park for leading the children in these exciting activities. The stickers and badges went down well too!

Learning to Become a Designer

Pupils at Hovingham CE VC and St Hilda’s, Ampleforth CE VC Primary Schools have the opportunity to work with a wide range of materials on exciting projects each year. These include: textiles, wooden structures, ceramics and mechanisms.


Our design & technology curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.

Staff make links in learning across the curriculum –ensuring breadth and balance.

Encourage children to be creative in all they do. Our intention is for the children to be ambitious when planning and creating products

•Themes carefully designed across the four classes in carefully planned cycles to promote creative teaching and link across the curriculum in learning.
•Children taught a skills based design technology curriculum through projects including:
•Design & technology lessons used as a vehicle to apply numeracy measuring skills and resource management (preparing pupils for future life).
•Children encouraged to work independently and solve their own problems in order to continue to build resilience.
•Subject leader expertise readily available at all times to enable all staff to deliver design & technology lessons confidently and competently.
•Teach skills but do not apply constraints of content- a teacher will model, but not restrict the content of a pupil’s own creation.
•The ethos of neat and orderly presentation for all work applies to design technology, and is encouraged throughout the school.

•All pupils are given opportunities to extend their learning in curriculum ‘topic areas’ in a creative yet purposeful way. They are enthusiastic about their learning and increasingly more skilled in measuring and planning accurately.
•Children are motivated by teaching of key skills and design technology opportunities.
•As children progress throughout the school, they increasingly draw on previous skills taught and begin to attempt more complex design decisions.
•They are more resilient and understand the importance of modelling to learn from their errors and make design improvements.
•Children practise the skills taught and improve through play in EYFS and KS1.
•An increased amount of junk modelling opportunities and variation in malleable materials to develop physical strength and dexterity.

Learning about a Career in English

Spoken Language: Intent, Implementation and Impact 

EYFS: Communication and Language: Opportunities are provided for children’s back-and-forth interactions from the start of EYFS. These are fundamental for language and cognitive development. We provide numerous quality conversations with adults and peers throughout the day in a language-rich environment. We comment on what children are interested in or doing, and echo back what they say with new vocabulary added, to build children’s language effectively. By reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, we give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, our children become comfortable using a rich range of vocabulary and language structures

KS1&2: We ensure that spoken language permeates across the whole curriculum – cognitively, socially and linguistically. In the early years quality interactions and opportunities to develop language and communication are at the heart of our provision. We believe that the quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Teachers ensure the continual development of pupils’ confidence and competence in spoken language and listening skills. Pupils are given opportunities to develop a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write. They are assisted in making their thinking clear to themselves as well as to others. Teachers ensure that pupils build secure foundations by using discussion to probe and remedy their English misconceptions. Pupils are also taught to understand and use the conventions for discussion and debate. All pupils have opportunities to participate in and gain knowledge, skills and understanding associated with the practice of drama. Pupils are encouraged to adopt, create and sustain a range of roles and respond appropriately to others in role. They have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances. 

Reading: Our Intent

Early Reading: Reading is fundamental to the EYFS curriculum. Listening to stories, poems and rhymes feeds pupils’ imaginations, enhances their vocabulary and develops their comprehension. Systematic synthetic phonics play a critical role in teaching children the alphabetic code and, this knowledge is essential for spelling, and supports children’s early writing. By the end of EYFS we intend that our pupils can:

  • Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary
  • Anticipate – where appropriate – key events in stories.
  • Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.
  • Say a sound for each letter in the alphabet and at least 10 digraphs.
  • Read words consistent with their phonic knowledge by sound-blending.
  • Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words. 

KS1&2: Our Intent 

  • the school is determined that every pupil will learn to read, regardless of their background, needs or abilities
  • the school’s phonics programme matches or exceeds the expectations of the English national curriculum and early learning goals
  • the school has clear expectations of pupils’ phonics progress term by term, from Reception to Year 2, and the school’s phonics programme aligns with these expectations
  • the sequence of reading books shows a cumulative progression in phonics knowledge that is matched closely to the school’s phonics programme.


  • direct, focused phonics is taught every day in Reception and key stage 1
  • teachers have a clear understanding of how pupils learn to read
  • from the beginning of Reception the teaching of systematic, synthetic phonics, is taught
  • children read from books with the sounds they know, while they are learning to read reading,
  • the assessment of pupils’ phonics progress is sufficiently frequent and detailed to identify any pupil who is falling behind the programme’s pace, so that targeted support can be given immediately and teachers and teaching assistants can provide extra practice through the day for the children who make the slowest progress (the lowest 20%)
  • the school has developed sufficient expertise in the teaching of phonics and reading that ensures consistency from one year to the next
  • teachers give pupils sufficient practice in reading and re-reading books that match the grapheme-phoneme correspondences they know, both at school and at home
  • staff read aloud stories, poems, rhymes and non-fiction that develop pupils’ vocabulary, language comprehension and love of reading.


  • all pupils, including the weakest readers, make sufficient progress to meet or exceed age-related expectations (where a pupil has an SEN that is hindering progress, expert advice is sought)
  • pupils are familiar with and enjoy listening to a wide range of stories, poems, rhymes and non-fiction.

Teaching focuses on developing pupils’ competence in reading and comprehension whilst teachers ensure that they instil in children a love of literature: the best stories and poems. Skilled word reading is taught and involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics is taught in the early teaching of reading when pupils start school.

Comprehension skills are developed through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils are encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum.

 Pupils read widely and often to increase their vocabulary as they encounter words they would rarely hear or use in everyday speech. We believe that reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds. We aim that all Year 6 pupils leave our school being able to read fluently, and with confidence, in any subject in their forthcoming secondary education.

In KS1 children take home a decodable book according to their ability to help them build their fluency in reading. Pupils are also encouraged to choose a library book to ‘share’ at home to develop their enjoyment of reading and support their comprehension beyond their decoding ability.

Each child has a home-school reading record that teachers and parents can use to share information about a child’s reading. Parents are encouraged to read with their child for a short time most evenings. Classrooms have a Reading Area with a selection of books for the children to enjoy.

In Key Stage 2 those children who still require a more structured approach to reading have access to decodable books to help them to continue to grow in confidence as readers with a text that is appropriate for their reading ability. Free readers choose library books to take home and read.

 We still encourage all readers to share a book at home with their grown-ups as this this not only helps to develop inferential skills, but also supports a lifelong love of reading. We recognise the value of adults (both in school and at home) reading aloud to children, in order to improve their grasp of story language, enthuse them with a love of books and inspire them as writers.

Approaches to Writing: Intent

Early Writing: – Meaningful opportunities through continuous and enhanced provision will be provided to so that pupils will make progress from their starting points. Adult led input will provide models of different types of writing and writing for purpose. By the time pupils leave EYFS they will be able to:

  • Write recognisable letters, most of which are correctly formed
  • Spell words by identifying sounds in them and representing the sounds with letter or letters
  • Write simple phrases and sentences that can be read by others.

KS1&2: Intent: The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:

  • transcription (spelling and handwriting)
  • composition (articulating ideas and structuring them in speech and writing).

 Pupils are taught how to plan, revise and evaluate their writing. In order to write down ideas fluently, pupils are taught how to spell quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. To develop effective composition pupils are taught to form, articulate and communicate their ideas and organise them coherently for a reader.

Pupils are taught to write with clarity, awareness of the audience, purpose and context, and using an increasingly wide vocabulary and grammatical structures.

Pupils are taught to write fluently, legibly and eventually, speedily. Pupils are taught to use the features of spelling, vocabulary, grammar and punctuation as required in the Statutory guidance in the National Curriculum. Teachers enhance pupils’ vocabulary from opportunities that arise naturally from their reading and writing. As vocabulary increases, teachers show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. Pupils are also taught how to work out and clarify the meanings of unknown words and words with more than one meaning. Pupils are taught to control their speaking and writing consciously and to use Standard English.


Planning:  The National Curriculum 2014 forms the basis of teaching and learning. All children in EYFS and KS1 receive a daily phonics lesson and pupils in KS1 and 2 receive at least the minimum entitlement of a daily English lesson. Teachers employ a range of generic teaching strategies to underpin their planning.

Teachers use the National Curriculum 2014 as a starting point for creating plans. Planning follows the principles of a immerse, analyse and write structure. These plans follow a sequence of lessons based around texts: familiarisation with the genre/theme and text type; capturing ideas; capturing subject specific and higher order vocabulary: teacher demonstration; teacher scribing through supported and guided writing, leading to independent writing, which is then reviewed and edited to produce their best attempts. This is used as a basis for unit and medium term planning and leads to our short-term planning, which is adapted according to the needs of the children.

The length of a unit may vary. Teachers plan closely with colleagues to ensure consistency of opportunity for all children. Clear objectives or learning questions are developed for each session and are shared with pupils along with the success criteria they need to achieve. Film and media are used where it enhances, extends and complements learning.

Learning to Become a Geographer

In geography we study local, national and global places and look at how lives are different. We also study our locality and have talks from the local history group who can explain geographical features, which link in with history.

•Ensure the National Curriculum for geography is implemented across the school and is designed and taught effectively to demonstrate progress.
•Carry out a local Geographical study and compare to an alternative location.
•Cross curricular links and ensure children have access to maps, atlas and globe.

•Design and construct a varied and engaging long term plan that is ambitious and ensures the topics are linked to the National Curriculum but are also linked to the interests of the children in school.
•Use a variety of maps including ordnance survey.
•Ensure that resources / classroom displays support the learning of all children.
•Children have access to technology to access digital maps.
•Children have the opportunity to explore the local environment and develop field work skills.
•Ensure that the children have an understanding of the local and wider community.

•Children will develop contextual knowledge of globally significant places, both land and sea.
•Children will understand how the geographical features of the world can vary and change over time.
•Children will be able to collect and analyse data following field work.
•Children will learn to read and interpret maps, globes etc.
•Children will gain a deeper knowledge of their community.

Learning to Become a Historian

In history we bring the curriculum to life through visits and the use of artefacts.

•Children are engaged and motivated to deepen their knowledge further in specific areas linked to the curriculum
•Develop cross curricular links and strengthen further links with the local and wider community and global world.
•Deepen children’s knowledge and understanding by planning extracurricular visits.
•Increase the children’s knowledge of local history and environment.
•Learn how to interpret the past using high quality primary and secondary source materials.
•Encourage children to build up a deeper appreciation of where we come from and what aspects of history have influenced modern day.

•Design and construct a varied and engaging long term plan that is ambitious and ensures the topics are linked to the National Curriculum but are also linked to the interests of the children in school.
•Teacher have good knowledge of the subject they are teaching
•When designing a bespoke medium and long term plan links are made to ensure that the current topic is taught across many subjects.
•Ongoing – guest speakers are invited from the local and wider community to share their knowledge of the surrounding area. These have included visitors linked to the local church.
•School trips planned as appropriate.

•Children are engaged and motivated to learn, to develop their understanding further.
•Learners develop a detailed knowledge.
•Ensuring that cross curricular links are made and therefore deepens the children’s knowledge.
•Children understand the importance of presentation and quality of work is essential in all areas.
•All children from Reception to year 6 increase their knowledge of the area they live.
•Engage all children more thoroughly, especially those children who learn in a more visual and interactive manner.




Pupils use ICT as part of their everyday learning. They have the opportunity to use a variety of technology whilst learning to use it wisely and safely. Our children enjoy improving their skills in word processing, PowerPoint, internet web page design and coding.

•We constructed an ICT curriculum that is designed to give all learners, particularly the most disadvantaged, the knowledge and cultural capital they need to succeed in life.
•Ensure all pupils within the school have access to ICT equipment in order to cover statutory requirements for each stage.
•Ensure teachers have access to computer programmes in order to cover statutory requirements.
•Equip the children with a knowledge of internet safety, use of social media and the perils of online gaming and information sharing.

•Ensure continuity and progression and enable pupils to access statutory objectives/ concepts set out in the National Curriculum.
•Ensure that ICT is integrated into all areas of the curriculum in order to provide pupils with the opportunities to apply the skills taught.
•Timetabling of technology to ensure pupils in all other classes are able to use PCs and tablets to cover statutory requirements and allow for small group directed teaching of ICT skills.
•Monitor the quality and quantity of equipment available, with the intention of purchasing more electronic notebooks in order to further integrate ICT skills into all lessons, for every pupil, when required.
•Children are using technology to enhance their learning across the curriculum

•Learners are developing an increased knowledge and skill in ICT in each class, which can be utilised across the curriculum.
•All pupils within each class have more access to ICT in order to fulfil statutory requirements of coverage and have access to platforms that can also be used at home.
•Children are learning to use skills which they help their peers with, within the normal school day and access a PC as part of their daily learning choices.

Learning about a Career in Languages

Pupils at Hovingham CE VC and St Hilda’s, Ampleforth CE VC Primary Schools follow the agreed scheme of work for French drawn up by North Yorkshire LEA. KS2 pupils receive a French lesson each fortnight taught by a native French speaker.

•Provide children with linguistic opportunities to prepare them for secondary school and to provide the foundation for learning further languages
•To instil an appreciation of other cultures
•To increase the children’s knowledge of other cultures and ways of life
•To be able to respond in another language on a basic level

•Fortnightly opportunities to practice speaking and writing, following a progressive scheme of work developed by NYCC.

•As they move through the school children speak with increasing confidence and fluency.
•Children’s knowledge of other cultures is increased
•Stereotyping is addressed through investigation and discussion of other cultures.

Learning to Become a Mathematician


We use the 2014 National Curriculum for Maths, making use of White Rose scheme as a basis for our planning. We create the foundation for maths in school in EYFS. We teach practical methods using concrete support, leading onto pictorial representation and then numerical presentation. We encourage children to play with numbers and use counting skills throughout the day. This is taught in all areas of the classroom and outdoor area.


We intend that children will:

  • Master and become confident in fundamental Mathematical concepts
  • Be able to quickly recall key mathematical facts
  • Develop a range of mental and written calculation strategies
  • Be able to apply their mathematical knowledge to solve problems, including those with real-life contexts, by choosing the appropriate operations
  • Will leave primary school with an efficient, reliable, compact written method of calculation for each operation
  • Understand the importance of mathematical skills in everyday life and how they may apply their skills in the future
  • Develop an enjoyment of Mathematics
  • Will show clear progression of mental maths skills and strategies over time.
  • Have access to open-ended tasks, activities and good levels of challenge to ensure all children make at least good progress in maths.
  • Make good progress and will be able to communicate and show their next steps and their own evaluation of their learning.


  • We will design and construct an engaging curriculum plan to allow children the opportunity to apply mathematical skills in all areas of the curriculum.
  • Ensure that pupils are encouraged to use mental mathematics where appropriate.
  • Daily fluency work which supports, challenges and stretches different abilities and year groups. This includes daily times tables practice in Key Stage 2.
  • Marking of work to give tips on strategies and point out where pupils could have used a more efficient mental method eg: pupils multiplying/dividing by 10, 100, 1000.
  • Number of the week work in EYFS.
  • Use a variety of representations of number in order to build up childrens understanding of the structure of number.
  • Pupils are given regular opportunities for problem solving, including collaborative paired/ group work.
  • Regular discussions with children about why and how we are going to use these skills in a ‘real-life’ context and the importance of them.
  • Use of assessment questions based on new curriculum content to continuously provide opportunities for pupils to apply their knowledge and understanding when questions are presented in different ways.
  • Use of outdoor environment in EYFS to provide practical mathematical activities.
  • Extension activities are provided for able pupils in order to extend learning further.
  • Key maths vocabulary is explicitly taught.
  • Pupils are encouraged to explain their Mathematical reasoning. They are provided with reasoning questions as part of daily maths lessons and are supported in their responses using sentence stems.
  • Take part in Maths moderation (Howardian Alliance Schools).
  • Pupils, on occasion, are given time at the end of activities in each lesson to record how well they feel they have met the learning objectives.
  • Pupils are allowed sufficient time to complete corrections in their books and respond to teacher comments.


  • Pupils are willing to jot down how they calculate informally.
  • Pupils draw upon their conceptual and procedural understanding in order to have a go at unfamiliar problems.
  • Pupils discuss with the teacher and respond to questioning in their books in order to widen skills and vary their mathematical approach.
  • Pupils are becoming more resilient during problem-solving activities. They are willing to ‘have a go’ and do not fear failure.
  • Pupils make good progress in their recall of key mathematical facts.
  • Pupils have good attitudes towards collaborative problem solving, and pupils enjoy discussing and testing the best way of solving problems.
  • Pupils use practical strategies and equipment to help them solve problems.
  • Pupils are able to discuss what their targets are in Maths.

Learning to Become a Musician



We follow a scheme of work provided by NYCC but enhance this further by singing in worship, rehearsing and performing and by having a Musical Theatre extra-curricular club at Hovingham.

•To improve the access of all children to music and musical activity.
•To further raise the profile of music within the school.
•To ensure the teaching and learning of music in all classes is at least good.
•To encourage children to be creative in all they do.
•To use music as a form of mindfulness

•Two year rolling programme taught at KS1
•Our KS2 teaching is taught by a NYCC music specialist and has, over the last three years, given pupils opportunity to learn Ukulele, percussion and recorder.
•Peripatetic music lessons are available in school for children.
•Regular singing in worship.
•Rehearsing and performing.
•Musical Theatre extra-curricular club at Hovingham.

•Improved teaching of musical concepts.
•Increased interaction in music lessons.
•All children sing in worship.
•Increased opportunities to sing as a group and work as a team.
•Music and musical themes are planned and implemented across the curriculum.
•The six units; Pulse, pitch, rhythm, structure, mood and musical elements are repeated each year across the schemes year 1-6. Class 1 (Reception) are taught the preliminary songs and concepts – pulse, pitch and rhythm to give a foundation for future learning.

Personal ,Social, Health, & Citizenship Education (PSHCE)

We study how to deal with life, worries and moral dilemmas. This is done through a variety of visitors such as NSPCC, CEOP (internet safety) and the York/Selby Magistrate Court. We also have discrete lessons dedicated to this theme. Healthy living, exercise and eating is also a theme that the children are taught. Mental health and Mindfulness are a strong influence throughout our school day.

•All children are actively encouraged to appreciate each other and to treat each other as they would wish to be treated.
•That each child is given the opportunity to develop resilience and self-sufficiency, whilst being sensitive and respectful to the needs of others.
•Sex and relationship education is an important part of PSHCE teaching. We intend for our children to be given the age related information required to enable them to make good choices and to understand about healthy and unhealthy behaviours.
•Children develop a sense of morality
•Children develop a knowledge of how to look after themselves through healthy diet and regular exercise.

•From the very early years and the early days in school each September children are taught and encouraged to become increasingly independent and resilient to new challenges. Maintain regular communications with outside agencies, e.g the police, magistrates and health services, invite visits for talks around internet safety, keeping safe and being a good citizen.
•Staff will complete the online Safeguarding/Prevent/Child Protection training (and others) as instructed by the HT.
•Children have daily opportunities for reflection and discussion about choices
•Discrete PSHCE/SRE lessons alongside embedded discussions.

•Parental and visitor positive feedback.
•GUNY survey.

UKS2 3D 2020 Coverage Matrix

LKS2 3D 2020 Coverage Matrix

KS1 3D 2020 Coverage Matrix

Infants Curriculum Cycle

Juniors Curriculum Cycle

Physical Education

•We have constructed a PE curriculum that is ambitious and designed to give all learners, particularly the most disadvantaged, the knowledge and cultural capital they need to succeed in life.
•Our curriculum is designed and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.
•We have the same academic, technical or vocational ambitions for all learners in PE.
•Our curriculum is designed to be ambitious and to meet the needs of every pupil, regardless of their needs.
•To work to provide a minimum of 30 minutes physical activity each day.

•Content of PE curriculum design is focussed on each individual child’s mastery of: ball skills, striking & fielding, target, athletics and dance, swimming and outdoor learning.
•PE lessons incorporate the skills needed across the curriculum:
•Use of mathematics to time, measure and sequence.
•PSHCE / British Values is incorporated into each lesson (focus on respect, values, team ethic and going for goals).
•Geographical skills are implemented through residential visits and orienteering activities.
•Communication and co-operation is a key focus during PE lessons. We are committed to developing the skills needs for future progress and employability.
•Subject matter is presented clearly, and promotes appropriate discussion about the skills being taught. Learners’ understanding is checked systematically, and misconceptions are accurately identified – leading clear and direct feedback. Lessons are adapted as necessary, without unnecessarily elaborate or differentiated approaches.
•In PE lessons, children are challenged to their own level, which they decide based on their own interpretation of their current level of ability.
•In the case of reluctant participants, lessons are planned to give the same level of opportunity for success on a one-to-one/small group activity either with the lead teacher, or accompanying teaching assistant.
•PE lessons incorporate British Values and our core school values.
•An after-school sports club is available to all pupils 3:30-4:30 each Monday at Hovingham and each Thursday at St Hilda’s.
•Outdoor structured play provision is available to Reception aged pupils on a daily basis.

•The children are developing knowledge and skills in PE, which can be utilised across the curriculum.
•Children are listening more carefully during PE lessons. They are able to comment more confidently about how the skills being taught in PE lessons can be used across their lives: determination, communication, resilience, personal goals, and health lifestyle.
•Our approach to a skills based focus during lessons has resulted in an improved attitude to learning – specifically where team-based and organisational skills are required to succeed.
•Children are encouraged to make their own decisions as to how they set out their area to practice the skill for the lesson.
•They challenge themselves and aspire to be the best they can be.
•Tolerance of others and their abilities is learned.


Learning about different Religions Around the World

In RE we discuss the values and celebrations of faiths and cultures in our diverse world. We enjoy bringing these festivals to life by exploring them through craft and other hands on activities. We follow the North Yorkshire Syllabus for RE, which covers a multitude of faiths and beliefs. The pupils of Hovingham CE have worship each week in either the village church. These sessions are organised and run by our local community. At St Hilda’s, the vicar leads worship in schools most weeks.

•All children are actively encouraged to appreciate beliefs from all aspects of life
•To engage all children in the values of the school and, in turn, in their local community.
•To improve the children’s understanding of the wider world, how others live and worship and to build tolerance and knowledge of our diverse nation and the world.

•Our core values will be discussed and expanded upon as these are used as a foundation from which to teach all RE.
•All classes follow the updated NYCC RE scheme
•Provision will be made for other faiths followed in school when required
•External trips to experience a faith first hand
•Children are actively encouraged to help others and become involved in fundraising.


•Children receive a grounding in the school’s values for life, British values and learn to develop their own opinions and beliefs (and expect that these will be respected).
•Children learn that other people may have different opinion and faiths to their own, but that these are important to them and should be respected also.
•Children feel part of the community.
•The diverse faiths of the world are discovered and respected giving the children a broader view of the cultural capital in which we live today.






Reflection Area

Our school has set aside a space in Class 2 for quiet reflection. It’s a place where the children can come and ponder, reflect and pray. Our Christian beliefs are reflected across the school from assemblies and lessons to the way we interact with each other every day. School life can be extremely busy so it is important that the children have time and space to reflect on their own beliefs and values.

We have a special book,

To write our prayers and feelings,

To think and overlook,

Our personal meanings.


We think of the sick and ill,

And ask God for backing,

We can be quiet and still,

Or we could be chatting.


To sum up our special place…

Really, it’s ace.


By Tom and Maddy (Y6)

Learning to Become a Scientist

Following the science curriculum of 2014, each year group plans engaging, experimental work that goes beyond the statutory requirements outlined by the government. We achieved the Primary Science Quality Mark in 018 and work closely with the Howardian Alliance for training and moderation events.

•Continue to ensure that curriculum content is covered by each Year group and class, and aim to teach science lessons in an exciting, stimulating and practical way.
•We constructed a Science curriculum that is ambitious and designed to give all learners, particularly the most disadvantaged, the knowledge and cultural capital they need to succeed in life.
•Ensuring all pupils have the opportunities for investigative science activities.
•Our curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.
•The standard of written work meets school expectations. The pupils apply their knowledge and understanding of strategies and skills taught and learnt in literacy and numeracy.

•Check that statutory objectives have been covered.
•Ensure continuity and progression and enable pupils to access statutory objectives/concepts set out in the National Curriculum.
•Science moderation (Howardian Alliance Schools).
•Pupils are given regular opportunities in each unit of work in an investigative way by asking ‘What happens when? Or proving/disproving predictions they make.
•They work collaboratively and independently to plan and participate in experiments. They record their work in suitable diagrams, tables and charts.
•Use of outdoor environment to make science ‘real’.
•Children are encouraged to use skills taught across the curriculum (ie: data handling & measuring, written and oral communication, illustration & design).
•Health & well-being incorporated into every PE lesson.
•Collaborative investigation.

•Pupils enjoy Science and see it in action in the ‘real world’
•Many pupils are becoming more adept at explaining their scientific thinking.


SMSC - Spiritual, Moral, Social and Cultural Awareness

SMSC is about developing the whole person. As our pupils move through the school, we are committed at Hovingham School, to developing not only their academic standards and levels of achievement, but also their spiritual, moral, social and cultural awareness.

We aim to provide opportunities for our children to form their own identity; sense of place and purpose, giving them the confidence to question and discover who they are in the world and face the exciting challenges that lie ahead. Being a church school adds another dimension to our SMSC provision as our Christian ethos permeates all aspects of school life and underpins our values and mission.

British values are embedded in the work of the school and they are defined as:
•The rule of law
•Individual liberty
•Mutual respect
•Tolerance of those of different faiths and beliefs

Find out more here about SMSC across the curriculum.

We have close links with our local church and collective worship is held there each week. This is led by members of the church and also members of the Methodist church too.


SMSC (Spiritual, Moral, Social and Cultural)

What is SMSC?

SMSC stands for spiritual, moral, social and cultural. All schools in England must show how well their pupils develop in SMSC.


The spiritual development of pupils is shown by their:
•Use of candles for reflection

•Listening to and creating music to aid thinking/reflection




•Reflecting on the outstanding beauty in our world – awe and wonder


•Responding to ‘big questions’ about life and living, raised by the teachers


•Asking ‘big questions’ about life and living, raised by the children/young people


•Use of a reflection/spiritual focus/space in the classrooms.


Giving children opportunities to explore spirituality, we aim to give our children opportunities to explore spirituality across many areas…

This quote from Henry Ford puts it well: “When I use the word spirituality, I don’t necessarily mean religion; I mean whatever it is that helps you feel connected to something that is larger than yourself.”


The moral development of pupils is shown by their:
•ability to recognise the difference between right and wrong, readily apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England

•understanding of the consequences of their behaviour and actions


•interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues.



The social development of pupils is shown by their:
•use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds

•willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively


•acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; the pupils develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.



The cultural development of pupils is shown by their:
•understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others

•understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain


•knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain


•willingness to participate in and respond positively to artistic, sporting and cultural opportunities


•interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity, and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.



You can find out more at http://www.doingsmsc.org.uk






SMSC at Hovingham CE Primary School
•Daily act of collective worship, led by various teaching staff and members of the church.
•Opportunities within Collective Worship and RE to discuss and reflect on moral issues. Cross-curricular opportunities are taken where appropriate to address these issues too.
• Opportunities to mix with pupils across the age range develop pupils socially, raising their confidence and self-esteem. Links with St Hilda’s occur each week. Y4-Y6 have the opportunity to join a 3 day residential visit, this year to Edinburgh. Pupils have also had opportunity to take place in a range of cluster sporting events. Pupils are given a variety of opportunities to cooperate well with each other and resolve conflicts effectively. Pupils accept and engage with British Values which are taught through the curriculum subjects as well as through Collective Worship.

• C
urriculum opportunities develop pupil understanding of the wide range of cultural influences that have shaped their own heritage and that of others and also develop understanding of appreciation of the range of different cultures within school and further afield.
• Pupils learn about Britain’s democratic parliamentary system and its role in shaping our history and values. Opportunities to take part in a range of activities in music and the arts develop pupils culturally. Pupils learn French which is taught by a native French speaker. Pupils gain an interest in exploring and an improved understanding of and respect for different faiths and cultures through their learning in a wide range of curriculum areas.

5th June 2017 – Visit from the Bishop of Selby

We were delighted to have Bishop Thompson visit us on Monday. He led the school in worship then spent time answering questions from the children in both classes. The questions posed by the children were responded to warmly by the Bishop and shed light on many aspects of his work. Following a meeting with Mr Wilson and Mr Pynn the Bishop then led a blessing under the new seated canopy area in the playground. More details about his visit will follow next week when Howard Class unveil the winners of the “Journalist for a Day” initiative!

26th January 2017 – York Minster Trip

Hovingham School arranged a visit to York Minster for all of our KS2 pupils. The visit included a session at the Minster’s Learning Centre, followed by a tour of York Minster itself. This was a great opportunity for the pupils to Learn about York Minster and our place within the Diocese.

“The school was invited for a school trip to York Minster, as one of so many in the dioceses of York.

The structure of the Minster has been replaced with 3 structures and has had lots fires. While we were there we were shown how people were baptised and what you have to do to baptise somebody and also what a dioceses was.

We were shown around the Minster. We also were told how they cleaned the great window and it takes them 10 years to clean one massive window! To clean all of them it will take 150 years! York Minster took 250 years to build starting the current building during Anglo-Saxon times.

We finished our trip with an act of collective worship by candle light, in the crypt!”

By Felix Dodds-Aston – Y4

22nd April 2016 – Terrific Tag Rugby

Last Friday, Y5 and Y6 took part in a tag rugby competition at Ryedale School. As well as the excitement of taking part in the competition, there was much excitement over the new team kit which was jointly funded by Friends of Hovingham School and St. Hilda’s School Fund. The children all looked amazing and it really brought them together as a team. The standard of play was excellent and it was noticeable how play improved over the five games. We finished in a very respectable fourth place. As always, our enthusiasm and sportsmanship were excellent. Well done everyone.

15th April 2016 – York Magistrates

On Friday, KS2 had a very special visit from three magistrates: two from York and one from Scarborough. They talked to us all day about what they do, how to be a good citizen and what would happen to you if you committed a crime.
We also acted out our own youth court, all having a part to play. Then we needed to decide if Samantha Sinclair (the defendant played by Bea F.) was guilty or not. The three magistrates (played by Tom H., Kaitlyn Y. and Lydia C.) came to the conclusion that she was guilty and so the actual magistrates told us about consequences and punishments. (By Effie)

Year 2 (KS1) SATs 2020

Information for parents: 2018 national curriculum test results at the end of key stage 1

Information for parents: 2018 national curriculum tests for KS1


Changes to Key Stage 1 SATs in 2017: what parents need to know

Children starting Year 2 in September 2016 and beyond will need to be prepared for the new style KS1 SATs in 2016. Here’s what you need to know about what the tests involve.

In the summer term 2016, children at the end of Key Stage 1 were the first to sit new SATs papers. That means that if your child is in Year 2 this year, they will be among the first year-groups of pupils to take the new-style test. SATs have been overhauled in both Key Stage 1 and Key Stage 2 to reflect the changes to the national curriculum, which was introduced from September 2014.

At the end of Year 2, children will take SATs in:
•English grammar, punctuation and spelling

Key Stage 1 Reading

The new reading test for Year 2 pupils will involve two separate papers:
•Paper 1 consists of a selection of texts totalling 400 to 700 words, with questions interspersed
•Paper 2 comprises a reading booklet of a selection of passages totalling 800 to 1100 words. Children will write their answers in a separate booklet

Each paper is worth 50 per cent of the marks, and should take around 30 minutes, but children are not be strictly timed, as the tests are not intended to assess children’s ability to work at speed. The texts in the reading papers cover a range of fiction, non-fiction and poetry, and get progressively more difficult towards the end of the test. Teachers have the option to stop the test at any point that they feel is appropriate for a particular child.

There are a variety of question types:
•Multiple choice
•Ranking/ordering, e.g. ‘Number the events below to show in which order they happened in the story’
•Matching, e.g. ‘Match the character to the job that they do in the story’
•Labelling, e.g. ‘Label the text to show the title’
•Find and copy, e.g. ‘Find and copy one word that shows what the weather was like in the story’
•Short answer, e.g. ‘What does the bear eat?’
•Open-ended answer, e.g. ‘Why did Lucy write the letter to her grandmother? Give two reasons’

Key Stage 1 Grammar, Spelling and Punctuation

Children taking Key Stage 1 SATs sit two separate papers in grammar, spelling and punctuation:
•Paper 1: a 20-word spelling test taking approximately 15 minutes and worth 20 marks.
•Paper 2: a grammar, punctuation and vocabulary test, in two sections of around 10 minutes each (with a break between, if necessary), worth 20 marks. This will involve a mixture of selecting the right answers e.g. through multiple choice, and writing short answers.

Please note: in May 2016, following the KS1 SATs spelling paper accidentally being made available on the Department for Education website before the test, Schools Minister Nick Gibb removed the requirement on schools to administer the Key Stage 1 grammar, punctuation and spelling test for 2016 only.

Key Stage 1 Maths

The new Key Stage 1 maths test is made up of two papers:
•Paper 1: arithmetic, worth 25 marks and taking around 15 minutes.
•Paper 2: mathematical fluency, problem-solving and reasoning, worth 35 marks and taking 35 minutes, with a break if necessary. There are a variety of question types: multiple choice, matching, true/false, constrained (e.g. completing a chart or table; drawing a shape) and less constrained (e.g. where children have to show or explain their method).

Children are not allowed to use any tools such as calculators or number lines.


When will the KS1 SATs take place?

The new-style KS1 SATs are due to be administered in May 2017. Unlike KS2 SATs, KS1 SATs don’t have to be administered according to a nationally-set timetable in a specific week. Schools are free to manage the timetable and will aim to administer the tests in the classroom in a low-stress, low-key way; some children won’t even be aware they’ve taken them!


How will the tests be marked?

Although the tests are set externally, they are marked by teachers within the school.

Instead of the old national curriculum levels, children are given a scaled score. Their raw score – the actual number of marks they get – is translated into a scaled score, where a score of 100 means the child is working at the expected standard. A score below 100 indicates that the child needs more support, whereas a score of above 100 suggests the child is working at a higher level than expected for their age. The maximum score possible is 115, and the minimum is 85.

Teacher assessments are also used to build up a picture of your child’s learning and achievements. In addition, your child will receive an overall result saying whether they have achieved the required standard in the tests (your child’s actual results won’t be communicated to you unless you ask for them). The Department for Education aims for 85 per cent of children to reach the expected standard (this is a higher standard than was expected before 2016).


Other Subjects

Other national curriculum subjects, including English writing, speaking and listening, science and computing, will be assessed by your child’s teacher based on their work throughout the year.


Are there any practice papers for 2016 SATs?

The official 2016 KS1 SATs papers are available for free download from TheSchoolRun:
KS1 English SATs 2016
KS1 Maths SATs 2016

You can also look through free past papers from previous years – although the format and content of the new SATs is different, they will still help to familiarise your child with exam procedure.

TheSchoolRun has commissioned five complete KS1 SATs practice papers for maths and five for English. Available exclusively to subscribers, they are written in the style of the new-curriculum papers and feature similar question types.

Year 6 (KS2) SATs 2020

Information for parents: 2018 national curriculum test results at the end of key stage 2

Information for parents: 2018 national curriculum tests for KS2


Key Stage 2 (End of Primary School) Results 2018

The DfE’s policy is to suppress publication of figures relating to a cohort of 5 pupils or fewer. This is intended to reduce the risk of individual pupils being identified from published data.

In 2018 our cohort was 5 pupils and therefore our data is suppressed.


Key Stage 2 (End of Primary School) Results 2017

The DfE’s policy is to suppress publication of figures relating to a cohort of 5 pupils or fewer. This is intended to reduce the risk of individual pupils being identified from published data.

In 2017 our cohort was 2 pupils and therefore our data is suppressed.


Changes to Key Stage 2 SATs in 2017: what parents need to know

In the summer term of 2016, children in Year 2 and Year 6 were the first to take the new SATs papers. The new-style SATs for English and maths reflect the new national curriculum, and are more rigorous than previous years’ tests. There is also a completely new SATs marking scheme and grading system which has replaced national curriculum levels.

At the end of Year 6, children sit tests in:
•Spelling, punctuation and grammar

These tests are both set and marked externally, and the results are used to measure the school’s performance (for example, through reporting to Ofsted and published league tables). Your child’s marks will be used in conjunction with teacher assessment to give a broader picture of their attainment.


Key Stage 2 Reading

The reading test is a single paper with questions based on three passages of text. Your child will have one hour, including reading time, to complete the test.

There will be a selection of question types, including:
•Ranking/ordering, e.g. ‘Number the events below to show the order in which they happen in the story’
•Labelling, e.g. ‘Label the text to show the title of the story’
•Find and copy, e.g. ‘Find and copy one word that suggests what the weather is like in the story’
•Short constructed response, e.g. ‘What does the bear eat?’
•Open-ended response, e.g. ‘Look at the sentence that begins Once upon a time. How does the writer increase the tension throughout this paragraph? Explain fully, referring to the text in your answer.’

Key Stage 2 Grammar, Punctuation and Spelling

The grammar, punctuation and spelling test consists of two parts: a grammar and punctuation paper requiring short answers, lasting 45 minutes, and an aural spelling test of 20 words, lasting around 15 minutes.

The grammar and punctuation test will include two sub-types of questions:
•Selected response, e.g. ‘Identify the adjectives in the sentence below’
•Constructed response, e.g. ‘Correct/complete/rewrite the sentence below,’ or, ‘The sentence below has an apostrophe missing. Explain why it needs an apostrophe.’

Key Stage 2 Maths

Children sit three papers in maths:
•Paper 1: arithmetic, 30 minutes
•Papers 2 and 3: reasoning, 40 minutes per paper

Paper 1 will consist of fixed response questions, where children have to give the correct answer to calculations, including long multiplication and division. Papers 2 and 3 will involve a number of question types, including:
•Multiple choice
•True or false
•Constrained questions, e.g. giving the answer to a calculation, drawing a shape or completing a table or chart
• Less constrained questions, where children will have to explain their approach for solving a problem

Key Stage 2 Science

Not all children in Year 6 will take science SATs. However, a number of schools will be required to take part in science sampling: a test administered to a selected sample of children thought to be representative of the population as a whole. For those who are selected, there will be three papers:
•Biology: 25 minutes, 22 marks
•Chemistry: 25 minutes, 22 marks
•Physics: 25 minutes, 22 marks

It sounds very intimidating, but these are ‘questions in a physics/chemistry/biology context’, for example:

Biology: ‘Describe the differences in the life cycle of an amphibian and a mammal’

Chemistry: ‘Group a list of materials according to whether they are solid, liquid or gas’

Physics: ‘Predict whether two magnets will attract or repel each other, based on where the poles are facing’

Science sampling is not scheduled to take place in May 2017, but schools will be selected for it in May 2018.


When will KS2 SATs take place in 2018?

The Year 6 KS2 SATs will be administered in the week commencing 8 May 2018.

The 2017 SATs schedule is as follows:


Monday 8 May 2017 English reading
Tuesday 9 May 2017 English grammar, punctuation and spelling Paper 1: questions
English grammar, punctuation and spelling Paper 2: spelling

Wednesday 10 May 2017 Mathematics Paper 1: arithmetic
Mathematics Paper 2: reasoning

Thursday 11 May 2017 Mathematics Paper 3: reasoning


How will Key Stage 2 SATs be marked?

The previous national curriculum levels have been scrapped, and instead children are given scaled scores.

You will be given your child’s raw score (the actual number of marks they get), alongside their scaled score and whether they have reached the expected standard set by the Department for Education (‘NS’ means that the expected standard was not achieved and ‘AS’ means the expected standard was achieved).

The range of scaled scores available for each KS2 test is:
•80 (the lowest scaled score that can be awarded)
•120 (the highest scaled score)

The expected standard for each test is a scaled score of 100 or more. If a child is awarded a scaled score of 99 or less they won’t have achieved the expected standard in the test.

Are there any practice papers?

Yes, the 2016 KS2 SATs papers are now available and can be downloaded for free from TheSchoolRun:
KS2 English SATs 2016 past papers
KS2 Maths SATs 2016 past papers

You can also access our current free Year 6 SATs papers here; these relate to the old SATs, so the content and format of the new papers will be different, but they are still useful to help your child familiarise themselves with exam technique.

TheSchoolRun has also commissioned five complete KS2 SATs practice papers for maths and five for English. Available exclusively to subscribers, they are written in the style of the new-curriculum papers and feature similar question types.