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Owers Road, Witham, Essex, CM8 1FR
Telephone number: 01376 512201
Fax number: 01376 502415
Headteacher: Mr Ceri Jones

Chipping Hill curriculum statement

House captains curriculum vision

We the children of Chipping Hill want;

To DREAM BIG - at our school we are taught our dreams have no limits.

To BELIEVE - at our school we are taught to believe in ourselves and each other, let no-one tell us we can’t.

To ACHIEVE - at our school we are taught that with the support and dedication of ourselves and school community we ‘can achieve whatever we put our minds to’.

DREAM     -     BELIEVE     -    ACHIEVE

Staff curriculum vision

Our curriculum must be far more than knowledge; it must provide our children with far reaching experiences and opportunities that are diverse, rich, aspirational and cogent which are diminishing in the technological world we currently live. It should spike their interest, provoke curiosity, widen their eyes and point to the future whilst learning from the past. Opportunities must be afforded to children that allow personal challenge and the possibility to question all. They must lead the learning and have scope to breathe in unforced and impassioned learning experiences. Learning must never be confined to the classroom and must promote skill application and a thirst for cerebration – where practical application and the ability to discharge what is learnt within the wider world and as a tool to excel within life.

Our vision for our children and staff

Chipping Hill children will be enabled, adaptable, brave, motivated and resilient – demonstrating equanimity at every turn. They will develop a thirst for learning and a hunger for opportunity. As practitioners we must embolden understanding that struggling leads to success, be dream builders, aspiration fuelers and coves of support and guidance. Together all can be achieved with integrity, honesty and genuine collaboration at the heart.

Our curriculum is clearly structured to ensure every child is developing their core skills, experiencing a broad and rich curriculum and do so alongside building excellent personal, social and emotional skills. 

The school builds experiences which will develop children’s skills and knowledge in all areas of learning incorporating the academic, physical, artistic, linguistic, scientific and technological.


Reading and phonics: At Chipping Hill we believe that the ability to read is fundamental to pupils’ development as independent learners, during their time at school and beyond.  Reading is central to our ability to understand, interpret and communicate with each other and the world around us.  Success in reading has a direct effect on progress in all areas of the curriculum; therefore, reading is a high priority, enabling the children to become enthusiastic, independent and reflective readers.

We use a variety of reading schemes, covering fiction and non- fiction, including Oxford Reading TreeProject X and Tree Tops. Children also have access to a well- stocked library. We encourage children to read daily at home which is monitored via a home-school reading record book.

Synthetic Phonics is taught as a way of decoding written letters and spoken sounds in the early stages of learning to read. Learning to read is like cracking a code so, by teaching phonics, we teach children to crack the code. We believe having a strong knowledge of phonemes and their corresponding graphemes provides children with a core foundation on which they can develop their skills in reading and spelling as they move through the school. We want the teaching of phonics to be engaging for children at Chipping Hill, so we use a variety of resources alongside our sequence of teaching and structured lessons.

Phonics lessons at Chipping Hill’s follow the Essential Letters and Sounds scheme, with lessons structured in a Review, Teach, Practise and Apply format. In order to engage the children and help them to retain and apply their learning we incorporate songs, actions and interactive online activities.

Writing and Spelling   In Reception and Year 1, children are taught to apply their phonics knowledge when writing unfamiliar words. Similar to reading, children are encouraged to segment sounds in a word to help them write the correct graphemes. This also applies in Year 1, where children’s spelling skills are extended to include suffixes and prefixes, with the root words mostly being phonetically regular.

Phonics into Spelling in Years 2-6 From Year 2 upwards emphasis is placed on using phonics to spell and the teaching of spelling rules. We provide a comprehensive progression in the teaching of spelling. This incorporates the teaching of spelling strategies, knowledge and skills pupils need to learn, to become effective and confident spellers.



At Chipping Hill, we believe our primary role is to support children to reach their potential both in mathematical thinking and application. We have developed a whole-school maths curriculum, which ensures progression of skills and knowledge from Reception through to Year 6; throughout their primary learning, our children develop a toolkit of operational skills alongside a deep, rich knowledge of concepts, connections and relationships. We endeavour for our children to leave us not only confident and successful in their mathematical ability, but with a love of the limitlessness of mathematics in the world around them. As a school, we aim for our children to be equipped with the skills that they will need in a modern and ever-changing world and for any future career choices that they aspire to. 

At Chipping Hill, our curriculum broadly follows the White Rose Maths scheme of work but staff will supplement this with high-quality additional materials such as NRich (University of Cambridge Scheme) and NCETM (National Centre for Excellence in the Teaching of Mathematics) in order to challenge and support children to achieve maximum progress. The National Curriculum (2014) forms the basis of our long-term planning which is mapped for each year group to ensure consistent coverage of topics as children progress through the school. Medium-term planning reflects individual concepts of maths and is carefully planned to ensure connections and relationships within mathematics can be built upon; this allows children to further consolidate their mathematical understanding by applying previous learning or within following topics. Children will begin each year with place value, followed by the four operations, fractions, shape, geometry, measurement, statistics and more. Short-term planning by staff allow daily lessons to carefully assemble learning for the requirements of their children and to appeal to any gaps in learning which require further embedding. Staff use both formative and summative assessments to sequence their short-term planning for their individual class. 

Maths lessons follow a carefully structured sequence to ensure new skills and knowledge are presented to the children in a clear and guided manner. If assessed previously as an area that children have found more challenging, children will first be provided with a pre-teach session in order to offer them prior exposure to recall previous learning and to see the concept preceding the main session. Via quality first teaching, children will be presented with new learning with clear explanations to the why and how of mathematics. Rich questioning develops children’s ability to reason mathematically around both toolkit lessons for methodical skills and when working within problem solving application. Children have the opportunity to conduct their learning along with their class teacher and be guided in applying the knowledge and skills taught to them – we call this the ‘We Do’ segment of our lessons. Children who are confident will be moved to independent application in the ‘You Do’ segment of the lesson; children requiring more support will continue under the guidance of their class teacher in a surgery session. If, when working independently, children are finding the concept challenging they may be provided with a ‘Secure It’ session to ensure they are confident and feel success before further reasoning is presented to them. Children are free to move through reasoning and problem solving challenges during the course of the session with no ceiling placed on them. 

In each classroom, our maths working walls provide children with an opportunity to check their independent thinking when applying newly taught skills. All working walls provide high-quality models and further questioning to engage children in the current lesson’s content. Additionally, walls include key vocabulary (for the concept of work), consolidation of what the children have previously learned within that topic and additional challenges for children who are rapid graspers. Manipulatives (physical mathematical resources) are available at all times and are often presented by staff to support children where required. As children become more mathematically competent throughout their time at Chipping Hill, these manipulatives may be less likely to be needed within lessons – manipulatives can include: Numicon, Diennes, multi-link cubes, place value counters, rulers, 100 squares, fraction walls, weighing scales etc. Post lesson, children are provided with further support where required during post-teach sessions and are able to have time to ‘Fix-it’ and correct any errors and demonstrate consolidation of conceptual knowledge. 

Within year 4, children will undertake a statutory multiplication check as knowledge of multiplication facts is vital to their progress within most mathematical concept areas. In order to ensure children are supported from EYFS- Year 6 in developing this aspect of their toolkit, children will undertake daily sessions based around multiplication; in younger years, this may be through song, dance, rhyme and in older years it may be through the use of speed games, competitions between classes, singing, dancing and an array of other short sessions to consolidate this knowledge. Children all have access to an app called Times Tables Rockstars to engage them in a technology based version of practice that they are able to undertake when out of school. Once children have embedded this knowledge to 12x12, they move to arithmetic based sessions to ensure fluid recall of key facts in a timely manner – all of which are key to their skillset throughout Key Stage Two. Each year group is provided with a Key Instant Recall Fact document which provides detail of all key facts children should know by the time they leave each year group; these skills are segmented into each half term to ensure time for consolidation and application. 

At the end of year 6, children will undertake three statutory maths assessments; arithmetic and two reasoning style papers. Arithmetic consists of factual recall, procedural application and speed recall of the four operations. Children will have thirty minutes to attempt thirty-six questions worth forty marks. Children will then undertake two reasoning papers consisting of a mixture of conceptual topics which are embedded in declarative, procedural and conceptual style questions. Many questions consist of multiple steps and concepts whereby children are required to work systematically to achieve the correct answer – each paper is worth thirty-five marks and children will have forty minutes for each. Overall, children have the opportunity to achieve one hundred and ten marks across three papers. 



At Chipping Hill Primary School, we want our pupils to have a sense of excitement and passion about science. We develop pupils’ curiosity, enjoyment, skills and a growing understanding of science knowledge and enquiry, through an approach of children raising questions and investigating the world in which they live. We have an emphasis on scientific enquiry and developing these key skills through investigative work. During their Science lessons the children are encouraged to think and work scientifically – devising their own questions and considering how they might answer these using their scientific skills of fair testing, predicting, observing, measuring and identifying patterns in data before presenting their findings and drawing conclusions. We focus on teaching new scientific terminology as well as an understanding of the key vocabulary linked to each topic. There is an emphasis is placed on using our school grounds, and learning outside to engage children.

In Key Stage 1 the children learn about plants, animals including humans, habitats, everyday materials and seasonal changes.  This learning is extended in Key Stage 2 when the children continue learning about the topics they studied in Key Stage 1 and some other scientific topics are added to the curriculum: rocks, light, forces and magnets, states of matter, sound, electricity, properties and changes of materials, Earth and space and evolution.


At Chipping Hill, we believe that every child should have the opportunity to use and experience a range of new technologies. We aim to encourage children to become computer literate to prepare them for the computer-dominated world that they exist in. Learning key computer skills develops essential programming, data handling, and research and media concepts.

Computing is taught weekly at within the school. The children are given the opportunity to use a range of technologies including, laptops, IPads and various other computing hardware. The school uses a whole range of programmes from TT Rockstars, Scratch, Kodu and Infant Video Toolkit to apply their skills.

We begin each year focusing upon the key concept of E-safety and it is addressed in every lesson to ensure they can navigate the internet safely.


At Chipping Hill’s, we believe that high-quality history lessons inspire children to want to know about the past and to think and act as historians.  Children have opportunities to investigate and interpret the past, understand chronology, build an overview of Britain’s past as well as that of the wider world and to be able to communicate historically.  Wherever possible, learning is related back to our local context. 


Our Geography curriculum is designed to develop children’s curiosity and fascination about the world and its people that will remain with them for the rest of their lives.

Children investigate a range of places- both in Britain and abroad-to help develop their knowledge and understanding of the Earth’s physical and human processes.  We are committed to providing children with opportunities to investigate and make enquires about their local area so that they can develop a real sense of who they are, their heritage and what makes our local area unique and special.  We also develop the children’s ability to apply geographical skills to enable them to confidently communicate their findings and geographical understanding to a range of audiences.

Art and Design

At Chipping Hill, our vision is that every child is given opportunities to explore their creativity. Art and Design are taught as part of a broad, balanced curriculum, building on children’s prior knowledge and experience, whilst encompassing our School values.

The varied topics allow children to connect with different artist, style periods and cultures. All children are given the opportunity to experience colour mixing, printing techniques and use of textiles and construction materials throughout the year. We value the use of sketch books and design books for children to produce ideas, build upon designs and evaluate their finished products.


At Chipping Hill we believe that music is a universal language that embodies one of the highest forms of creativity. We aim to foster a love and appreciation of music and help children to develop the skills necessary to express themselves musically. Studying music helps to increase children's self-confidence, creativity, co-operative skills and sense of achievement. As children progress through our school, they will learn to critically engage with music, create their own compositions and perform various pieces of music from across the musical canon. 

To deliver exciting and engaging lessons we use the Charanga Musical School Scheme as the basis of our school designed scheme of work.  It provides teachers with resourced music lessons and support for each year group in the school. In Key Stage 1, six units are taught throughout the year and in Key Stage 2, three units are taught. The Scheme supports all the requirements of the National Curriculum and moves away from the previous levels and learning objective/outcome concepts to an integrated, practical, exploratory and child-led approach to musical learning. Each unit of work involves all the strands of music included in the National Curriculum.

  1. Listening and Appraising
  2. Musical Activities (warm up games, singing, playing, and improvising)
  3. Performing

Additionally, we have singing assemblies where we focus on learning new songs and practising those in our repertoire. These could be for use in worship, masses or assemblies or simply for the pleasure of singing. We also have access to peripatetic music teaching. These lessons can take place during and out of school time. Children are supported through a music specialist during lessons as well as having access to a choir and music club.

Chances to perform are encouraged with vibrant musical performances at Christmas, Easter, and a Year 6 leavers’ production. Music has also been used to help with language learning in Spanish.

MFL- Spanish

At Chipping Hill Primary School, we believe that learning a foreign language provides an opening to other cultures, fostering curiosity and deepening an understanding of the world. We want our pupils to enjoy the opportunity to learn a new language through practical activities giving them the inspiration to develop an interest in exploring the world and embracing other languages as they grow. All pupils are given the opportunity to learn Spanish.

We use a specialist Spanish scheme with support from our local High Schools to enrich and enhance our own school scheme.

We aim to make lessons as interactive as possible by:

  • teaching skills through listening, speaking, reading, writing and developing cultural understanding
  • giving opportunities to respond to spoken and written language
  • encouraging and enabling pupils to speak with increasing confidence and spontaneity
  • making links between Spanish vocabulary and grammar with English  


At Chipping Hill Primary School, we want our pupils, upon leaving primary school, to be physically literate and to have the knowledge, skills and motivation necessary to equip them for a healthy and active lifestyle.  We believe that the more sports children are exposed to, the more likely they are to find one that they enjoy and participate in moving forward throughout their life.

We achieve the target of teaching at least two hours of P.E. a week. This is split into two parts: Indoor P.E. and outdoor games. Indoor P.E. focuses upon building on the skills of gymnastics and dance routines whilst outdoor games focuses upon developing the skills of throwing, catching and hitting.

We run a range of extra-curricular clubs, including those by external providers and utilise sports coaches and specialists to enhance the school leraning experience where possible.

Design & Technology

At Chipping Hill, Design & Technology is taught as part of a broad, balanced curriculum, building on children’s prior knowledge and experience, whilst encompassing our School values.

The varied topics allow children to connect with different materials, reflect on design and from there plan and produce technologically astute products. We focus on the design and creative phases ensuring sessions are not art based but soley on product development and associated skills.


At Chipping Hill Primary School, we aim to deliver a broad and engaging Religious Education. This not only applies to specific R.E. lessons but in the everyday interaction of school life, assemblies, meal times, play times and all the relationships that exist within the school. Religious Education in Chipping Hill aims to promote:

  • Mutual respect and understanding of all cultures and religions, which in turn fosters tolerance, understanding and friendship in their child and adult life.
  • To have the skills and maturity to make their own decisions and create their own values and not be led by others.
  • To challenge stereotypical views, racism and discrimination ant to appreciate difference positively.
  • To provide a safe environment for discussion and exploration of theological ideas and questions.

To support our teaching, we use the SACRE scheme. We teach tolerance and respect for all faiths, races and cultures within each topics.


We ensure that all children are aware of themselves and the needs of others. Our PSHE programme follows guidance from the PSHE association thus is designed to foster a sense of self, tolerance and understanding for others and a preparation for the future. Lessons follow a sequenced approach to learning with prior learning utilised to foster a deeper understanding of new challenges. Through discussion, including circle time and various media we aim to support the development and emaotional growth of our children.


Across all subjects we aim to enable our children to demonstrate the following values in all subjects:

  • courage - children will show courage by attempting everything they are taught and approaching it with an open mind.
  • respect - children will show respect by allowing each other to solve problems and allowing each other to learn.
  • perseverance - children will show perseverance by never giving up and always trying to seek an answer.
  • honesty – children will show honesty when they self-mark their work as they have been taught to so that any misconceptions can be addressed by their teacher.
  • curiosity – children will demonstrate curiosity by finding multiples solutions to some problems.
  • responsibility – children act responsibly for their own and other’s learning by making sure all next steps are completed and they complete their work.
  • humility – children will show humility by asking for help.
  • service – children will show service by supporting each other with their work without telling them the answers.
  • compassion – children will show compassion if someone is upset and struggling by supporting them with their work, offering kind words or reassurance.
  • love – children will show love by being self-motivated to learn (love of learning).


Relationships and Sex education

As a part of your child’s education at Chipping Hill, we promote personal wellbeing and development through a comprehensive Personal, Social, Health and Economic (PSHE) education programme. PSHE education is the curriculum subject that gives children the knowledge, understanding, attitudes and practical skills to live safe, healthy, productive lives and meet their full potential.

Aspects of the PSHE curriculum include a focus on the relationships and sex education (RSE). Lessons will include pupils learning about: Healthy relationships, including friendships; families; growing and changing, including puberty; personal hygiene; changing feelings; becoming more independent; keeping safe; developing self-esteem and confidence. Pupils will also have opportunities to ask questions.

As a school, we will only deliver the aspects that are statutorily defined within the National curriculum. We will ensure that children are taught only what they need to know at the appropriate age and only use agreed resources as defined by the PSHE association.

PSHE education is taught throughout the school in every year group and is monitored and reviewed regularly by the staff and governing body. Below are more details about our PSHE curriculum, Department for Education guidance and our RSE policy. All PSHE teaching takes place will take place in a safe learning environment. It is underpinned by our school ethos and values.

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