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The Clent curriculum has been designed in line with our motto 'Engage. Believe. Achieve'. 

The aim of our curriculum is to promote a thirst for knowledge, engagement with the world around us, a strong sense of self belief and a love of learning. It is a broad and balanced curriculum that enthuses children and provides opportunities for excellence. Our school values are very important and we aim for our children to be compassionate, responsible, friendly, honest, to forgive and have a respect for everyone. We have high expectations for our children and give them equal opportunities to achieve their full potential both academically and socially.

Our children learn best when learning is meaningful, purposeful and develops transferable skills. This means that our teaching is child centered. Each element of classroom practice is designed based on how children learn best with: daily reviews, new material introduced in small steps, careful questioning, teacher models, guided practice and independent application.

Learning is broadly theme based and will often begin with a hook to spark the children's enthusiasm and engagement. Creativity is very important to use, and we understand the importance of children 'standing on the shoulders of giants', giving children a solid foundation of knowledge which they can then apply independently.

National Curriculum statutory requirements are fulfilled and the Clent curriculum ensures that opportunities are broad, balanced and fit for purpose so our pupils can understand, contribute to and succeed in modern Britain. 



At Clent Primary our highest priority is the development of a love of reading. reading leads to significant academic achievement,  a deeper understanding of the world, self-confidence and ultimately a brighter future. 

Reading takes many forms here at Clent ... Children from years 1-6 regularly engage in guided reading activities, using books and resources carefully matched to their current levels of skills and understanding. Throughout the week, children will take part in adult led and adult initiated learning, as well as opportunities for group, paired and individual learning. 

Children are guided to decode words, using a variety of different approaches. They are also taught to decode meaning through increasingly skilled textual analysis. Adults support children to engage in straight forward recall, or more complex inference or deduction to determine author or character intention. Our children read a wide range of material including: plays, stories, comics, poetry and non-fiction texts as part of their progressive reading journey.

Story time takes place on a daily basis, in every classroom. We place the highest value on children being read to and hearing stories read out loud. What better way to understand the written word and hear your favorite characters come alive than sharing stories every day? 

From Oak Class on wards children are expected to read at home. We encourage and support parents to read with their children on a daily basis. We recognise that parents play an incredibly important role in their child's development. 

Children are informally assessed on an on-going basis,  through a combination of teacher assessments and more formal reading comprehension tests to ensure accuracy of provision. Reading is rigorously monitored to ensure that our high expectations are maintained and built on. Staff receive support and professional development opportunities to ensure that we are constantly improving and refining our practice.

Our English curriculum has reading at its heart. Children read, discuss and dissect stories, poems and other texts. They analyse text structure, character, forma and purpose which helps them enormously with their own written work. Add to this text rich curriculum the book fayre, sponsored reading events, poetry days, author visits and many other whole school reading events and we are confident that our children increasingly understand the importance and pleasure of reading as a lifelong and life enhancing skill. 



Here at Clent we teach maths for mastery. When taught to master maths, children develop their mathematical fluency without resorting to role learning. They are able to solve a wide range of problems without having to memorise procedures. Our children develop a deep and long term understanding of maths which they are able to adapt and apply. The children have time to think deeply about mathematical concepts as they move more slowly through content. Learning builds over time beginning with concrete objects and manipulatives. Children are then taught to express their understanding of key facts and processes pictorially. Only when children are secure with concrete and pictorial, do they move on to using written methods and symbols. Children who grasp concepts quickly are challenged by rich and sophisticated problems. Those children who are not as fluent are well supported through additional support. A typical maths lesson always starts with an ‘In Focus’ task. These are often practical tasks that act as revision and to activate prior learning. It is followed by ‘Let’s Learn’ which introduces new concepts through visual images and manipulatives. Guided examples are used for reinforcement. Children then work either individually or in small groups to explore mathematical concepts with a game or short activity. This provides a chance for adults to observe children, identifying those who can move or may need additional support. Children move onto their workbooks with those who are faster graspers working on more complex problems which involve higher order thinking skills. Alongside this, the children are also taught mental calculation skills including times-tables. This is a particular focus in Years 2 to 4 in preparation for the newly introduced times-table test in Year 4. Children are assessed at the end of each unit, in weekly fluency tests and through their daily work. These tools allow teachers to effectively monitor progress, plug any gaps and provide a tailored approach. Our aim is for children to feel confident and successful mathematicians, able to reason and explain their answers, solve more complex problems and develop an insight into the workings of science, technology and financial literacy.



The journey to become an effective writer starts in Oak class. We fully understand that children need to become confident and proficient in whole body gross motor skills before they can pick up a pencil and engage in fine motor skills thus we provide and encourage running, jumping and climbing in our carefully planned outdoor environment. Throughout Oak class children learn through play opportunities that foster language rich interactions. Adults model talk and we recognise that immersing children in language is a key step to developing young writers. We use a ‘helicopter’ writing approach with our youngest children, where the child tells the adult their story and the adult scribes it verbatum. It puts the child in the role of writer from a very early age. It reinforces the connection between spoken and written words and gives pupils the opportunity to see how ingenious mark making and letters can be which in turn inspires them to explore writing in their own way. It does not take long before the children are asking to take the pen themselves! Alongside this, phonics teaching shows the children how to write (and read) different letters and sounds, building up in Key Stage 1 to increasingly complex words. From Year 1 to 6 each unit starts with a ‘cold write’, an assessment piece which shows the teacher the next steps the child needs on their writing journey. Teaching is carefully tailored to need and skills are explicitly taught. At the end of every unit the children complete an assessment piece which shows the progress that they have made. Their assessment pieces are carefully moderated to ensure the highest standards of accuracy. Here at Clent Primary School we fully embrace Pie Corbett’s Talk for Writing approach. This supports the children to imitate key language and structures from texts. They also rehearse texts both orally and pictorally before writing. Our aim is for all of our children to become effective and enthusiastic writers, to write with style and flair, with an awareness of the reader and with grammatical accuracy. Ultimately we want them to be able to express themselves confidently within whichever genre they choose.


Children start to learn formal spelling rules when they have a secure knowledge of phase 3 letters and sounds. They are taught how to spell using specific patterns and rules. The emphasis is on the application of the rules in the children’s writing (not just learning them for a test). We follow the No Nonsense spelling approach which ensures progression from phonics to pattern seeking and rules. Each class group has specific and timetabled slots for spelling, including a list of common exception words. All spelling content comes from the National Curriculum 2014. Spelling tests are sent home on a weekly basis in Elm and Beech classes. Key words are sent home for Oak and Ash classes on an ad hoc basis. Our aim is for all children to be confident and proficient spellers.


We pride ourselves in providing a high quality Physical Education curriculum that plays a vital role in the children’s development. We follow the Early Years foundation stage curriculum and the National Curriculum for Years 1 to 6. We employ a PE specialist who ensures provision is of the highest possible standard and develops staff skills. We also employ a coach for hockey and athletics ensuring our children get the best possible provision. We aim to provide opportunities for our children to be physically confident and physically literate in ways that support their mental well-being. At Clent we are committed to providing children opportunities to become collaborative and competitive learners through a wide range of sporting and other physical activities.


We want our children to develop a clear understanding of how science influences and changes lives and how it is vital to the world’s future prosperity. Whilst following the National Statutory framework for Early Years and the National Curriculum for Years 1 to 6, we teach the knowledge, skills and understanding required. We focus on the development of the scientific enquiry skills, taught throughout each of the contexts. This enables children’s skills of observation, questioning, predicting, measuring, recording, analysing and fair testing to develop as they progress through school. Pupils are encouraged to recognise the power of rational explanation and to develop a sense of curiosity about the world around them. A strong emphasis is placed on practical work as this creates excitement for learning, along with developing enquiring minds keen to find out more.

History and Geography

History and Geography at Clent are child led explorations into the world as it is now and how it was in the past. We teach in a creative and inspiring way to ensure our children develop a fascination about the world and the people in it. We aim to develop children’s ability to question changes and environments and to deepen their thinking about their world.

Art, Design and Technology

We strongly believe that art plays a vital role in children’s physical, cultural, social and emotional development. Art allows people to express their individuality and emotion and is integral to the development of a healthy and balanced lifestyle. The art curriculum at Clent is exciting and diverse, culminating in our Year 6 trip to Ingestre Hall. The children cover a wide range of skills. Each class completes units to develop skills in drawing, painting, printing and sculpture. They also learn about specific artists. Our design and technology curriculum develops children’s abilities to explore, plan and evaluate their idea in an exciting and engaging way. Working creatively and imaginatively they design and make products, incorporating the skills of measuring, cutting, joining, sewing and food preparation.




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