Our School: Providing a broad and relevant curriculum

One of our aims is to ‘provide a broad and relevant curriculum’. The National Curriculum comprises of a core of English, Maths, Science and Information Communication Technology, along with foundation subjects of Art, Geography, History, Music, Physical Education and Design Technology. Religious Education is also included. If you need to know more about the school’s curriculum then please ask any of the teachers.

Our teachers are great at making the curriculum interesting and relevant…

The primary phase is divided into three Key Stages:
Oxford trip

Foundation Stage: 4 – 5 years (Reception)

Key Stage 1: 5 – 7 years, Years 1 and 2 (Infants)

Key Stage 2: 8 – 11 years, Years 3, 4, 5 and 6

Curriculum Overview

Curriculum Overview Owlets and Tawny Owls (1)

Barn Owls Curriculum Term 1 2 3

Snowy OwlsCurriculum Term 1

Snowy Owls Curriculum Term 2

Snowy Owls Curriculum Term 3

Eagle Owls Topic 1

Eagle Owls Topic 2

Eagle Owls Topic 3


Curriculum letters

Barn Autumn 2017

Eagle Autumn 2017

Owlets Autumn 2017

Snowy Owls Autumn 2017

Tawny Autumn 2017

Teachers plan carefully, detailing the skills to be learned, the understanding to be developed and the assessments that need to be made. Our framework and policies outline how this curriculum will be delivered.

Our aim is to make learning as engaging as possible…

In the Foundation Stage we follow the Early Years framework which covers 7 areas. Learning is done through exploration and play as well as working with the teacher and other adults.

In Key Stage 1 and 2 children follow the National Curriculum.  This is a statutory document that sets out what the children need to learn in each curriculum area. Sometimes subjects are taught separately and at other times they are grouped together under a theme.


At Dry Sandford School encourage children to:

  • Develop a positive and confident attitude to Mathematics
  • Develop a systematic and logical way of working
  • Apply skills and knowledge to investigations and practical problem-solving
  • Come to a deeper understanding of mathematical concepts by working in a variety of ways
  • Develop an investigative approach from the earliest age
  • Develop the appropriate language that they will need to make connections
  • Develop effective calculation strategies through learning number facts and applying them
  • Use ICT as a way of handling information effectively, eg. construction of graphs and giving instructions for roamer
  • To use models and images to increase understanding of mathematical concept.
  • To work mathematically in a reciprocal way with other children.

Children’s mathematical experience include:

A dedicated Maths lesson every day, including the use of Mathletics.

  1. Direct teaching and interactive oral work with the whole class and small groups.
  2. An emphasis on mental calculation.
  3. All children are targeted to work towards common objectives and differentiated levels.
  4. Cross-curricular links are made where appropriate.

Calculators are used where appropriate as a calculating aid when children have gained sufficient proficiency in the learning of concepts. They are used whilst maintaining mental calculation skills and written methods.

Homework is given where the teacher feels it will extend or consolidate work in class.  It may be an activity making use of the home context, number games, learning number facts by heart, gathering information and problem solving. Parental participation is welcomed. (Refer to Homework Policy). Children are also  encouraged to learn number facts and tables.


Children are encouraged to explore, enjoy and talk about their developing mathematical understanding in different contexts. Stories, songs, games and imaginative play provide opportunities to practise and learn new concepts.


Through both teacher and child initiated activities, PSRN allows children to:


  • seek patterns
  • make connections
  • recognise relationships
  • work with numbers and shapes
  • understand space and measures
  • count
  • sort and match objects

Children engage in these activities using both inside and outside environments.


Literacy encompasses three key elements – reading, writing and speaking and listening.  Although they may be taught discretely, they are also all inter-related, and cross curriculum boundaries.

We aim to equip pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for Literacy aims to ensure that all pupils:


  • Read confidently, fluently, with expression and good understanding.
  • Develop the habit of reading widely and often, for both pleasure and information.
  • Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.
  • Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.
  • Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas in both formal and informal situations.
  • Develop their powers of imagination, inventiveness and critical awareness.
  • Appreciate our rich and varied literary heritage


The programmes of study for Literacy are set out year-by-year for key stage 1 and two-yearly for key stage 2.   At Dry Sandford Primary School the programmes of study are taught through a range of fiction, non-fiction and poetry units and associated quality texts. These units are identified on our long term plans for literacy. Additional elements of the Literacy curriculum are taught discretely where necessary:

  • Daily phonics and weekly spelling in FS and KS1 and for specific interventions, as required at KS2.
  • Regular grammar sessions to underpin linguistic skills, which are taught alongside, as well as integrated into literacy units.
  • Weekly spelling focus in KS2.
  • Weekly handwriting
  • Regular guided reading sessions.
  • The school uses a reading box progression for individual reading so that children progress from box 1 to box 100. There are a variety of schemes within each box.
  • Reading is supplemented with class ‘Golden Boxes’ which include children’s favourite titles and are shared around the class by the teacher.

Homework is given to consolidate work in class and also children are encouraged to read regularly, learn spellings and to listen to stories and discuss them.


Children are encouraged to explore, enjoy and talk in a range of different contexts.  They learn songs, stories and games and develop the skills to read and write including developing phonic skills. Our aim is to develop vocabulary and speaking skills as well as a real love of stories and books.


Our science curriculum is taught so that one or two units of the National Curriculum are part of each term’s learning. We often choose books so that literacy and the humanities subjects supplement each other. Visitors and Visits are used to supplement teaching.

Physical Education

All children have 2 hours of PE per week and we supplement this with our membership with Abingdon Partnership who run training, festivals and competitions for a wide range of ages of children.

Clubs – Football

Owlets daily Wake Up and Shake Up session 11

WUSU School

Wake up shake up letter

Walk to school letter


Each KS1 and 2 class has a weekly computing lesson following the new National Curriculum for computing.


History and Geography are taught through exciting topics which follow the requirements of the National Curriculum. We often choose books and stories so that literacy and the humanities subjects supplement each other. Visitors and Visits are used to supplement teaching.

The Arts

The arts curriculum- art/ design and technology/ music are taught in a ‘cross-curricular’ way and we are lucky that they are supplemented with the expert teachers from Cothill School. The specialist music teacher from Cothill teaches all of our KS2 children music, and supplements the music teaching by a music expert at Dry Sandford. KS2 children also get the opportunity to be taught at Cothill’s purpose built pottery centre by a specialist pottery teacher. The pottery supplements topics being taught at the school.

KS1 music and art are also exciting and teachers use a variety of their own expertise for music, art and DT and also use  the Charanga music scheme.

Religious Education

This is taught in all classes and we follow the Oxfordshire Agreed Syllabus. Our first aim
when teaching RE is to develop knowledge, understanding and respect of different faiths and
to help children develop their own beliefs; however our teaching recognises the central part
that Christianity plays in our lives. Our second aim is that of a child’s personal development
and the appreciation and sharing of values.

RE PolicySept 14

RE Medium Term Plan Sept 14

Collective Worship

Assemblies are used to help achieve the aims of our RE policy and to promote the general
ethos of the school. We have assemblies each day of the week. This allows for discussion of
particular issues or areas pertinent to the different ages. The local vicar leads an assembly
every fortnight. Singing, music and stories play an important part in our school assemblies.
Parents have the right to withdraw their children from acts of collective worship but we hope
they will see these assemblies as an important part of the school day.

Collective worship policy

Sex Education

We see our role as being complementary and supportive to the role of parents in helping their
children to cope with the emotional and physical aspects of growing up, and in preparing
them for the challenges and responsibilities they will face.

PSHCE Policy

Dry Sandford Primary School SRE policy




Attendance Policy June 2011

Behaviour policy – Restorative Approaches 

Charging Policy for Parents Nov 2013

Confidentiality September 14

Complaints Oct `13 

CIEMP -Critical incidents 2017


Early Years Policy Mar11

Equality plan- Dry Sandford

Health and Safety Part 3Nov 15

Mobile phone and camera policy OSCB

 SEN Policy for Dry Sandford Feb 2015

Safeguarding Statement

Safeguarding policy 2016

Supporting Pupils at School with Medical Conditions Nov 15

Whistle blowing policy Feb 2016

Other policies and documents can be found in ‘School Office’