At Hartford Infant and Preschool (HIPS), our bold and engaging curriculum is designed to nurture three core skills that underpin lifelong learning:
- Curiosity – question, observe, enquire, understand
- Confidence – resilience, independence, reflection, self‑motivation, problem solving, resourcefulness, self‑regulation
- Communication – reading, writing, representing, reasoning, speaking, listening, presenting, collaborating
We teach English, maths, reading and phonics as discrete subjects, alongside RE, PE, PSHE and Forest School. Our whole‑school enquiry approach incorporates science and the wider foundation subjects: art and design, design technology (DT), geography, history, computing and music.
Our curriculum follows a three‑year cycle of whole‑school themes, outlined in our Curriculum Long‑Term Plan.
For further information, please contact our Curriculum Lead and Deputy Headteacher, Mrs Rachael Hyem: rhyem@hartfordinfantschool.org
Our vision in Reception is for every child to develop a deep love of learning that continues throughout their life. We provide a safe, supportive and nurturing environment where children are encouraged to take calculated risks, make decisions, ask questions and become increasingly independent.
The Early Years environment offers a rich variety of age‑appropriate resources through both continuous provision (resources always available) and enhancements (additional resources linked to topics or children’s interests). These areas mirror those they will encounter in Key Stage 1, such as word windows, construction zones, phonics resources and story shelves.
Children are supported to access resources independently and use them in ways that are meaningful to them. Their choices may differ from planned intentions but still contribute to purposeful learning.
Adults support learning indoors and outdoors through:
- Specific teaching – phonics, reading, guided work
- Child‑initiated projects – e.g. building a bridge for a vehicle, writing a birthday invitation
- Adult‑initiated activities – e.g. sponge printing, sorting objects by initial phoneme
Staff continually observe and assess children’s development, using this information to plan relevant, engaging and challenging activities tailored to individual needs.
Learning is regularly shared with families through Tapestry, our online learning journal. Parents and carers are encouraged to upload photos and videos from home, strengthening the partnership between school and families. Learning is also documented in writing books and folders.
The Early Years Curriculum (Development Matters) supports both the prime and specific areas of learning, offering children a wide range of experiences that consolidate skills and deepen understanding. This supports progress towards a Good Level of Development. We aim to bring out the very best in every child.
Our Hartford Heroes are used throughout EYFS to promote the characteristics of effective learning.
Our vision in Key Stage One is for all children to be curious, confident and effective communicators. We build on the strong foundations established in Reception, ensuring every child continues to develop a lifelong love of learning.
We provide high‑quality teaching in an inclusive, enabling environment where each child is valued as an individual. Children are encouraged to take risks, make decisions, ask questions and become independent, resilient problem solvers. Our bold and engaging curriculum combines essential skills and knowledge, helping children make meaningful connections across their learning.
The Key Stage One environment continues the principles of EYFS, offering a wide range of age‑appropriate resources. Daily structured sessions include:
- Phonics
- SPAG (spelling, phonics and grammar)
- Handwriting
- Reading
- Maths fluency
Children also experience rich opportunities to practise and master skills across the foundation subjects through cross‑curricular enquiry sessions, including history, geography, science, art, music, design technology and RE. All children also take part in PE and Forest School each week.
Children are encouraged to access resources independently and choose how to present their understanding. Adults support learning through direct teaching, guided sessions and modelling, as well as helping children make connections across subjects.
Staff continually observe and assess learning, using this information to plan relevant, engaging and challenging activities that meet individual needs.
We believe all staff should be strong role models, creating moments of awe and wonder, supporting access to provision and extending learning through high‑quality interactions. Children read to an adult and are read to daily, as reading is a fundamental right for every child.
The National Curriculum underpins all areas of learning in Key Stage One and is delivered through an exciting, engaging and challenging curriculum that reflects the needs and interests of our children. It provides opportunities to consolidate skills, deepen understanding and explore the world around them, supporting progress towards the expected standards set by the DfE.
We aim to bring out the best in every child.
Our Hartford Heroes promote six key characteristics of learning:
- Aiming high
- Involvement
- Perseverance
- Problem solving
- Reflection
- Teamwork
Subject overviews
Intent
We aim to develop children’s creativity, curiosity and confidence by exposing them to a diverse range of artists and artistic styles. Our curriculum builds foundational skills in drawing, painting and sculpture, enabling children to express themselves and appreciate art within their community and the wider world.
Implementation
- Each term focuses on a carefully selected artist linked to age, community context and skill progression.
- Every unit begins with observational drawing to strengthen accuracy and attention to detail.
- Children develop skills in painting, drawing and sculpture through structured teaching and regular practice in our artist studios.
Impact
Children develop a broad artistic skill set, increasing confidence in experimenting with materials and techniques. They talk about artists and their work with growing understanding and produce creative outcomes that reflect taught skills and personal expression.
Intent
We aim to equip children with the knowledge and skills to use technology safely, confidently and creatively. Our curriculum prepares children to be responsible digital citizens and capable users of modern technology.
Implementation
- Teaching covers programming, digital literacy, understanding technology and e‑safety each term, with progressive depth.
- E‑safety and understanding technology are embedded throughout all lessons.
- Children follow a structured progression of skills, supported by our Acceptable Use Policy shared from Reception onwards.
Impact
Children develop secure foundational computing skills and understand how to use technology safely and purposefully. They become confident, responsible users who can apply their learning across the curriculum and in everyday life.
Intent
We aim to develop children’s creativity, problem‑solving and practical skills through purposeful design, making and evaluation. Children learn how products are created and how to improve them.
Implementation
- Teaching focuses on designing, making and evaluating products using textiles, food and card.
- Skills are taught progressively and practised throughout the year in construction and creative areas.
- Children learn to select appropriate tools and materials and evaluate their outcomes.
Impact
Children develop confidence in designing and making functional products. They talk about their choices, evaluate their work and demonstrate increasing independence and creativity.
Intent
We aim to develop articulate, confident communicators who can think, explore and express ideas clearly. Children learn to read fluently, write effectively and speak with confidence.
Implementation
- Explicit teaching of oracy, reading and writing skills.
- High‑quality texts underpin learning and inspire a love of literature.
- Skills are embedded across the curriculum through daily opportunities to read, write and talk.
Impact
Children become confident readers, writers and speakers who can communicate ideas and emotions effectively. They develop a strong foundation for future learning.
Phonics
Intent
We aim for all children to become fluent, confident readers through a systematic synthetic phonics programme tailored to our school community.
Implementation
- A six‑stage phonics programme aligned with the National Curriculum and incorporating Jolly Phonics resources.
- Daily 20–30 minute phonics sessions following a consistent structure: revisit/review, teach, practise, apply.
- Regular communication with parents through Learning Leaflets, homework and Tapestry posts.
Impact
Children develop strong decoding skills and most meet or exceed expectations in the Year 1 Phonics Screening Check. They become confident, fluent readers who can access the wider curriculum.
Read Aloud
Intent
To foster a love of reading and expose children to rich, diverse literature.
Implementation
- Monthly Book Club sessions using our Read Aloud book spine.
- Texts selected and recommended by staff to ensure quality and variety.
Impact
Children develop enjoyment, curiosity and confidence as readers. They engage with stories, authors and language beyond their everyday experience.
Handwriting
Intent
We aim for all children to develop fluent, legible handwriting that supports clear communication.
Implementation
- Regular, systematic handwriting teaching using the Letter‑join programme.
- Reception and Year 1 use Letter‑join Air No‑lead to prepare for joining in Year 2.
- Consistent verbal paths support accurate letter formation.
Impact
Children develop confidence and pride in their handwriting. They write fluently and legibly, supporting success across the curriculum.
Intent
We aim to develop children’s curiosity about the world and the people within it, building knowledge of places, environments and geographical processes.
Implementation
- Progressive teaching of geographical concepts, skills and knowledge.
- Learning begins with the local environment, moves to the UK and then the wider world.
- Children use maps, fieldwork and enquiry‑based learning.
Impact
Children develop a secure understanding of their local area and the wider world. They ask questions, make connections and show curiosity about geography.
Intent
We aim to inspire curiosity about the past and help children understand how history shapes the world they live in.
Implementation
- Chronological progression across the year, moving further back in time as learning develops.
- Teaching of historical skills such as sequencing, comparing, questioning and interpreting evidence.
- Use of stories, artefacts and enquiry‑based learning.
Impact
Children develop a strong sense of chronology and can talk confidently about past events. They make connections across time periods and show enthusiasm for history.
Intent
We aim to develop confident mathematicians who can reason, solve problems and apply mathematical understanding with resilience.
Implementation
- Teaching follows a small‑step, coherent sequence using the concrete–pictorial–abstract approach.
- Vocabulary and reasoning are explicitly taught, with children encouraged to explain their thinking.
- Prior learning is revisited and connected to new concepts.
Impact
Children develop deep, secure mathematical understanding and can apply skills to increasingly complex problems. They show confidence, resilience and enjoyment in maths.
Intent
We aim to nurture enjoyment, confidence and creativity through music, enabling children to express themselves and appreciate musical experiences.
Implementation
- Children sing, compose, explore sounds and play tuned and untuned instruments.
- Weekly singing assemblies and seasonal performances build confidence.
- Engagement with live and recorded music broadens musical understanding.
Impact
Children develop musical confidence, can perform to an audience and understand key musical elements. They express themselves creatively and enjoy participating in music.
Intent
We aim to develop children’s physical skills, confidence and understanding of healthy, active lifestyles.
Implementation
- Progressive teaching of physical skills, motivation and perseverance.
- Annual Healthy Week exploring wellbeing, nutrition and physical activity.
- Opportunities for competitive sport, including Sports Day.
Impact
Children develop physical competence, confidence and positive attitudes towards health and activity. They understand the importance of physical and mental wellbeing.
We aim to support children to become healthy, independent and responsible members of society with strong self‑worth.
Implementation
- Engaging lessons that build emotional literacy, resilience and social understanding.
- Opportunities to discuss real‑life scenarios and practise decision‑making.
- Strong links to safeguarding, wellbeing and school values.
Impact
Children develop confidence, empathy and responsibility. They make positive contributions to school life and understand how to keep themselves healthy and safe.
Intent
We aim to develop children’s understanding of a range of religions and world views, promoting respect, reflection and a sense of identity.
Implementation
- Teaching follows the Cambridgeshire Agreed Syllabus.
- Whole‑school RE theme days explore big questions about meaning and purpose.
- Children learn to listen, challenge respectfully and reflect on their own beliefs.
Impact
Children develop respect for others, a strong sense of belonging and an understanding of diversity. They talk confidently about beliefs and values and reflect thoughtfully on their own experiences.