Wigton Nursery and Infant School

  1. Curriculum

Our Curriculum

Our curriculum at Wigton Nursery and Infant school is designed to provide opportunities for all of our children to develop the skills to be successful in the future, including English (language, reading and writing), Maths, Science and Computing as well as History, Geography, Art, Design Technology, Religious Education, Personal, Social and Health Education (PSHE), Physical Education and Music. We weave Spiritual, Moral, Social and Cultural (SMSC) and British Values development through our whole curriculum. Our curriculum is a knowledge-based, strategically planned, sequence of learning.

Based on the National Curriculum: Our key aim is to make the curriculum exciting and stimulating while ensuring that children achieve the end of Key Stage 1 curriculum expectations in the core and foundation subjects. We have carefully considered the end points to which the curriculum is building towards with a clear progression through the Early Years up to Year 2 (the end of Key Stage 1). Each subject has a detailed Progression of Knowledge detailing expectations by year group which we devised using the KS1 National Curriculum expectations as a starting point and then working backwards - we have given extra thought to the progression between Reception and Year 1 as a bridge between the Early Years Foundation Stage and the National Curriculum. The objectives for each subject have been carefully sequenced so that the children's knowledge builds from what they have learned previously to the less familiar and new content.


National Curriculum

EYFS Curriculum 


(Our approach to the curriculum and how we are complying with our duties in the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014 about making the curriculum accessible for those with disabilities or special educational needs.)


The following principles inform and guide our policy and practice:   

  • Meeting the diverse and complex needs of each and every individual is embedded in everything that we do as a school   
  • It is the responsibility of WNIS to enable all children to access and make progress via the curriculum  
  • “Equal opportunities” is not the same as “Equal provision” and we adapt provision to ensure it meets the needs of our learners.
  • We aim to provide and happy and secure environment where all members of our school community respect and value each other and themselves. We promote equality and the creation of an environment which champions respect for all.

What is good provision for a child with SEND is good for all children, i.e. an abundance of activities that allow children to learn visually, through speaking and listening and kinaesthetically, using principles of Quality First Teaching and by embedding the school Learning Powers across the curriculum. We respond to children’s diverse learning needs by being committed to removing barriers to learning and we do this by: 

  • Creating effective and interactive learning environments  
  • Using assistive technologies where appropriate 
  • Providing scaffolding to support children’s learning
  • Modelling activities / tasks 
  • Paired and collaborative work that is rich in discussion and reflection 
  • Use of encouragement and praise to motivate and develop self-image and esteem.
  • Using multi-sensory approaches 
  • Using visual cues to aid understanding 
  • Providing visual timetables to help with establishing routines
  • Pre-teaching key vocabulary to provide a ‘hook’ into teaching 
  • Looking at alternative methods for recording work 
  • Using metacognitive approaches so that children learn how they learn best and develop a range of tools to support them in approaching their work independently and confidently
  • Developing motivation and concentration through a stimulating curriculum
  • Using appropriate assessments to enable children to demonstrate what they can do, have learned and secure next steps in learning
  • Setting targets for learning   
  • Teaching more able children with their own class and extending their learning through differentiated group work, extra challenges and opportunities for independent learning.
  • Working closely with parents/carers to gain a thorough understanding of every child’s needs 


Focus on developing vocabulary: Our progression grids include the key vocabulary that children are expected to understand and begin using in their spoken and written outcomes across different subjects. We teach children vocabulary through our three times a week reading practice sessions and as a key part of every lesson.

Please use the 'Curriculum Subject' tabs to find out more about specific subjects.

Each year groups long term overviews can be found below.

Nursery Long Term Overview 

Reception Long Term Overview

Year 1 Long Term Overview

Year 2 Long Term Overview