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Let Your Light Shine

Matthew 5:16

We help children to achieve success. Our children are shining lights and we give them the confidence to shine in whatever direction and however they choose.

As Peter was Jesus' rock, we are the rock upon which our children build a firm foundation.

Curriculum Intent Statement

All children at Barton St Peter's CE Primary School have access to a broad, balanced and exciting curriculum which links directly to National Curriculum objectives. which helps us works towards our vision of allowing everyone to let their light shine. Each theme is based around a high quality text as we recognise that access to quality literature and language is an essential learning tool and we want to foster a love of language through all subjects. Themes have been chosen to excite the children and make the learning fun. Cross-curricular links are made where appropriate and we make clear links to everyday life to ensure that learning is current and relevant. We allow our teachers flexibility in approach to ensure that their teaching is responsive to the needs of the children and also to what is happening in the world around us. We make use of the local environment to support our studies. The curriculum is enhanced by educational visits or experiences both around the local area and further afield. We give the children the foundations they need to continue to grow and shine and we send them out into the world with confidence and independence having had a wealth of experiences and developed a range of skills.


Implementation of our curriculum

Our curriculum will be implemented with our intentions as the drivers behind our actions. 

Our curriculum intent is implemented throughout all subjects and curriculum activities ensuring a broad and balanced learning experience is provided for every child. Clear strategic planning allows the curriculum to be unique, adapting to our school and our children’s needs. Always having high expectations in all areas enables the best possible outcomes and learning journey. Across all subject areas we demonstrate a breadth of vocabulary and develop strong cross-curricular links.

Through the careful strategic planning – daily, weekly and medium term planning is responsive to children’s needs, from Early Years where they demonstrate ‘Planning in the moment’ and across the school in other areas where daily planning and assessment takes place to ensure that teaching and learning is well-matched to learners.

Our success criteria approach ensures that learning and outcomes show progress and challenge.

Our whole school team approach strengthens our ethos and vision as we work together to reflect upon our curriculum and share outcomes driving forward next steps.


Each year group studies a termly cross-curricular topic of work based on the National Curriculum, which is our statutory requirement.

Each class produces a curriculum newsletter outlining the topics they will be learning about during the term. These will be sent out at the start of term.  If you have any questions at any time please do not hesitate to contact either class teachers or the office.




Phonics is a way of teaching children to read and write. It is the ability to hear, identify and manipulate sounds, and to understand the link between the sound (phoneme) and the way it is written (grapheme). 

To teach phonics, we follow the Read Write Inc. programme because it is a proven, effective method of ensuring children get the best start to their reading life. For several years, we have had great success using Read Write Inc to teach early reading and phonics and our children tell us that they love it! This scheme prepares children for learning to read and write by developing their phonics knowledge and skills. We move children on quickly so that they make quick progress in their reading and put in place additional phonics intervention to support pupils to catch up where they are struggling with their reading. 

We make sure that our children are accurate and fluent readers and that through this, children can achieve success and grow in confidence across the curriculum.


We want our children to learn to read, to love to read and to read to learn across the curriculum. 


Children in the Foundation Stage and Key Stage 1 take part in a daily phonics lesson for 30 minutes. For children who need additional support, extra sessions are timetabled to make sure children are given the opportunity to catch up and address gaps in their phonetic ability. Phonics teaching takes place in Key Stage 2 for those pupils who require additional support to help them to catch up in 1:1 or small group settings. 


For additional information regarding how we teach reading in the Early Years, please see the document at the bottom of this page: EYFS Reading and Writing Overview.


The members of staff responsible for the teaching of early reading are: Mrs Dawn Dowdle (phonics leader) and Mr Jack Danson (Deputy Headteacher). 



In Foundation and Key Stage 1 our reading books are organised through our own unique Barton St Peter's colour band system. Books come from a range of sources and suppliers to ensure that our children have access to a wide range of stories and reading material. All books have been matched precisely to the sequence of learning in our chosen phonics scheme. In November 2021, we have undertaken a systematic review of our early reading material to ensure that all children are able to read books that are matched correctly to the sounds that they know. We have done this to develop confident and fluent readers who have a love of reading, both at home and at school. Our whole school reading assessment and levels document ensures that all books are correctly banded according to phonetic ability and the stage that children are learning within the Read Write Inc programme. Children read books with sounds that they have learnt and staff oversee book allocations on a daily basis for daily home reading to ensure that children read books with sounds that they know and are familiar with. Children re-read books to develop their fluency and automaticity in reading. 


In Key Stage 2 we  use the Oxford Reading Tree scheme which includes graphic novels, classics, poetry, Treetops Chucklers and have a range of fiction and non-fiction texts, too. Once children are confident readers, they have the opportunity to read 'free reading' books which means they read books by different authors and do not follow a scheme. At this stage, our children have free choice to read books of their interest and choosing from class libraries and our two school libraries. We encourage children to follow their own interests in their reading. Further to this, we operate a fiction and non-fiction library loan service where children are encouraged to browse our collection of books and choose something to take home from our two recently renovated libraries. Children also have the opportunity to join and visit Barton town library and take part in the Summer Reading Challenge.


Our newly appointed library ambassadors in Year 5 and 6 work with pupils from across the school to help them to use our libraries correctly, to make great reading choices and to enjoy the calm and quiet atmosphere of our library. In addition to this, our whole-school recommended read book marks encourage our pupils to make great reading choices and recommend these to others! 


Children who require further support with reading may have daily 1:1 reading with adults, they may take part in our paired reading intervention or access discrete phonics teaching. In Key Stage 2, selected children have access to the Reading Plus programme to develop their comprehension skills and to encourage them to read more widely with greater fluency and command over challenging vocabulary. For reluctant readers, our library ambassadors and reading champions (pupil-led) run paired sessions with younger pupils.


Beyond phonics teaching, our children are taught to comprehend and read for understanding through our whole-class reading curriculum. Lessons are planned to teach children to understand the content of their reading through practising the skills of retrieval, inference, making links and connections and discussing vocabulary meaning and effect. Lessons are sequenced by objective on the termly overview, they build progressively on comprehension skills and utilise the high-quality text being studied or other topic-related reading material, such as non-fiction texts or topics in the news. Our whole-school questioning document (see below) ensures that we challenge our children to think deeply about their reading in every lesson. 
At Barton St Peter's, children learn to read and read to learn on a daily basis.

Children are actively encouraged to read widely and we expect all children to read at least three times a week at home to an adult. We give children time to ‘catch up’ on home reading, where this has not happened. We aim to instil in all our children a positive attitude to reading – initiatives such as the Book in a Box Competition, 3 reads competition, weekly STAR (Stop and Read) time, Get Caught Reading competition, World Book Day Potatoes and Me as a Reader activities and many more… all aim to promote this.


Please see the link to Barton St Peter's Whole School Reading Spine - this document details the high-quality literature that our children have access to during each termly topic. These texts are the centre of our curriculum, have been chosen and reviewed by our staff and form the basis of all learning opportunities across the Barton St Peter’s curriculum. High-quality texts are at the centre of every classroom curriculum across the school. 

Whole school reading questioning document

Termly Sequence of Reading Objectives - KS1 and KS2

Barton St Peter's Whole School Reading Spine

Termly Book in a Box Competition Example Entries

What our pupils say about reading at Barton St Peter's.

What our parents say about reading at St Peter's

Whole school recommended read book marks

Who will be the winning '3 reads' champions every week?

Lunchtime Library Club


Each child has a daily writing lesson. Throughout the school, children are taught within their own classes, which are of mixed ability. Children are taught English using a combination of the 'Talk for Writing' approach and a structure which follows our model writing skeleton (see attachment below). Our strategy encourages the use of talking, collaboration, and emersion in a high-quality text. The high-quality text provides exciting stimuli for writing; our children examine written structures, vocabulary and linguistic features so that they can then apply them in their own writing effectively. Through shared and modelled writing, children are taught how to apply a range of grammar and punctuation styles in their written work. We teach our children to write with a clear audience and purpose in mind. All writing activities are accompanied by a success criteria, enabling our children to see the steps to be successful in their writing, this includes non-negotiables for writing and promotes regular opportunities for self and peer-assessment. In addition to this, handwriting is currently taught daily across the school, in response to the pandemic.

All children follow the National Curriculum for English, which you will find below. Cross-curricular writing opportunities are planned regularly to develop children’s confidence in writing and deepen their understanding of the topics studied. Further to this, we use the approach of reading to learn to build children’s confidence in using their reading learning to inform their own independent writing through research and ‘magpie’ opportunities.  

National Curriculum English

How we teach writing at Barton St Peter's

English Grammar, Punctuation and Spelling (EGPS)

Grammar, punctuation and spelling is incorporated into discrete phonics lessons for EYFS and KS1 pupils, through planned writing opportunities in the EYFS and in daily literacy/writing lessons for KS1 and KS2. All children are taught spelling daily and a weekly test is timetabled. We use non-nonsense spelling and the spelling bank to support our delivery of spelling lessons. Wherever possible, grammar and punctuation concepts are taught in the context of the high-quality text being studied and the consequent writing opportunity/s. However, there are some occasions where concepts are taught discretely. Our writing non-negotiables and system of success criterias ensures that our pupils are given the opportunity to apply learnt grammar and punctuation rules across the curriculum



All of our classes, from Foundation to Year 6, follow our calculation policy, which has been adapted from the White Rose Hub materials to suit the needs of our school and our children. The calculation policy sets out the importance of the concrete, pictorial, abstract method of working – this means that children are given opportunities to develop their fluency, reasoning and problem solving skills through the use of ‘concrete’ materials (such as counters, Numicon, etc), and through the use of images, before moving on to more abstract written calculations.

Just as we do in reading and writing, in maths we use talk to deepen our understanding. Maths is not just about being right or wrong and our children will often be asked ‘How do you know?’ ‘Can you explain why you are right?’ ‘What’s the same, what’s different?’ Our children are not only taught to follow procedures, but are given the skills to understand and discuss how and why a calculation works, and more importantly, what to do if it doesn’t!

Our current focus in mathematics is to develop how we think about the subject: Mathematics is such a huge part of everybody’s everyday life – when we looked closely at the jobs our grown-ups do we discovered that nearly all of them use maths in one way or another, and when we looked at our own lives outside of school, we realised that we are already using maths every single day - we are all mathematicians, at school we develop those skills which we will use on the next step of our journey.

National Curriculum Mathematics


Science is a hugely important element of the curriculum and, as such, our science curriculum is planned carefully to ensure progression through the school and uses a scheme called Science Bug to ensure high levels of practical lessons to develop skills.  A huge emphasis is placed on working scientifically, which enables children to develop their own scientific understanding through practical investigation. We use our environment and facilities to support scientific enquiry where appropriate.

National Curriculum Science


Science Bug (


We provide a high quality geography curriculum through a topic-based approach. As pupils progress through the school, we aim to provide practical and interactive activities to deepen and secure their knowledge and understanding. Children have opportunities to develop specific skills such as fieldwork and map work, as well as interpreting photos and data.

National Curriculum Geography


We provide a high-quality history education which will enable pupils to gain a coherent knowledge and understanding of their Britain’s past and that of the wider world. This includes history local to our area, and how this has been impacted by national and global factors. History is taught through a creative curriculum whereby we encourage our children to be free thinkers. We believe History helps pupils to understand the complexity of people’s lives in society, the process of change, and diversity of societies allowing our pupils to develop a sense of their own identity and the challenges of their time.

National Curriculum History

Religious Education

We passionately believe that it is key for all children to learn about a range of faiths in order to develop knowledge and tolerance by being compassionate listeners and as such, giving our children a firm foundation upon which to appreciate differences in beliefs and worldviews. As a Church of England school, we recognise the core place that RE occupies as part of a broad and balanced curriculum and its foundation in a strong and inclusive community. We recognise the variety of religious and non-religious backgrounds that make up our school community and embrace this variety in the spirit of Christian welcome.  We are glad to have good relationships with faith practitioners from a range of world faiths and we value their contribution to our provision of a curriculum that is progressive and connected by a rich in wealth of resources.

We actively seek to promote key British values and see RE as one curriculum area in which our pupils can encounter and critically reflect on a range of worldviews with positivity, in order to challenge prejudice and counter racism through accurate knowledge.

We deliver a well-planned, progressive RE curriculum which helps our children to understand the religious diversity of our local area and those they have not encountered. Our creative teaching allows children to express their thoughts and opinions in a variety of ways to ensure every child has the opportunity to achieve and ask ultimate questions. The curriculum is founded on the concepts of believing, living and thinking which are central to the disciplinary approach of the LAS syllabus which is our foundation document.

1.Our spiral curriculum is progressive in skills and knowledge with key vocabulary and maps underpinning topics, which is subsequently built upon through topics and year groups. This allows connections to be made throughout the passage of time within the long term memory.

2.Key areas of learning are revisited regularly and links are made within and between topics which supports our children’s learning through spaced repetition and summative low stakes, high challenge assessment (Mary Myers). Together, with formative assessment, this is used to inform future lessons in the learning sequence so that children can gather a broad and deep understanding of the topic.

3.Teachers plan a sequential journey of learning using formative assessment, the Locally Agreed Syllabus, Understanding Christianity and moderated focus groups that assess quality and confidence amongst the discipline areas. These are shared among the LA.

4.Carefully planned key questions enable all groups of learners to be supported and challenged at the appropriate level without placing ceilings on children’s learning.

5.Enrichment opportunities are used to help support the learning of key aspects, for example visits to the local church and mosque, texts, music, artefacts and visitors to create a rich and immersive environment.

6.The religions explored are grounded in the knowledge of our community and additional units are unique to our local links.

7.We are outward looking, well informed and responsive to national trends, taking an avid interest in the national conversation.

The children of BSP will leave us with an excellent knowledge of religion and the diversity of worldviews. They will be confident within themselves to ask high-level questions, hold religiously literate conversations and offer deep personal reflections. By understanding people and their unique perspective on the world and valuing this as a vital skill, we believe good RE plays a vital role creating a more cohesive society and preparing our children for the globalised workplace. In this way, our children can know that they can ‘Let their Light Shine’ in whatever direction and however far they choose.

Church School Vision | Barton St Peter's CE Primary School (

RE Long Term Plan

Design and Technology

We aim to develop the children's imagination and creativity through inspiring, rigorous and practical activities which will equip them with skills needed to become confident and successful members of the increasingly technical world in which they live. We offer time in our Design Technology lessons to discuss and consider future opportunities pupils could achieve within their working life and how the skills they have the opportunity to learn with us at Barton St. Peters can support them to do so. We wholeheartedly embrace the increased focus on cooking and nutrition within the Design and Technology curriculum and as a school we seek to provide our children with opportunities to develop their knowledge and understanding of nutrition as part of a healthy lifestyle.

National Curriculum Design and Technology


We strive to ensure that computing is relevant, exciting and inspiring to children across the school. Our computing scheme of work is based around 'Rising Stars' which covers all key strands of online, multimedia, e-safety, programming and data. Additional computing cross curricular projects are completed using information technology as drivers, ensuring that technology is seen and used regularly for a range of tasks, allowing the children to experience how technology can be used in a range of work experiences and everyday life. E-safety is regularly reinforced each time technology is used, and through focussed PSHCE lessons, special assemblies and the annually celebrated, 'Safer Internet Day'.


We believe that technology should be embedded within the curriculum and to facilitate this ambition, the school is continuing to invest in our information technology infrastructure and in the professional development of our staff. The National Curriculum requirements are taught through a variety of methods including physical activities as well as hands-on experience, with a range of different technologies.

National Curriculum Computing

Art and Design

Children are given the opportunity to develop their creative and imaginative ideas, using a range of materials and techniques. Children learn about the world of art, craft and design; they are taught to think critically and develop a more rigorous understanding of art and design. They also learn how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our lives. Each term children study a particular artist in order to broaden their expert knowledge. 

National Curriculum Art and Design


We know that music promotes positivity, self-confidence and a sense of community. Therefore, we believe that it should be a part of our everyday practice, whether through daily physical activity, singing in acts of worship, extra-curricular activities or music lessons. Below you will find an overview of what your child will be expected to learn in each of the Key Stages.


In Key Stage 1 the children will learn to use their voices to sing expressively through learning songs and chants linked to their themes. They will begin to develop an awareness of the different interrelated dimensions of music through listening to a range of live and recorded music, and exploring and playing tuned and untuned instruments, which will include contributing to group and class compositions. Children will also use technology to aid their understanding of music and to record their compositional work.


In Key Stage 2 the children will develop their knowledge and understanding of the different interrelated dimensions of music through composing and performing music linked to their themes, in addition to exploring music from other countries, cultures and that of great composers. The children will learn how to read and record notation. Children will also use technology to aid their understanding of music and to record their compositional work.


Progression in music will be assessed by the teacher listening to the children's musical responses and making regular video and audio recordings of their learning in addition to more formal recording of work.


At St.Peter's we will supplement the music curriculum with whole school experiences of live music and live musicians.


National Curriculum - Music key stages 1 to 2 (


PSHE stands for Personal, Social, Health and Economic education. Although it is a non-statutory subject, all schools are expected to teach PSHE as outlined in the National Curriculum. Through a broad and varied programme of study, our children are equipped with the knowledge and skills necessary to make safe and informed decisions about issues which may impact on their daily lives, such as keeping themselves safe, drugs, finance, sex and relationships, physical activity and diet. To support this we use the North Lincolnshire Spiral Curriculum.

National Curriculum PSHE

Relationships,Sex and Health Education

RSHE is supported by the curriculum for Science and PSHE. Our  RSHE policy has been developed in consultation with parents, staff, governors and the diocese and staff follow procedures in order to uphold the moral development of our children in all areas of teaching where questions relating to physical and emotional development arise. Consequently, our pupils receive their RSHE in discreet lessons but also in the wider context of relationships, so that all are prepared for the opportunities, responsibilities and experiences of adult life.

Our children are encouraged, from entering the Foundation Stage through to year 6, to show care and respect for themselves and each other. A programme of support to develop these skills is in place, annually provided by Big Talk Education,  and also through our Science planning ( Year 1/2 Body Parts and Growth  Year 3/4 Health  Y5/6 Life Cycles, Reproduction, Changes and Development )  

Big Talk Education

National Curriculum Science

British Values

The DfE requires schools to promote fundamental British values including democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. Schools must also challenge opinions or behaviours in school that are contrary to fundamental British values. We actively promote these British in a variety of ways including through RE, PSHE, assemblies and discreet lessons which relate specifically to one of these five values. Each week we pose a big question linked to one or more British Values to the children which is discussed in classes on a Thursdsay morning.

All staff and governors have received Prevent training to equip them with the knowledge and skills required to be vigilant in keeping our children safe.

DfE guidance about promoting British values

Physical Education

Within our PE curriculum, every child participates in two 1 hour sessions each week, where children develop a wide range of skills. These skills are developed, applied and revisited throughout the academic year in a variety of scenarios and build on previous learning in each year group.

In year 4, all pupils receive swimming lessons to enable them to become competent in swimming at least 25 metres.

In addition, we offer further opportunities during the school year to engage in inter-school sports, after school sports clubs and whole school sporting events such as team challenges and sports days.

We offer a wide range of beyond the curriculum experiences through partnerships with external companies where all children have the opportunity to develop a range of skills which they then apply in intra-house competitions ensuring all children (EYFS-YR6) experience aspects of competition.

All schools in England receive a block sum of funding called Sports Premium, which is used to support higher standards of Physical Education and greater participation in sporting events over the time that the government provides the funding. 


National Curriculum - Physical education key stages 1 to 2 (



Children in Key Stage 2 are taught French for one hour per week ( blocked for Year 3 and 4 ) by a specialist teacher, Madame Duprat,  using a scheme called Learn French with Luc and Sophie by Brilliant Publications complimented by other resources such as texts and video clips which Madame Duprat selects to ensure the children have the best experience possible. Much of the learning is done through songs and games to make it as fun and as accessible as possible to all. In addition to the language acquisition, children are taught about French history and French culture. Our cluster secondary school has French as its key MFL option in year 7 and so the children are well prepared for this next step in their educational journey.


 National Curriculum - Languages key stages 1 to 2 (

French Long Term Plan

Educational Visits

We aim to enhance our curriculum by giving pupils a wide range of first-hand learning experiences that are relevant, memorable and fun. We use our local town as well as the wider area to bring learning to life.  Where a visit is not possible or relevant we seek alternatives such as visitors and specialist workshops within the school.

Parents are asked to make a voluntary contribution towards the cost of visits/activities that take place during the school day. In addition to day visits we offer two fantastic residential experiences, London and Whitby, which allow the children in Year 5 and 6 to experience city life, coastal life, West End theatre and a range of other cultural experiences in addition to working together and living well together.

Visits and Experiences Overview


The impact of our curriculum is that children leaving Barton St Peter's have experienced success in a range of fields and know just where their light shines the brightest – they are ready to enter the next phase of their education as confident learners. The children will have had the opportunity to develop passion and thrive in areas where they display talent.

They will have broadened their horizons through a wide range of experiences and will have career aspirations.  They will have developed a high level of communication skills through quality language and literature study.

At the end of each phase, the vast majority of pupils will have sustained mastery of the content, that is, they remember it  and are fluent in it; some pupils have a greater depth of understanding. Knowledge becomes part of the long term memory.  This provides them with a firm foundation upon which to build in their secondary education and beyond.

The children leave St Peter's knowing their worth and knowing that they will always be a part of the BSP family.