Curriculum Intent Statement

At Layfield we aim to provide a coherent and progressive curriculum which prepares children for life and enables them to achieve excellence.

We want all of our pupils to Love learning and achieve their full potential. We create opportunities for children to develop curiosity, have fun and be inspired. We provide memorable experiences, grounded in context, so that children learn life skills and develop as individuals.

We use the Cornerstones Education Curriculum to supplement the delivery in school.


Curriculum Plan

What is the Cornerstones Curriculum?

The Cornerstones Curriculum is a creative and thematic approach to learning that is mapped to the 2014 Primary National Curriculum to ensure comprehensive coverage of national expectations. Our curriculum is delivered through Imaginative Learning Projects (ILPs) which provide a rich menu of exciting and motivating learning activities that make creative links between all aspects of our children’s learning.

We believe that children learn better when they are encouraged to use their imagination and apply their learning to engaging contexts. Our curriculum provides lots of learning challenges throughout the academic year that require children to solve problems, apply themselves creatively and express their knowledge and understanding effectively across the curriculum.

How it Works?

Children progress through four stage of learning in each ILP – Engage, Develop, Innovate and Express. To find out more about these stages please click here for a link through to the Cornerstones website.

Teachers work in teams to plan work, sharing materials and ideas and looking at what the children have done before deciding on what should come next.

Continuous assessment of the children’s work is carried out by teachers and tests are given at regular intervals to monitor children’s progress against their targets.  Teachers also monitor a child’s confidence and attitude towards work and other people.

To find out more about what is taught in each year group click here.

To find out more about what is taught in EYFS click here.

To find out what is taught in English and Maths in each year group click here.

Intent Statements






Design Technology









Please contact us if you wish to find out any further information about our curriculum.

English and Mathematics

A newsletter is provided for parents and carers at the start of each topic to provide information about the curriculum and learning. These can be found on the class pages of this website. Please don’t hesitate to ask your child’s teacher should you wish to know more about the curriculum. We also have a curriculum policy (see Policy page on website).

Phonics and Reading

We use Jolly Phonics as our main phonics scheme in the Nursery and Reception. This is used to compliment specific teaching of phonics for pupils working at different phases. Teachers make close reference to Letters and Sounds. Phonics is used throughout the school.

Our main reading scheme is the Oxford Reading Tree but we supplement this with texts from other schemes and ‘real’ books. Children use texts as home reading books and also during lessons. Guided reading sets of books are also used by teachers. Several ‘branches’ of the scheme are used, including home readers, Floppy’s Phonics, phonics, first readers, and tree tops.


Attainment is the measure of where a pupil is working at. Throughout a children’s education we can compare attainment against their chronological age and compared with other pupils. Attainment is monitored closely in school. Many strategies are employed in school to support pupils who are working below age related expectations.

In Year 2 and 6 pupils are formally tested and attainment is reported using scaled scores. Scaled scores are used all over the world. They help test results to be reported consistently from one year to the next. National curriculum tests are designed to be as similar as possible year on year, but slight differences in difficulty will occur between years. Scaled scores maintain their meaning over time so that two pupils achieving the same scaled score on two different tests will have demonstrated the same attainment. For example, on our scale 100 will always represent the ‘national standard’. However, due to the small differences in difficulty between tests, the ‘raw score’ (ie the total number of correct responses) that equates to 100 might be different (though similar) each year.

Pupils will be judged as either meeting or not meeting the national standard.


Achievement is how well a child is doing and the progress that they are making. Progress is closely monitored in school to ensure that pupils make appropriate progress. Progress towards targets is regularly reviewed so that early intervention to support pupils can be planned for. Where pupils are making better than expected progress, targets are increased to provide challenge as necessary.

Progress measures in 2016 changed from those in previous years however work in a similar way to current primary value-added measures. A school’s score will be calculated by comparing their pupils’ KS2 results against those of all pupils nationally who had similar starting points. Average progress is expected to be a score of 0. Positive scores indicate better than average progress and negative scores indicate worse that average progress compared to other pupils and schools nationally.

Pupils will be assigned to prior attainment groups based on their key stage 1 (KS1) results.

The Department for Education will confirm what score a school would need to get to have made ‘sufficient progress’ after the tests have been sat.

More detailed guidance on how the new measures will be constructed is published at