Applications for Reception September 2020 Intake close Wednesday 15th January


Our teachers work hard to ensure the curriculum is as stimulating and exciting as possible, so that the children enjoy learning and are inspired to become lifelong learners.


The National Curriculum (2014) is taught at Hawthorn Tree School. Our teachers work hard to ensure the curriculum is as stimulating and exciting as possible, so that the children enjoy learning and are inspired to become lifelong learners. We have many links with the local area as we are lucky enough to have a wealth of resources right on our doorstep and we therefore plan to continue taking the children on as many trips out of school as possible, to excite and interest them in their learning and to create a real life context to learning.


Our aim is to deliver the school curriculum in both a discrete and cross-curricular way. Within each ‘topic’, maximum opportunity will be taken to integrate cross-curricular links, with English, Maths and Science at the core. Our curriculum has been designed carefully so that the learning intent and implementation is strategically sequenced ensuring that pupils can experience a deeper level of knowledge and experience.



At Hawthorn Tree School, English is taught in an exciting, stimulating and enjoyable way. There are four main elements to the English curriculum –Writing, Reading, Grammar Punctuation and Spelling (GPAS) and Spoken Language. English at Hawthorn Tree School is taught through a mixture of discrete learning and foundation subjects.



Much of the writing at Hawthorn Tree School is cross-curricular in nature, giving children a real purpose and context in which to write, also covering a variety of genres. Writing can be produced individually, as a pair or in groups with a variety of inspirations to reflect the wide variety of reasons to write in everyday life. Children enjoy many opportunities to share their work with each other and, at times, other year groups. We are proud of our pupils writing achievements and this is evident throughout the school with many displays championing students written pieces.



Reading is taught in two dimensions: fluency and comprehension. In the early stages of reading, pupils are taught phonics in order to pronounce unfamiliar printed words speedily from the Read Write Inc. (RWI) Scheme. Moving through the school, pupils are taught how to read fluently and develop reading stamina. This is progressive across the school and all books are book banded. Through regular, high quality discussions, our curriculum enables pupils to discuss content, vocabulary and grammar in fiction, non – fiction and poems. Children leave our school being able to read fluently with confidence in preparation of any subject in their forthcoming secondary education. This is achieved from RWI taught in Reception and Year 1, daily guided reading sessions, opportunities in English and across the curriculum to discuss reading material, daily reading with parents and reading activities that develop comprehension of reading. Children at Key Stage Two develop reading analysis skills through the James Siddle model where they are taught reading through understanding vocabulary, placing vocabulary in context, then able to respond to literal, inference and deductive types of questioning through discussion and written evaluation of texts. Children are also taught how to summarise, compare and contrast text. We believe that children’s reading widen their reading habits, feed their imagination and open up a treasure joy for curious young minds.



Grammar, Punctuation and Spelling are taught discretely to enable children to use language more creatively and with greater understanding and confidence. Spellings are tested on a weekly basis.



Our approach to speaking and listening is cross curricular and holistic. There are also discrete opportunities for the development of spoken language through show and tell, formal and informal presentations, discussion, debate and drama.



At Hawthorn Tree School, we inspire all children to become confident and enthusiastic mathematicians, who are willing to take risks and are not scared of making mistakes but who learn from those mistakes. We aim to develop mathematical skills and to provide opportunities for their application in meaningful, real-life situations. We strive to provide the children with exciting and challenging investigations, thereby increasing motivation and promoting a positive response to mathematics and developing the mastery approach through the use of the White Rose Maths curriculum.



Science is taught each term so that we can cover the Science National Curriculum. Each year group has science units of study that will be covered in depth. The development of children’s experimental and investigative skills is of vital importance. Children are encouraged to be independent and collaborative scientific investigators by their involvement in exciting practical investigations. Investigative work takes the form of: modelled, intermediate and independent investigations and the proportion of these skills vary between year groups. The new curriculum also recognises the importance of a developing knowledge of scientific concepts. Our lessons incorporate both knowledge and investigative skills through a lively and creative curriculum.



Pupils are given a wide range of opportunities to develop skills in art, craft and design activities. They build on their understanding and appreciation of art in a variety of forms and styles, and from a variety of cultures. Children are encouraged to observe natural phenomena and to develop an awareness of shape, colour, texture and pattern, as well as an understanding of the properties of materials.



Design and Technology enables children to tackle practical tasks and to link a range of other subjects together. Children are encouraged to find solutions to problems and improve existing designs. They will investigate, plan, make and evaluate their own models, and find out how existing designs and artefacts work. They will develop and use a range of practical skills and are taught to use technological tools with confidence.



We aim to develop a secure understanding and awareness of chronology and the passing of time. We want the children to understand local, national and world events from the past which have had an impact on their lives. We do this by teaching topics carefully chosen from the National Curriculum.  We want to develop the children’s geographical vocabulary and their vocabulary related to the passing of time to ensure the appropriate use of historical terms.



We believe that all pupils should be given the opportunity to take part in regular, high quality P.E lessons. To ensure this, throughout the year, all classes receive two hours of P.E. Teachers structure P.E lessons as they would any other lesson with appropriate questioning, challenges and support given to the pupils. During indoor P.E sessions, the focus is on movement/dance and gymnastic activities. During outdoor P.E sessions, the children take part in a range of invasion games, striking and fielding games, net/wall games and outdoor adventurous activities. We offer a huge range of after school sports clubs such a football, dance, rugby, multi-sports, athletics, netball, boxercise, tennis and more.



All children are given the opportunity to experience a wide variety of high-quality learning activities which include:

•          Performing and composing

•          Listening and appraising.

This is achieved by playing, singing, performing with others, composing and arranging, listening to and appraising musical styles from a range of cultures; developing a sense of pitch, timbre, rhythm, tempo, and dynamics; developing ideas of notation; and using music as a means of self-expression and a source of pleasure. Pupils have the opportunity to learn instruments through individual, paired and group tuition delivered by the Lincolnshire Music Service in Key Stage 2. Additionally, pupils are able to experience Young Voices on a bi-yearly programme.



The Computing Curriculum allows all children to learn about the important area of ‘Programming’.


In Computing, pupils interact with age-appropriate computer software for particular purposes. In Key Stage 1, they learn basic skills of creating, organising, and storing, manipulating and retrieving digital content. As they progress into Key Stage 2, pupils learn to work more independently, selecting, using and combining a variety of software (including internet services) on a range of digital devices. When applying ICT in society, all pupils learn to use technology safely, respectfully and responsibly and identify where to go for support when they have concerns about the internet/other online technologies. Computer networks; how they provide multiple services and he opportunities they offer for communication and collaboration. E-safety is regularly addressed in school.



The promotion of British Values takes place across the curriculum. Spiritual development encourages the children to reflect on their beliefs, religious or otherwise, and reflect on their experiences, and to try and answer some of life’s fundamental questions.

Moral development encourages the children to recognise the difference between right and wrong; to have a concern for others and to understand the consequences of their actions.  They are encouraged to think about moral and ethical issues and to think about the views of others in these matters.

Social development encourages the children to work and socialise with others and to relate to those from different backgrounds; religious, ethnic and socioeconomic, and they are helped to understand and accept fully the British Values in order to participate fully and contribute positively to life in modern Britain.

Cultural development encourages the children to understand and appreciate the wider range of cultures in their local community and further afield. Pupils are also encouraged to take part in artistic, sporting and cultural opportunities. British Values are promoted so that the children can be prepared for life in modern Britain. They are helped to accept and engage with the fundamental values of Democracy, The Rule of law, Individual Liberty, Mutual Respect and Tolerance of those with different faiths and beliefs.  All of these are experienced in a variety of activities, including discussions, circle times, assemblies, visitors, workshops and specific lessons.



There are two main strands to our R.E syllabus:

  1. To learn about some of the different religions   in the world
  2. To learn from religion; i.e. to reflect and explore questions about spirituality at the child’s own level.

The lessons are not tackled from a personal belief point, and do not indoctrinate in any way. Students are helped to understand and respect some of the practices and beliefs from the major world faiths. Children are encouraged to explore questions within their own beliefs and develop a sensitivity to the beliefs and cultures of others, and acknowledge the right to not believe. Children develop a deeper appreciation of the spiritual, moral and natural world around them. The exploration of questions are largely covered through discussions and sharing of ideas. Learning about religion is covered through videos, exploring artefacts and pictures, workshops, visiting speakers and visits outside school.



Educational visits occur throughout the year to reinforce topics and themes that children are learning about. Some visits are local and within walking distance of the school. If we have to hire a coach in order to visit a special place of interest, then we ask parents to make a contribution to cover the costs. Without these contributions the visit may not be able to go ahead, so we ask for your help with this. We also need parent helpers to accompany us on the trips to help us ensure the safety of the pupils and also to ensure that the children gain full educational benefit from the trip.