Whole School Curriculum

0053We follow the National Curriculum

Burlington School Day

Currently, due to COVID-19, Burlington is operating as a whole school bubble. 

8am – Breakfast Club starts with toast and cereal. These sessions cost £2.50 and can be booked via Lunch Shop, the school’s meal ordering service.

8.45am – Children are supervised on the playground before school starts. Parents are welcome to drop off and chat to teachers on duty.

8.55am – The bell rings and children enter the school ready to start the day. Throughout the morning English and Maths are taught including Guided Reading and Phonics sessions.

10.15am – Collective Worship – All children ,except occasionally Nursery, join us in the hall for Worship. We have visitors leading worships at various points. Monday is Celebration, Tuesday is Bible Buddies, Wednesday is singing and reflection, Thursday is Christian Values and Friday is ‘What in the World?’ current affairs.

10.35am – Break time. Children are welcome to eat fruit (provided) or alternatively the children run their own Tuck Shop selling light snacks from 10-25p. Friday is Freezy Friday with lollies sold!

10.55am – Lessons commence (see above)

12.00pm – Lunch time – all children eat their dinners in the school hall. Year 6 pupils are allowed to eat in a separate classroom if they wish to do so. In the warmer weather children play on the small paddock area joining the playground.

1.00pm – Lesson time. Children in Class 1 and Class 2 get a short afternoon break.

3.15pm – School finishes. Our gates are unlocked at 3.05pm to enable parents to come into the playground. Children leave the school via the playground with Class 1 (Nursery, Reception and Year 1) being dismissed through the early years area at the front of the school.


COVID – School routines have altered slightly in the way children are dropped off and collected. Currently we are discouraging parents from entering the playground.

Clubs and After School provision – the school runs several extra curricular clubs for children to join. We also run an After School Club until 5.30pm. This can be booked and paid for via Lunch Shop.

The School Curriculum.


Our curriculum is meaningful, engaging, enjoyable and inspiring. It has been designed to take account of the legal requirements of the Early Years Foundation Stage Curriculum and the Primary National Curriculum as well as the distinctive profile of Burlington School. It exposes our children to enriching experiences, progressively developing pupils’ knowledge and skills; equipping them with personal characteristics required to succeed in life.

We believe every child should be given the opportunity to create, compose, perform, visit, experience, participate, witness, know, understand and review as part of a cultural and creative curriculum.

The key principles behind the design of our curriculum are for our children to:

  • be confident, independent and resilient; displaying a thirst for learning
  • be kind; showing empathy and compassion whilst valuing diversity
  • achieve academically across the entire curriculum, meeting at least the national expectation by the end of their primary education
  • be culturally knowledgeable about our country and our world
  • have aspirations for the future and know that these can be reached through hard work and determination
  • be well prepared for the challenges of the secondary school curriculum.

Ultimately, we want all of our children, to be the best they can be, making a positive contribution to the world they live in.


We teach the curriculum in a dynamic way to ensure that every child unlocks vital skills that drive creativity and flair.

Regular assessment and feedback means that teachers and pupils always know exactly how much progress they are making and where they may need more help. Our pupils and school staff work hard and demonstrate positive learning behaviours. We have high expectations for academic achievement, attendance and behaviour while nurturing and supporting children with identified needs. We pride ourselves on how well our children with identified SEND thrive at Burlington.

Our curriculum is rich and varied. We provide theme days, educational visits and visitors to school, where possible, to enhance and bring our subjects to life. Our curriculum recognises the importance of pupils’ physical and mental well-being in shaping their long term life-style choices. We make good use of the environment around the school and regularly visit Bank Wood for Forest School sessions. This allows our children to develop a love of the outdoors, take risks and develop resilience and teamwork skills all vital in today’s developing world.

Staff strive to be the best they can be through their own continued professional development while ensuring the child is at the centre of all they do.

Extra-curricular sessions are popular and allow children to develop outside the constraints of the classroom with children that are older or younger, fostering friendships and acceptance as well as empathy and nurture.


We believe deeply in the importance of helping our pupils develop as a whole person. We know that our children thrive academically when they feel a connection to their school, teachers, peers and the community around then. We pride ourselves that children leave Burlington as:

  • Happy, friendly, caring, resilient, independent and confident young people who are ready to take the next steps in their education and lives beyond Burlington Primary.
  • Having the tools to excel as individuals and be the best they can be.
  • Young people who have aspirations for their future and know that these can be realised through determination, commitment and hard work.
  • Young people who have a love of learning.

Please click on individual subject buttons below to find out more about our subject specific intent.

Reading at Burlington

Our intention is to foster a love of books and reading, ensuring every child reaches their potential as an independent reader, preparing them for their onward journey in education and life.

To find out more click on the link below to read our aims and how we will achieve them.

For more information on the primary curriculum please click the link below:

Reading at Burlington

Forest School

We have offered a Forest School programme here at Burlington for over ten years. We have several members of staff who are Forest School trained.  Children in Class 1 experience Forest School on a weekly basis. We walk to our local wood, Bank Wood, where the children are given opportunities to play, risk take, develop social interaction and where, most importantly, we foster a love of the outdoors.  Children in the other classes also get opportunity to explore the woods.

We believe our children and staff gain from the outdoor wooded environment in terms of mental wellbeing, knowledge of the environment around them and just by learning more about themselves and each other. While our younger members of the school may see it as a ‘play experience’ it is only when they get older that they fully appreciate the Forest School experience they have been offered. From marshmallow toasting, den building, bread cooking, flower spotting, nature watching, pebble splashing and mud sliding the experiences are memorable.

For more information please visit the Forest School Association website.

The National Curriculum.

The National Curriculum sets out the programmes of study and attainment targets for all subjects at all 4 key stages.

All local-authority-maintained schools in England must teach these programmes of study. The majority of this national curriculum was introduced in September 2014, with English and maths coming into force for all year groups from September 2016.

For more information on the primary curriculum please click the link below:

National Curriculum in England: Primary Curriculum

This is the target text.

Class 1

Nursery, Reception & Year 1

Academic Year 2020-2021:


We begin this year by establishing routines, building new relationships, setting fair boundaries and generally settling in.

We start the year learning around the topic of ‘Nurses.’ We will look at famous nurses in the past and how nurses help us. In Science we will learn about animals, including ourselves.  The children will also explore portraits and will draw and paint their own portraits using a variety of materials and looking at portraits created by famous artists. We will also explore a range of techniques and skills with paint, colour, pattern and texture leading into our Christmas art and craft activities towards the end of the year.

In the second half of the Autumn term we will investigate the changes in the seasons from Autumn to Winter. Class One will learn about the Gunpowder Plot and Guy Fawkes.

Music will involve a range of songs, chants and rhymes, listening games and simple patterns using instruments.

In Religious Education we will be looking at Harvest and how Christians show ‘Thankfulness’ and later we will be finding out why Christians give gifts at Christmas.

The nature of an Early Years and Key Stage One mixed class means that topics are likely to take a different direction each time they are approached. We will also develop mini topics throughout each year that will come from observing and developing the children’s interests.


Children are immersed in reading as soon as they start school with daily stories, rhymes and activities based around books, even for the youngest of children. All children have books read to them in small groups, one to one and whole class situations.

Children will take home a book of their choice each week. This book is to share at home and discuss features of the book; characters, settings, illustrations, speech etc.

Formal teaching of ‘Letters and Sounds’ begins on the third week in Reception when children will be introduced to one letter, and the sound it makes, each day. Once children have a bank sounds they know, books containing these sounds and common high frequency words will be brought home. It is expected that every child will read their book each evening for a minimum of ten minutes and practise some words to recognise by sight as provided. Daily reading is fundamental for progression in all others subject areas. As children become more confident readers they will also take part in guided group reading activities.


Skills for writing develop from a very young age. Planned activities are available and encouraged daily for all children. These may include activities to develop gross motor skills and others to develop fine motor control and hand-eye co-ordination.

Children are taught letter formation along with introducing sounds in daily phonics sessions. We encourage all children to write their name using correct letter formation and a capital letter and would like parents to encourage this too.

To begin with writing is very much encouraged through a variety of different methods within the classroom provision. It is important that young children see the purpose of writing and therefore we will encourage them to label models, write lists of the things that they need and write notes or cards for each other.

Children are also introduced to a variety of different genres and will see various examples of letters, instructions, traditional tales and poems, for example, before writing their own. Year 1 children are expected to progress to writing at least a paragraph of quality writing frequently.

Handwriting is suited to each child’s ability and practised daily.

Spelling is also taught as part of the ‘Letters and Sounds’ Phonics programme. As children bring home high frequency words to practise reading by sight, we would also ask that they practise the spelling too.


In Maths Year 1 will be looking at sequencing events and sorting according to one criteria linked to playing with toys. We will also look at measuring length and finding half of a shape or amount. In number we will be exploring numbers to 100, counting and reading 2 digit numbers and number bonds to 10. We will also continue to develop our addition and subtraction skills using objects, dividing by 3 and counting in 10s and 5s.

Reception will be exploring and describing 2D and 3D shapes and will also look at sorting objects according to specific criteria. This term we will be working on counting to 10, counting objects and doubling numbers 1 and 2.

The majority of early maths is taught in small groups and children work practically, using supportive resources and using mathematical language to explain and discuss their findings.

We provide different groups in maths to enable all children to work on the skills that they need to develop.  CLIC (Counting, Learn Its, It’s Nothing new and Calculations) and Safe (Shape, Amounts, Fractions and Explaining data) activities are carried out every two to three weeks.  The information that these activities provide enable us to teach the children the skills that they need and to aid their progress in maths.  Reception and Year 1 parents are encouraged to help their children to remember some numbers facts readily, as these sheets are sent home once completed.

Marking and feedback

Children’s work in their books is marked but they also each receive verbal feedback, further questioning and time to respond to the feedback. Any written comments are read to the children.


Whilst young children often need help with carrying their belongings to school, once in the classroom we do encourage the children to put their belongings in the correct places themselves. Coats and PE kits on pegs, water bottles in the blue tray, book bags in the blue box and purses go in the basket for tuck shop.

Forest schools

Forest schools visits take place every two weeks, unless otherwise stated. Children need to come into school in their outdoor clothing, waterproof trousers, coat and wellies, or walking boots. These sessions are invaluable in developing children’s confidence and independence, physical skills, knowledge of the world and nature, imagination, special awareness and resilience to name but a few. Please send children’s uniform and shoes to change into on our return to school.


We share as many moments as possible with parents via Tapestry and it also provides a valuable record of learning that takes place throughout the year.

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Class 2

Year 2 & Year 3

Academic Year 2020 – 2021


We cover a wide variety of topics in Class 2 and they are on a two year cycle.  This year we will cover a variety of topics such as: Animals including Humans, Riotous Royalty, Anglo-Saxons, Forces and Magnets, Magical Mapping and Habitats.


In class 2 we continue to nurture children’s enthusiasm and confidence for writing.  We use a range of texts as well as real life experiences to engage and inspire ideas.  Cursive (joined) handwriting is gradually taught once the children are seen to have correct letter formation.   Understanding of basic sentence structure is developed with the use of a range of punctuation including full stops, capital letters, exclamation marks and question marks.   

Phonics and Spellings 

Children on entering class 2 are assessed on their phonics skills for reading and writing. Phonics lessons continue to play an important part in reading and writing development.  A range of ICT and practical resources are used to support phonics development.  Children identified as needing further support will receive this through focused adult support and access to a wider range of resources including the Nessy online learning program.

Spelling rules are taught in sequences of lessons throughout the year and spellings which don’t follow particular rules or are needed frequently in writing will be clustered into small groups to be learned.  

Emphasis is put on encouraging children to ensure that they don’t just learn a list of spellings but actually apply the spellings in their writing.  We use a variety of techniques to learn spellings including games, writing and ICT including the new subscription to Spelling Shed (as part of Edshed).  

Parents are encouraged to support their children in accessing the online learning platforms so they can practise their spellings at home.


Children are encouraged to become bookworms in Class 2!   Children have regular opportunities to read and to be read to.  We have guided reading sessions where your child will read with a group of children of a similar ability alongside a member of staff.  These are very focused sessions which include the development of key reading skills such as scanning texts for information, making predictions and learning the meaning of new words.  

We are continuing to use the Accelerated Reader Programme to help children with their reading skills.  This ensures that each child is able to answer a range of questions about their book so that they can demonstrate their understanding.  Once a half term the children complete a test to which then gives the child a new ZPD score and the range of books that they should be reading. The ZPD range for your child is written on the inside front cover of their reading record and will be adjusted throughout the year as required.  Children also complete quizzes on the computer on the books they have read and to ensure they have understood what they have read.  

Class 2 Teams online classroom has a Hooked on Books page which functions as a virtual bookclub. On here we will share our love of books and respond to a variety of questions such as “Which is your favourite character in …?”

I think all school staff will agree that helping your child to learn to read and to love books is the most important thing you can do to support your child at home.    


Maths is a fun and vibrant lesson each day. Children learn to love maths and develop their skills, knowledge and understanding through access to a range of resources including ICT and practical apparatus.  Online learning is accessed using Maths Shed (part of Edshed) which is also accessible from home and uses assignments pitched to suit individual children.

Feedback and marking 

Children are given feedback during the lesson to enable them to make progress and further their confidence and understanding while it is fresh in their minds.  Most feedback is verbal for children of this age but we also do make some comments in their books and obviously mark any independent work.   Children are given time to check and respond to feedback, including making corrections to any errors. Any online learning (Maths Shed) is monitored and teacher input and assignments are adjusted accordingly.



As the children continue to get older and take more responsibility in their own learning and organisation it is expected that all children organise their own equipment, bags, coats and ensure that they are ready for the day’s learning.  Please support us in this and allow your child to come into school on their own and organise themselves for the day.  Children should be able to remove and replace their own earrings.

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Class 3

Year 4, Year 5 & Year 6

Academic Year 2020-2021:


We cover a wide variety of topics in Class 3 and they are on a three-year cycle. This year we will be learning about Animals including Humans, Living Things and their Habitats, Electricity, Scientists and Inventors, Sound and States of Matter in Science. In History and Geography we will complete a study of the Mayans, America, Our Changing World, Mountains and the Roman Empire. These areas are usually the focus of all our work with English lessons linking closely to the topic. This a great way to fully immerse the children in their work and ensures depth and breadth.


Each day we work on a variety of skills in class and try to develop writing.  Children are taught a whole host of skills to create mood and atmosphere in their work, look at different text types and the features they have, a whole range of punctuation and their purpose and are given opportunities to improve their writing stamina.  In my classroom near my desk there is a display that shows some of the skills that we have been working on which you are welcome to come and see so you have an idea of some of the things that we are covering in class.


The children will be given a new set of spellings to work on each Monday (sometimes this changes if there is something unique happening at school).  As a class the children try to spell the new words in a test.  We then work on the spelling pattern/rule and try to beat the score by the end of the week. This helps to ensure each child is trying to improve on their own work and is not focussed on what others are doing. We look at a variety of spellings patterns through the course of the year and also investigate prefixes, suffixes and homophones to name but a few.  The children also have had a look at some different ways to learn the spellings of difficult words and we complete regular work in class each day.  Please look out for your child’s small green spelling book that should come home each Monday so that you know what your child is working on.


Guided reading takes place each day at school.  During this time the children in each group all have access to a book that is suited to their level of reading.  This is a very focussed activity and enables every child to discuss the text, answer questions, work on their reading, look at the language used and how punctuation is used.  It is important that children read a book for a minimum of 20 minutes each night with an adult and we ask that you please support in the teaching of this important skill.

Children also have an opportunity each day to read independently.  Once they have read part of their book they are expected to write about what they have read in their Reading Record book.  They should write a minimum of two comments each day.  We try to check that this is happening but if parents could ensure that they are keeping up with this it would be much appreciated.

We are continuing to use the Accelerated Reader Programme to help children with their reading skills.  This ensures that each child is able to answer a range of questions about their book so that they can demonstrate their understanding.  Once a half term the children complete a test to which then gives the child a new ZPD score and the range of books that they should be reading.


The children work together as a class in maths.  Work is differentiated on the board and the children are encouraged to choose the right level of work for them.  We provide different groups through the work to enable all children to work on the skills that they need to develop.  CLIC (Counting, Learn Its, It’s Nothing new and Calculations) and Safe (Shape, Amounts, Fractions and Explaining data) tests are carried out every two to three weeks.  The information that these tests provide enable us to teach the children the skills that they need and to aid their progress in maths.  Parents are encouraged to work on times table and related division facts at home in order to keep these important skills fresh in your child’s mind.

Feedback and marking

All children have an adult that is assigned to their work area.  This enables all of the children to get instant feedback on the work that they are doing.  These helps to eradicate any misconceptions and provides a powerful teaching technique in the classroom.  The children are aware of a tick system that relates to the work that we are learning about in lessons.  There are other codes and comments that are used in order to ensure that children are getting the correct feedback.


As the children continue to get older and take more responsibility in their own learning and organisation it is expected that all children organise their own equipment, bags, coats and ensure that they are ready for the day’s learning.  Please support us in this and allow your child to come into school on their own and organise themselves for the day.