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Parent View - Give Ofsted your view on your child's school





General Overview

The national curriculum is a set of subjects and standards used by all primary schools in England so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject. From September 2014 a new National Curriculum has been delivered in all Primary Schools. Follow this link to the Department of Education website to see the full description of what children are expected to learn during their time in school. 


What does the curriculum look like at Lythe School?

In February 2017 Ofsted judged that our curriculum is broad, particularly in Key Stage 1, with Forest Schools and extra-curricular clubs widening pupils' experience well. They confirmed that pupils are well-prepared for life in modern Britain.

Children are taught the "Core" subjects of English, Maths and Science. They are also taught the "Foundation" subjects: Art & Design, Computing, Design & Technology, Languages (French at Lythe School), Geography, History, Music and PE. RE is also compulsory and is taught at Lythe using the North Yorkshire Agreed Syllabus. Here we are meeting our Muslim friends from London and finding out lots about life in a Muslim family.

We use the Chris Quigley Essentials curriculum for Years 1 to 6 to help us to provide a very broad and balanced educational experience which allows children to develop their interests and strengths.  This document shows what children will learn in each year group in English, Maths and Science; you can also see what will be taught in other subjects in Key Stage 1 and Key Stage 2 (the objectives you see here are arranged into a two-year rolling programme for each class). 

This document shows the content of our curriculum for every subject, for every year group.


Children in Nursery and Reception follow the Early Years Foundation Stage (EYFS) Statutory Framework. In February 2017, Ofsted judged the quality of provision in the early years to be "Good."


Our calculation policy for maths is being updated for the Autumn Term 2018.


We use the PHSE Programme of Study published by the PHSE Association. Learning will take place as discrete lessons as well as through subjects such as science (topics such as puberty are covered in both PHSE and as part of the science curriculum), and as part of the Chris Quigley Areas of Success objectives. In February 2017, Ofsted judged the school's work to promote pupils' personal development, behaviour and welfare as "Good." They noted that "pupils are tolerant and respectful of each other and they are keen to learn and play a part in the life of the school."


Further information about the curriculum to be followed in each year group can be obtained by contacting your child's teacher.


How do we assess children's attainment and progress in Years 1 to 6?

 Since 2014 schools have been free to develop a system of assessing and tracking attainment and progress that best suits their own needs. One of the big reasons that we chose to use the Chris Quigley curriculum is that it emphasises the importance of developing the depth of children's learning, and lets us measure progress consistently in all subjects, including Personal Development.  In practice, this means that progress is defined as an increase in cognitive challenge and an increase in independence - children are now encouraged to apply the skills they have learned independently in a range of contexts rather than being moved on before the skills have been mastered.


From September 2015, we have therefore been using the Chris Quigley Depth of Learning system in order to assess your child’s learning as follows:

All learning will be grouped into three Milestones. Throughout Y1 and Y2, children will be assessed on the concepts contained in Milestone 1. During Y3 and Y4, all children will be assessed on the concepts contained in Milestone 2. Finally, in Y5 and Y6 all children will be assessed against Milestone 3.

Children in Reception will continue to be assessed against the Early Learning Goals.

During each term, we will continuously assess the depth of your child’s understanding within that Milestone – whether it is Basic, Advancing or Deep. These points are not a mere label about a child: basic is not less able than deep. Rather, they allow us to determine each child’s level of understanding of a concept in the curriculum.

All children begin each milestone at the ‘Basic’ level. Here they are acquiring new skills and are dependent upon the support of adults in order to learn new concepts. A child at the ‘Basic’ level will be able to: name, describe, follow instructions, use, match, recognise, label and recall concepts and skills required for their current Milestone.

After children are able to demonstrate this ability on multiple occasions, they move to the ‘Advancing’ stage. They are more independent learners, capable of making some degree of decision whilst applying some of their skills with guidance. Typically they are able to: explain, classify, infer meaning, make predictions, interpret summarise and apply their skills to solve problems.

Finally, some children may reach the ‘Deep’ level of thinking. This involves a high level of cognitive challenge, where children are expected to apply their skills in a range of complex contexts without the guidance of adults. At this stage, children are able to: solve non-routine problems, appraise, explain concepts, hypothesise, investigate, design and prove.

Children will progress through the Milestones at different rates and with different levels of support - not all children will reach a "Deep" level of learning.

How will you know if your child is making good progress?

All children will be expected to make good progress from their starting point. If a child leaves Reception at the ‘emerging’ stage, and they make good progress they will leave Milestone 1 (at the end of Y2) at ‘Basic 2’ which means working towards national expectations. However, at the end of Milestone 2 and 3, they will be expected to leave at ‘Advancing 1’, which is a deeper level of learning (although still slightly below national expectations).

If a child left Reception at the ‘expected’ stage, they should leave Milestone 1, 2 and 3 at ‘Advancing 2’ which means that they are working at national expectations. However, if a child left Reception at the ‘exceeding’ stage, they should leave Milestone 1, 2 and 3 at either ‘Deep 1’ or ‘Deep 2’ - above national expectations.

Click here for more information about measuring progress.

Reporting your child's progress

 Parents' consultation evenings are held three times a year and you will be informed of your child's progress towards their Milestone or against the Early Learning Goals as above.  At the end of Year 2 and Year 6 children will take part in national SATs tests in reading, writing and maths (writing is assessed internally by the teacher and may be moderated externally), which show their achievement compared to national expectations, along with the progress they have made during their time in school.

Phonics teaching at Lythe School

The new National Curriculum ensures that all children are taught phonics systematically and Lythe School uses the Read Write Inc. programme of study to achieve this.  This starts by teaching children just one way of reading and spelling the English sounds that make up words; they then move on to reading books that are carefully matched to the spelling sounds that they have just been taught. When children are confident with this, they then learn more ways to spell the different sounds. Children learn a good handwriting style and are encouraged to use their skills to have a go at spelling longer words.  There are some great videos for parents on the Read Write Inc. website which describe ways of helping your child at home.

All children undertake the national phonics screening check in Year 1. The purpose of this is to check whether pupils have learned phonic skills as above to an appropriate standard, and to identify any children who need extra help to improve their phonics skills. Read Write Inc. materials are used in Year 2 to help children make accelerated progress where needed.

Your support for your child’s education is crucial to their progress.  Please tell us if there are any adjustments we need to make to help you support your child, for example: letters in large font; letters in different languages; wheelchair access; explaining things over the phone; a discussion with a school colleague of the same gender.



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