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Fox Hill

Primary School

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Curriculum at Fox Hill

Curriculum Intent


The curriculum is the vehicle to achieve the school vision. 


At Fox Hill, we believe that the planning and teaching of our curriculum is central in ensuring our vision and values are reflected within the outcomes of our pupils throughout their learning journey. Our shared vision of Fox Hill being an inspirational school, where learning is a journey of excitement and every child is nurtured to thrive, believe in themselves and be empowered to succeed, is underpinned by our values of kindness, curiosity, self-belief and pride. These values are nurtured to promote success and high aspirations for the future for all learners.


We strive to deliver a diverse, inclusive and awe-inspiring curriculum that promotes wellbeing and fosters a love of learning and curiosity, building on prior knowledge and prepares children to be life-long learners, equipped for the future. Through careful planning and sequencing to meet the needs of our learners, our pupils are provided with the skills, knowledge and understanding necessary to progress, cumulatively building on their understanding, ensuring that they are able to succeed and are well prepared for their next phase of learning.


We empower children to take pride in everything they do and to show kindness and respect to all, upholding a strong sense of belonging. Providing an inspiring and nurturing school experience, built on positive relationships where children are cared for, supported and challenged, enables our children to be ready to learn, feeling safe to take risks and build upon their own and others’ mistakes. Furthermore, our pupils gain first-hand experience of making their community a better place and are able to reflect this in their contribution to wider society.


Our curriculum aims to:

  • Enable all learners to succeed, progress and be proud of their achievements.
  • Deliver a broad, balanced education, tailored to the context, needs and values of our school.
  • Enable learners to develop their curiosity and passion across the curriculum, exploring concepts in greater depth.
  • Provide experiences and lasting memories which will further embed the knowledge, skills and understanding covered in their learning journey.
  • Enable learners to value and take pride in their learning, developing non-cognitive skills such as kindness, curiosity, self-belief, working with and understanding others, acting on advice and feedback as well as developing learning behaviours.
  • Ensure learners are aware of the wider community and their impact on the world in which they live, enabling them to contribute positively to society.


Curriculum Implementation


At Fox Hill, our Curriculum is knowledge rich, with concepts sequenced in small steps, coherently mapped to enable learners to make connections within and between subject areas. Carefully interwoven into our Curriculum are experiences to support blending knowledge and skills, as well as embedding reading across all areas of our learning. 


Through a thematic approach, we interleave knowledge across different contexts to maximise the retrieval and transferability of previously learned content. The National Curriculum underpins our Curriculum.


Each theme is carefully structured so that each year group has:

  • A clear Curriculum Map which outlines what will be covered.
  • The 'threshold concepts' (essential subject-specific knowledge) pupils should understand by the end of each year, supported by knowledge organisers.
  • Subject-specific progression maps that detail how the threshold knowledge and skills progression are developed and assessed during our Fox Hill pupils’ journey through the school.


Please see below our curriculum maps and curriculum year group information. 


Curriculum Impact


The impact of the Fox Hill Curriculum is considered through a range of formative and summative assessments, tailored to each subject area. Formative assessment underpins every lesson at Fox Hill; teachers assess pupil progress within and between lessons through a variety of questioning techniques. Feedback is given in the moment in order for children to review their learning and make progress within lessons. This style of formative assessment which is also referred to as ‘Responsive Teaching’ during lessons also informs teachers' planning and helps to identify the next steps in the learning process.


National summative assessments take place at the end of each key stage in Reception, Year 2 and Year 6, in addition to the Phonics Screening in Year 1 and the Multiplication Tables Check in Year 4. The results of these assessments show the standard of achievement at Fox Hill, which can be compared to national figures.


In addition to national assessments, summative assessments are completed each long term for Reading, Writing, Maths and Spelling, Punctuation and Grammar in Years 1-6. As a school we use PIXL for our assessments, which provides teachers with an in-depth analysis of gaps in learning and also a comparison to other PIXL schools’ data. Teachers use the data from question level analysis to inform subsequent teaching and planning, as well as for delivering targeted interventions. For children who require more tailored assessments, Salford Reading, Sandwell Early Numeracy Tests and BOXALL Profiles are used to identify progress and targets, alongside other bespoke intervention baseline and progress measures. Our Phonics and Early Reading assessments follow the ‘Little Wandle’ programme, then progress onto Accelerated Reader assessments to measure progress and identify children requiring extra support.


Assessment in non-core subjects is achieved through the use of ‘Milestones’. Each Milestone covers two year groups (Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2) and contains a range of descriptors which give more detail to be discovered within the concept. Over each two year period, children will become increasingly familiar with these details by exploring them in a breadth of contexts to enable a depth of understanding to be developed.


In addition to formative and summative assessments across the curriculum, we also use pupil voice; parental feedback; monitoring led by subject leaders; writing moderation sessions with local schools and Local Authority advisors; network meetings and CPD sessions for subject leaders, in addition to Quality Assurance led by the leadership team and subject leaders. During the school year there are two Parent / Carer evenings and at the end of each school year, teachers write an annual report on each child. Our Governors also meet with subject leaders to monitor and evaluate the quality of our curriculum offer.

PSHE, Relationships and Sex Education (RSE) Consultation


The Health Education and Relationships Education aspects of PSHE education became compulsory in all primary schools from September 2020. As part of implementing the RSE curriculum, schools must consult with the children, parents, staff and governors to ensure there is a general consensus on our approaches to policy and the curriculum content.


Fox Hill's consultation closed in February. During the process parents, carers, staff and governors, were asked to read through the information below and make comments on them.


The documents shared as part of the consultation were: 


It is important that all children receive this content, covering topics such as friendships and how to stay safe. The Relationships Element to RSE is statutory, however, parents have the right to request that their child be withdrawn from the Sex Education content. 


The delivery of Relationships and Sex Education is nothing new to the Fox Hill curriculum and it is a subject that we strive to continuously develop further. We teach a broad curriculum within PSHE that references many areas such as drugs, relationships, tolerance and online safety. This continues in the new guidance, along with many new areas of learning. Our aim is for our pupils to grow up healthy, happy and safe. Relationships and Sex Education is designed to equip your child with knowledge and make informed decisions about their wellbeing, health and relationships as well as preparing them for a successful adult life.


The world today for young people looks very different from the way it did 20 years ago when this curriculum was last updated – these changes bring the content into the 21st century, so that it is relevant for your child.


We are flexible and deliver content which is completely age appropriate and sensitive to the needs and religious backgrounds of all pupils.


Relationships Education

Relationships Education will put in place the building blocks needed for positive and safe relationships, including with family, friends and online. Your child will be taught what a relationship is, what friendship is, what family means and who can support them. In an age-appropriate way, we will cover how to treat each other with kindness, consideration and respect.


By the end of primary school, your child will have been taught content on:

  • Families and people who care for me
  • Caring friendships
  • Respectful relationships
  • Online relationships
  • Being safe


Health Education

Health education aims to give your child the information they need to make good decisions about their own health and wellbeing, to recognise issues in themselves and others, and to seek support as early as possible when issues arise.


By the end of primary school, your child will have been taught content on:

  • Mental wellbeing
  • Internet safety and harms
  • Physical health and fitness
  • Healthy eating
  • Facts and risks associated with drugs, alcohol and tobacco
  • Health and prevention
  • Basic first aid
  • Changing adolescent body