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Our Curriculum

The Buckfastleigh Curriculum

Curriculum Statement

In 2019-20, we are renewing our Curriculum with a particular focus on enriching the wider curriculum.  This will be based on our school values of Belonging, Curiosity, Sustainability, Creativity and Empowerment.  The website will be updated with further details shortly.


Our Approach to Reading

We promote a positive reading culture and encourage a love of books and learning through reading. This is supported by author visits/links with the local library/whole school book events and adults as positive reading role models.

  • Attractive and well stocked school Library and class book corners/dens – inviting and stocked with age appropriate texts.

  • Daily reading in all classes
  • Reading 1:1 – with teachers/teaching assistants and volunteers
  • Buddy reading – children are paired with a buddy from a younger class and take on the role of teachers giving top tips to their reading buddies and also enjoying reading books to them and listening to them read.
  • Whole class guided reading is done everyday in Year 2 to Year 6.
  • The children take home daily their reading record for parent/teacher comments and to record reading at home.
  • Children who are learning to read fluently choose from a range of banded books in the classroom at an appropriate level – choices are guided by staff and assessed regularly.
  • Children’s book choices (particularly when they become free readers) are monitored daily through book talk and through reading journals to ensure appropriateness of level/age. Children are explicitly taught what a book may look like if it is age/level appropriate
  • The use of Accelerated Reader (AR) - a reading management and monitoring programme that aims to foster independent reading. The internet-based software assesses reading age, and suggests books that match pupils’ needs and interests. Pupils take computerised quizzes on the books and earn AR points as they progress. 
  • Floppy Phonics is our chosen phonics program.   Phonics is taught daily in EYFS and KS1 until the children have become fluent readers.


Our Approach to Phonics

At Buckfastleigh Primary School, we follow the Floppy Phonics programme.

In Foundation Stage, children are introduced to phonemes (sounds) linked to the letters of the alphabet, as well as one way of spelling each of the other 16 phonemes used in the English language, such as ‘igh’ and ‘ch’. Children are taught to blend or sound out phonics to read a variety of words and segment or break down the sounds in simple words for spelling. 


In Year 1, children learn more about the variety of ways in which each phoneme can be spelled and they also learn about the different pronunciations made by different letters or groups of letters, such as ‘a’ in ‘ant’ and ‘was’. At the end of Year 1, children will be tested on their phonics knowledge in the Phonics Screening Test.  This is a national test featuring 20 real words and 20 pseudo-words.

From Year 2 onward, we use No Nonsense Spelling which follows the Pathway to Spelling. Children consolidate their phonics knowledge, learning when to apply different spelling rules as well as how to spell plurals and different verb tenses.


Our Approach to Writing

  • At Buckfastleigh, we use a 'Talk for Writing' approach for the teaching of writing.  Teaching is based around a specific high quality text and is sometimes but not always linked to the children's wider learning.  The stages of the sequence are 'Imitate, Innovate and Invent'. 
  • Children do an elicitation task at the start of each teaching sequence.  This informs teacher's planning to enable them to tailor learning for individual and whole class needs.
  • Children are given opportunities to write across a broad range of subjects and with a clear purpose and audience
  • Grammar is usually taught in the context of a  literacy sequence thus linking to a text  although it sometimes necessary to teach grammar separately. Time is given to children to read their own writing and to edit and improve their writing as part of the writing process. The key skills of proof reading, editing and redrafting based on teacher assessment, peer assessment or self- assessment are explicitly taught.
  • Every class has a writing wall to celebrate children's progress in writing.  These are display in the corridors around school.


  • KS1 – teaching of spelling is linked to daily phonics and high frequency words
  • KS2 children are  taught spellings using the NoNonsense Spelling Programme


  • We follow the Debbie Hepplewhite approach to the teaching of handwriting from Foundation through to Year 6.  Children have time to write up and publish their learning and are encouraged to take pride in their presentation in their books.


Our Approach to Maths

Mathematics is more than just being able to calculate with numbers. We want pupils to be engaging with real problems; guessing, discovering, and making sense of mathematics – many of which will be new to the pupils.

We want children to:

  • Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • Solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

These aims are directly linked to the principles of the new National Curriculum for Maths 2014.

We follow the Complete Mathematics Curriculum across KS1 and KS2.