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Owers Road, Witham, Essex, CM8 1FR
Telephone number: 01376 512201
Fax number: 01376 502415
Headteacher: Mr Ceri Jones

Chipping Hill curriculum statement 2021

House captains curriculum vision

We the children of Chipping Hill want;

To DREAM BIG - at our school we are taught our dreams have no limits.

To BELIEVE - at our school we are taught to believe in ourselves and each other, let no-one tell us we can’t.

To ACHIEVE - at our school we are taught that with the support and dedication of ourselves and school community we ‘can achieve whatever we put our minds to’.

DREAM     -     BELIEVE     -    ACHIEVE

Staff curriculum vision

Our curriculum must be far more than knowledge; it must provide our children with far reaching experiences and opportunities that are diverse, rich, aspirational and cogent which are diminishing in the technological world we currently live. It should spike their interest, provoke curiosity, widen their eyes and point to the future whilst learning from the past. Opportunities must be afforded to children that allow personal challenge and the possibility to question all. They must lead the learning and have scope to breathe in unforced and impassioned learning experiences. Learning must never be confined to the classroom and must promote skill application and a thirst for cerebration – where practical application and the ability to discharge what is learnt within the wider world and as a tool to excel within life.

Our vision for our children and staff

Chipping Hill children will be enabled, adaptable, brave, motivated and resilient – demonstrating equanimity at every turn. They will develop a thirst for learning and a hunger for opportunity. As practitioners we must embolden understanding that struggling leads to success, be dream builders, aspiration fuelers and coves of support and guidance. Together all can be achieved with integrity, honesty and genuine collaboration at the heart.


Reading and phonics: At Chipping Hill we believe that the ability to read is fundamental to pupils’ development as independent learners, during their time at school and beyond.  Reading is central to our ability to understand, interpret and communicate with each other and the world around us.  Success in reading has a direct effect on progress in all areas of the curriculum; therefore, reading is a high priority, enabling the children to become enthusiastic, independent and reflective readers.

We use a variety of reading schemes, covering fiction and non- fiction, including Oxford Reading TreeProject X and Tree Tops. Children also have access to a well- stocked library. We encourage children to read daily at home which is monitored via a home-school reading record book.

Synthetic Phonics is taught as a way of decoding written letters and spoken sounds in the early stages of learning to read. Learning to read is like cracking a code so, by teaching phonics, we teach children to crack the code. We believe having a strong knowledge of phonemes and their corresponding graphemes provides children with a core foundation on which they can develop their skills in reading and spelling as they move through the school. We want the teaching of phonics to be engaging for children at Chipping Hill, so we use a variety of resources alongside our sequence of teaching and structured lessons.

Phonics lessons at Chipping Hill’s follow the Essential Letters and Sounds scheme, with lessons structured in a Review, Teach, Practise and Apply format. In order to engage the children and help them to retain and apply their learning we incorporate songs, actions and interactive online activities.

Writing and Spelling   In Reception and Year 1, children are taught to apply their phonics knowledge when writing unfamiliar words. Similar to reading, children are encouraged to segment sounds in a word to help them write the correct graphemes. This also applies in Year 1, where children’s spelling skills are extended to include suffixes and prefixes, with the root words mostly being phonetically regular.

Phonics into Spelling in Years 2-6 From Year 2 upwards emphasis is placed on using phonics to spell and the teaching of spelling rules. We provide a comprehensive progression in the teaching of spelling. This incorporates the teaching of spelling strategies, knowledge and skills pupils need to learn, to become effective and confident spellers.


At Chipping Hill, we have developed a whole-school maths curriculum, which ensures progression of skills and knowledge from Reception through to Year 6. We believe our primary role is to support children to reach their potential. Therefore, we endeavour for all children to be able to use their mathematical skills and knowledge confidently, which will equip them with the necessary skills they need in later life. We want all children to enjoy mathematics and to experience success in the subject.

At Chipping Hill, our curriculum broadly follows the White Rose scheme of work. Staff use this national scheme to support their planning but are not solely reliant on it. Maths sessions are carefully sequenced and adapted to suit the needs of the children; ensuring new skills are built on prior knowledge. This is done mainly through daily formative assessments and planned summative assessments.

The National Curriculum (2014) forms the basis of our long-term planning. The medium-term planning organises the topics systematically so each year, children are taught objectives from the following units: place value, calculation, fractions (including decimals), measurement and statistics. Short-term unit plans are prepared for daily teaching. Opportunities to embed learning outside of Maths lessons is essential to practise and embed their mathematical learning. This is promoted heavily at Chipping Hill.

In each classroom, the maths working wall provides the children with an opportunity to independently access the learning. It is designed to support learners and display examples. Information is added to the display as they happen. The working walls include key vocabulary (for the unit of work), what we already know (a quick elicitation exercise), today’s learning and sometimes an example of what the children will be able to do after their work. Manipulatives (resources) are available for children to help support their understanding of their work. This includes Numicon, Diennes, multi-link cubes, place value counters, rulers, 100 squares, fraction walls, weighing scales etc. Children are encouraged to use the resources and are shown how best to use them.

From Year 2 onwards, children may use marking stations to self-assess their learning. This allows them to either move onto more challenging problems or seek help to further support any misunderstandings. 

As the ability to recall multiplication tables is imperative to becoming a fluent, competent and confident mathematician, we strongly encourage and support children to learn their tables. Once a child has demonstrated they know their multiplication tables (and any corresponding division facts), they are awarded certificates. 

During the morning registration period, children in Year 1 to Year 6 revisit key aspects of their maths learning through Fix-it time. Children also complete regular quizzes and tests that recap and embed calculation methods, which the children find difficult to remember. Staff use this analysis to inform planning..


At Chipping Hill Primary School, we want our pupils to have a sense of excitement and passion about science. We develop pupils’ curiosity, enjoyment, skills and a growing understanding of science knowledge and enquiry, through an approach of children raising questions and investigating the world in which they live. We have an emphasis on scientific enquiry and developing these key skills through investigative work. During their Science lessons the children are encouraged to think and work scientifically – devising their own questions and considering how they might answer these using their scientific skills of fair testing, predicting, observing, measuring and identifying patterns in data before presenting their findings and drawing conclusions. We focus on teaching new scientific terminology as well as an understanding of the key vocabulary linked to each topic. There is an emphasis is placed on using our school grounds, and learning outside to engage children.

In Key Stage 1 the children learn about plants, animals including humans, habitats, everyday materials and seasonal changes.  This learning is extended in Key Stage 2 when the children continue learning about the topics they studied in Key Stage 1 and some other scientific topics are added to the curriculum: rocks, light, forces and magnets, states of matter, sound, electricity, properties and changes of materials, Earth and space and evolution.


At Chipping Hill, we believe that every child should have the opportunity to use and experience a range of new technologies. We aim to encourage children to become computer literate to prepare them for the computer-dominated world that they exist in. Learning key computer skills develops essential programming, data handling, and research and media concepts.

Computing is taught weekly at within the school. The children are given the opportunity to use a range of technologies including, laptops, IPads and various other computing hardware. The school uses a whole range of programmes from TT Rockstars, Scratch, Kodu and Infant Video Toolkit to apply their skills.

We begin each year focusing upon the key concept of E-safety and it is addressed in every lesson to ensure they can navigate the internet safely.


At Chipping Hill’s, we believe that high-quality history lessons inspire children to want to know about the past and to think and act as historians.  Children have opportunities to investigate and interpret the past, understand chronology, build an overview of Britain’s past as well as that of the wider world and to be able to communicate historically.  Wherever possible, learning is related back to our local context. 


Our Geography curriculum is designed to develop children’s curiosity and fascination about the world and its people that will remain with them for the rest of their lives.

Children investigate a range of places- both in Britain and abroad-to help develop their knowledge and understanding of the Earth’s physical and human processes.  We are committed to providing children with opportunities to investigate and make enquires about their local area so that they can develop a real sense of who they are, their heritage and what makes our local area unique and special.  We also develop the children’s ability to apply geographical skills to enable them to confidently communicate their findings and geographical understanding to a range of audiences.

Art and Design

At Chipping Hill, our vision is that every child is given opportunities to explore their creativity. Art and Design are taught as part of a broad, balanced curriculum, building on children’s prior knowledge and experience, whilst encompassing our School values.

The varied topics allow children to connect with different artist, style periods and cultures. All children are given the opportunity to experience colour mixing, printing techniques and use of textiles and construction materials throughout the year. We value the use of sketch books and design books for children to produce ideas, build upon designs and evaluate their finished products.


At Chipping Hill we believe that music is a universal language that embodies one of the highest forms of creativity. We aim to foster a love and appreciation of music and help children to develop the skills necessary to express themselves musically. Studying music helps to increase children's self-confidence, creativity, co-operative skills and sense of achievement. As children progress through our school, they will learn to critically engage with music, create their own compositions and perform various pieces of music from across the musical canon. 

To deliver exciting and engaging lessons we use the Charanga Musical School Scheme as the basis of our school designed scheme of work.  It provides teachers with resourced music lessons and support for each year group in the school. In Key Stage 1, six units are taught throughout the year and in Key Stage 2, three units are taught. The Scheme supports all the requirements of the National Curriculum and moves away from the previous levels and learning objective/outcome concepts to an integrated, practical, exploratory and child-led approach to musical learning. Each unit of work involves all the strands of music included in the National Curriculum.

  1. Listening and Appraising
  2. Musical Activities (warm up games, singing, playing, and improvising)
  3. Performing

Additionally, we have singing assemblies where we focus on learning new songs and practising those in our repertoire. These could be for use in worship, masses or assemblies or simply for the pleasure of singing. We also have access to peripatetic music teaching. These lessons can take place during and out of school time. Children are supported through a music specialist during lessons as well as having access to a choir and music club.

Chances to perform are encouraged with vibrant musical performances at Christmas, Easter, and a Year 6 leavers’ production. Music has also been used to help with language learning in Spanish.

MFL- Spanish

At Chipping Hill Primary School, we believe that learning a foreign language provides an opening to other cultures, fostering curiosity and deepening an understanding of the world. We want our pupils to enjoy the opportunity to learn a new language through practical activities giving them the inspiration to develop an interest in exploring the world and embracing other languages as they grow. All pupils 2 are given the opportunity to learn Spanish.

We use a specialist Spanish scheme with support from our local High Schools to enrich and enhance our own school scheme.

We aim to make lessons as interactive as possible by:

  • teaching skills through listening, speaking, reading, writing and developing cultural understanding
  • giving opportunities to respond to spoken and written language
  • encouraging and enabling pupils to speak with increasing confidence and spontaneity
  • making links between Spanish vocabulary and grammar with English  


At Chipping Hill Primary School, we want our pupils, upon leaving primary school, to be physically literate and to have the knowledge, skills and motivation necessary to equip them for a healthy and active lifestyle.  We believe that the more sports children are exposed to, the more likely they are to find one that they enjoy and participate in moving forward throughout their life.

We achieve the target of teaching at least two hours of P.E. a week. This is split into two parts: Indoor P.E. and outdoor games. Indoor P.E. focuses upon building on the skills of gymnastics and dance routines whilst outdoor games focuses upon developing the skills of throwing, catching and hitting.

We run a range of extra-curricular clubs, including those by external providers and utilise sports coaches and specialists to enhance the school leraning experience where possible.

Design & Technology

At Chipping Hill, Design & Technology is taught as part of a broad, balanced curriculum, building on children’s prior knowledge and experience, whilst encompassing our School values.

The varied topics allow children to connect with different materials, reflect on design and from there plan and produce technologically astute products. We focus on the design and creative phases ensuring sessions are not art based but soley on product development and associated skills.


At Chipping Hill Primary School, we aim to deliver a broad and engaging Religious Education. This not only applies to specific R.E. lessons but in the everyday interaction of school life, assemblies, meal times, play times and all the relationships that exist within the school. Religious Education in Chipping Hill aims to promote:

  • Mutual respect and understanding of all cultures and religions, which in turn fosters tolerance, understanding and friendship in their child and adult life.
  • To have the skills and maturity to make their own decisions and create their own values and not be led by others.
  • To challenge stereotypical views, racism and discrimination ant to appreciate difference positively.
  • To provide a safe environment for discussion and exploration of theological ideas and questions.

To support our teaching, we use the SACRE scheme. We teach tolerance and respect for all faiths, races and cultures within each topics.


We ensure that all children are aware of themselves and the needs of others. Our PSHE programme follows guidance from the PSHE association thus is designed to foster a sense of self, tolerance and understanding for others and a preparation for the future. Lessons follow a sequenced approach to learning with prior learning utilised to foster a deeper understanding of new challenges. Through discussion, including circle time and various media we aim to support the development and emaotional growth of our children.


Across all subjects we aim to enable our children to demonstrate the following values in all subjects:

  • courage - children will show courage by attempting everything they are taught and approaching it with an open mind.
  • respect - children will show respect by allowing each other to solve problems and allowing each other to learn.
  • perseverance - children will show perseverance by never giving up and always trying to seek an answer.
  • honesty – children will show honesty when they self-mark their work as they have been taught to so that any misconceptions can be addressed by their teacher.
  • curiosity – children will demonstrate curiosity by finding multiples solutions to some problems.
  • responsibility – children act responsibly for their own and other’s learning by making sure all next steps are completed and they complete their work.
  • humility – children will show humility by asking for help.
  • service – children will show service by supporting each other with their work without telling them the answers.
  • compassion – children will show compassion if someone is upset and struggling by supporting them with their work, offering kind words or reassurance.
  • love – children will show love by being self-motivated to learn (love of learning).

Relationships and Sex education

As a part of your child’s education at Chipping Hill, we promote personal wellbeing and development through a comprehensive Personal, Social, Health and Economic (PSHE) education programme. PSHE education is the curriculum subject that gives children the knowledge, understanding, attitudes and practical skills to live safe, healthy, productive lives and meet their full potential.

Aspects of the PSHE curriculum include a focus on the relationships and sex education (RSE). Lessons will include pupils learning about: Healthy relationships, including friendships; families; growing and changing, including puberty; personal hygiene; changing feelings; becoming more independent; keeping safe; developing self-esteem and confidence. Pupils will also have opportunities to ask questions.

As a school, we will only deliver the aspects that are statutorily defined within the National curriculum. We will ensure that children are taught only what they need to know at the appropriate age and only use agreed resources as defined by the PSHE association.

PSHE education is taught throughout the school in every year group and is monitored and reviewed regularly by the staff and governing body. Below are more details about our PSHE curriculum, Department for Education guidance and our RSE policy. All PSHE teaching takes place will take place in a safe learning environment. It is underpinned by our school ethos and values.

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