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Walton On Trent C of E Primary and Nursery School

Living | Learning | Laughing



The Walton Curriculum


At Walton we base our curriculum planning and delivery on the National Curriculum. We choose to use Curriculum Maestro to support our delivery of the National Curriculum. This is a creative and thematic approach to learning that is mapped to the National Curriculum to ensure comprehensive coverage of national expectations. It is based on a child-centred pedagogy called The Four Cornerstones (engage - develop - innovate - express) and is delivered through Imaginative Learning Projects (ILPs) which provide a rich menu of exciting and motivating learning activities that make creative links between all aspects of children’s learning.


We believe children learn better when they are encouraged to use their imagination and apply their learning to engaging contexts. Our curriculum provides many learning challenges throughout the academic year that require children to solve problems, apply themselves creatively and express their knowledge and understanding effectively.


We also have a rigorous essential skills framework that outlines the end of year expectations in all subjects. These essential skills are tied to activities and are age-related so that staff can track children’s progress and identify their individual learning needs. Subject leaders base use this to map out the skills progression across the school.


For more info on the National Curriculum please see the following link;


Some children will be working towards these expectations, some at these expectations and some at greater depth. Your child's class teacher will keep you informed of your child's stage of learning and progress at the twice yearly parents' information evenings. These are held in October and March each year. An end of year report is sent home in July.


If you require more specific information about how to help your child more at home, please do not hesitate to make an appointment with the class teacher.

Don't forget to check the class pages and our twitter page for further information too.

Individual Subjects at Walton


At Walton we are proud that we have an extensive, broad and balanced curriculum. Subject leaders work very hard to ensure that our curriculum provides a rich experience of knowledge and skills in their subject area.

We have put together a brief section on our website to share with you our Walton approaches for each subject area along with progression maps and other relevant information that will help you to understand the learning that takes place at our school.


...Subject sections will be updated soon- watch this space!



At Walton, our teaching of Phonics and Reading, Writing and SPaG follows the National Curriculum. We aim to: nurture a love of reading by developing fundamental skills, especially in early reading; develop children's stamina and resilience when composing extended pieces of writing; ensure children are confident when using the technical elements of SPaG in writing and reading.



We are currently implementing Little Wandle Letters and Sounds Revised to teach Phonics and early reading. At KS2, we teach the VIPERS reading skills through Whole Class Reading lessons.


We use Pie Corbett's Talk4Writing to teach writing in EYFS and KS1 and progress to using Jane Considine's The Write Stuff at KS2.



Phonics and Early Reading:

Our children feel confident to use their phonic knowledge to engage with reading and can use their decoding skills to understanding new and exciting vocabulary.



At Walton, our children have a positive attitude to reading as an interesting and exciting subject, appreciating our rich and varied literary heritage. They have developed the habit of reading widely and often, for both pleasure and information. In EYFS and KS1, reading books are fully decodable to encourage fluency and success.



They write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. Our children aspire to have fluent and legible handwriting using a cursive font. They feel confident to  plan, draft, revise and edit their own writing and know, understand and are able to write in a range of genres. The children have an interest in words and their meanings and a growing vocabulary. Through reading and writing, our children develop their powers of imagination, inventiveness and critical awareness. 





At Walton, our Maths curriculum follows the National Curriculum. We have chosen to use the Power Maths scheme to support our delivery of Maths, supplemented with additional challenges from White Rose Maths Hub. We selected these schemes because of their mastery principles of concrete, pictorial, abstract (CPA), the way the lessons are scaffolded and the small steps in which units and lessons progress.


At Walton, we aim to create resilient, enthusiastic and confident learners with growth mindsets who are fluent in the fundamentals of mathematics.We aim to ensure children have a balance of procedural fluency and conceptual understanding.



At Walton, our classes are mixed age. However, Maths is taught in individual year groups.


For more information on how we structure our lessons in KS1 and 2, please see the document ‘Walton’s Approach to Maths in KS1 and 2’.


In EYFS we follow the EYFS framework. In Reception, children follow the same lesson structure as in KS1 and 2 (Discover, Share, Think together) but over the space of a week in smaller groups. Challenge is included through questioning. In Nursery, learning focuses on the children exploring number through a range of continuous provision and teacher-led activities, always using concrete and/or pictorial representations.


In addition to five daily maths lessons per week, children in Y3-6 access Rock Star Times Tables daily. Children in Reception-Y2 access Numbots to practise subtilising, number bonds and their mental maths.


Examples of Misconception Moments (See Walton's Approach to Maths in KS1 and 2 to understand how these are used in lessons):



Formative assessments: Teachers use formative assessment in all lessons to check children’s understanding. We use a range of methods including: questioning, misconception moments, observations, analysing errors and regular marking of work.


Summative assessment: Termly assessments are carried out across the school from Year 1 to Year 6, using NTS assessments which are in line with our schemes of learning. These materials, along with teacher judgements entered on class mark books on Classroom Monitor inform our overall judgements.


Visits and enrichment - We place great importance on visits and enrichment experiences to support children’s love of mathematics. To enrich our curriculum, we have carefully chosen experiences that allow our children to enjoy hands-on activities linked to our long-term plans. For example, in Years 5 and 6, children have the opportunity to be part of a maths masterclass at John Taylor High School.



Pupil Voice

Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they love learning about maths. Children show confidence and believe they can learn about a new maths area and apply the knowledge and skills they already have.


Evidence in knowledge

Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.

Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table.


Evidence in skills

Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems.

The flexibility and fluidity to move between different contexts and representations of maths.

The chance to develop the ability to recognise relationships and make connections in maths lessons.



At the end of each year we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention.



At Walton, our science provision follows the National curriculum for KS1 and KS2 and the revised EYFS curriculum for the Early Years. We aim for every child to be able to gain a knowledge and understanding of the world around us through observation and experimentation, developing skills associated with a process of enquiry. Through practical application, children will be able to draw conclusions about themselves and the world around them. Children are encouraged to be curious in their thinking – both scientifically and creatively. Children are encouraged to use simple scientific language when communicating their ideas and also to present their ideas in different ways.



Science takes place once per week in all classes, from the EYFS-Y6 and is taught in single year groups. This is to ensure clear progression throughout the science curriculum at Walton. 


We use the curriculum mapped out by ‘Developing Experts’ to support the delivery of Science. Within this time, the children are given the opportunities to learn scientific facts and deepen their knowledge base within topics. Throughout lessons, children are also exposed to a wide variety of enquiry types, where the children can apply their knowledge and skills in a more investigative approach.


Vocabulary plays a large role in the development of scientific knowledge across the school. 'Rocket words' are visited during each lesson to support the retention of new words, their meaning and how they can be used in their everyday life and in a cross-curricular way.  


Throughout the year, units of work that have been previously taught are revisited, providing the children with the opportunity to retrieve prior learning,  to improve long term retention of knowledge and skills.



Through the provision put in place, we aim to create scientists across the school who are curious, observant, and excited about the world around them.


Please see the Walton 'Policies and Procedures' page for the most up to date procedure for Science.


Please also see the PSHE/RSHE page of the website, where all the info on how we teach this important subject is available. We currently use the Jigsaw scheme of learning across all classes. 


More information is coming to this section soon!












At Walton, we follow the National Curriculum and use Real Legacy to teach Physical Education. The curriculum and the school’s wider work support pupils to develop resilience, confidence and independence and lead a healthy and active lifestyle, helping them to know how to keep physically and mentally healthy. Teacher's develop every child holistically through focusing on the six multi-abilities and help children to develop a positive relationship with physical activity for life.




Teachers create an environment that allows pupils to focus on learning. The teaching materials teachers select – in a way that does not create unnecessary workload for staff – reflect the school’s ambitious intentions for the course of study and clearly support the intent of a coherently planned curriculum, sequenced towards cumulatively sufficient knowledge and skills for future learning and employment. Teacher's use the Learning Nutrition to create positive teaching habits to develop positive learning behaviours.




Pupils develop detailed knowledge and skills across the curriculum and, as a result, achieve well. They apply their positive learning behaviours to the wider curriculum and demonstrate resilience, positivity and self-awareness in all aspects of their learning.





At Walton we want pupils to be masters of technology. We understand that technology is everywhere and will play a pivotal part in students' lives. Therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely.


We recognise that the best prevention for a lot of issues we currently see with technology/social media is through education - technology can allow pupils to share their learning in creative ways.


We also understand the accessibility opportunities technology can provide for our pupils. Our knowledge rich curriculum has to be balanced with the opportunity for pupils to apply their knowledge creatively which will in turn help our pupils become skilful computer scientists.


We want our pupils to be fluent with a range of tools to best express their understanding and hope by Year 6, children have the independence and confidence to choose the best tool to fulfil the task and challenge set by teachers.



Computing has a dedicated lesson each week for all classes from the EYFS-Year 6. To support the delivery of the national curriculum, we use 'Purple Mash' and 'Project EVOLVE'. A mixture of these allows for a firm structure to ensure coverage of computer skills and science as well as online safety in the classroom and world around them. 


We chose to use 'Purple Mash' as it is a safe learning environment, that utilises creative tools and themed resources to support computing across the curriculum. We have recently begun using Project EVOLVE as it uses the statements from the Council for Internet Safety (UKCIS) framework 'Education for a connected world', to support education using up to date, relevant and engaging life lessons. 


Whilst we have set lessons for computing each week, the staff are encouraged to use technology throughout the week to encourage the understanding of the importance technology now has in out lives and how it can be used in a cross curricular way. 



We aim for our children to discuss, reflect and appreciate the impact computing has on their learning, development and well being. Finding the right balance with technology is key to an effective education and a healthy life-style.


We feel the way we implement computing helps children realise the need for the right balance and one they can continue to build on in their next stage of education and beyond. We encourage regular discussions between staff and pupils to best embed and understand this. 


Please see the Walton 'Policies and Procedures' page for the most up to date procedure for Computing and Online Safety.




At Walton-on-Trent primary school we follow the national curriculum for our teaching of humanities.

The Humanities consists of the subjects of Geography and History. Each has something unique to offer the children; each one adding to a students’ understanding of their world and their place in it.

As a group of subjects, Humanities is uniquely placed to promote core universal and ‘British Values’ of respect and understanding of different cultures, religions and the environment.

Through the study of Humanities at Walton-on-Trent Primary School our students will:

  • Be curious, self-motivated and reflective learners; consistently asking and answering challenging questions and issues, whilst being open minded to evidence and other viewpoints.
  • Develop the life skill of interpreting and understanding a myriad of cultural, historical, economic, social and environmental issues within Britain, Europe and the World.
  • Be able to form, articulate and defend opinions based on evidence and understanding and therefore become active citizens and participate fully in democracy.
  • Develop high levels of literacy, oracy and graphicacy ensuring that students who study Humanities subjects develop important employability skills as well as life skills.
  • Develop into well rounded, knowledgeable and active citizens, reflecting the school values of Respect, Aspiration and Determination.



In order to achieve the aims outlined above Humanities is organised into topics across the school. These topics are set out for each class from Curriculum Maestro, these topics are used as a basis to help and support teacher planning then teachers are free to develop ideas on top of this. The teachers use creative and cross-curricular approaches as well as teaching the subjects independently. As we have mixed classes, we provide suitable learning.

Planning and evaluation of work take place in weekly plans, medium and long term plans. The Humanities subject leader will complete a book trawl to ensure curriculum coverage is consistent.  People with an interest in or expertise in a particular topic or area of history and/or may be invited into school to work with the children. Such visitors may include parents, grandparents, other family members, neighbours, and the local community. School trips are also a part of the curriculum delivery to enable children to have a wider experience of a topic.



Within history we strive to support children in analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and are curious to know more about the past. Through this study pupils learn to ask perceptive questions, think critically, weigh evidence, and develop perspective and judgement.

Within Geography we strive to support the children with the geographical knowledge and skills to help them explore, navigate, and understand the world around them and their place in it. Children’s knowledge and skills will develop progressively as they move through the school, not only to enable them to meet the requirements of the National Curriculum but to prepare them to become competent geographers in secondary education.

Art & DT



At Walton-on-Trent Primary school Art and Dt is fully inclusive to every child following the National Curriculum, being broad and balanced. This instils an appreciation and enjoyment of the visual arts. This will stimulate the imagination and creativity, by allowing children to have a range of experiences. Art and design will promote careful observation and the ability to explore the work of other artists and designers. The curriculum is progressive and will encourage the children to take risks, experiment, innovate, and develop a critical understanding.



The Art, Design and DT curriculum at Walton-on-Trent Primary School is based upon the Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills and taught in each Key Stage. Teachers plan lessons for their class using our progression of knowledge and skills document alongside the topic guidance on Curriculum Maestro. Teachers can use this document to plan their art and design lessons suitable to their class’s interests, topic and what they want to learn.  The progression document ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group. The teachers use creative and cross-curricular approaches as well as teaching the subjects independently. As we have mixed classes, we provide suitable learning.


We give children the opportunity to work by themselves and in collaboration with others, on projects in two and three dimensions, and at different scales. We ensure that children are given the opportunities to investigate, explore and develop ideas as well as evaluate, revisit and improve their work. Children also have the opportunity to use a wide range of materials and resources, including computer technology.



Within Art, Design and DT, we strive to create a supportive and collaborative ethos for learning by providing investigative and skills-based learning opportunities.  Emphasis is placed on investigative learning opportunities to help children gain a coherent knowledge of understanding of each unit of work covered throughout the school.

Our Art and Design curriculum is high quality and is planned to demonstrate progression.  We focus on progression of knowledge and skills and discreet vocabulary progression also form part of the units of work.


Within Design and Technology, we strive to prepare children to take part in the development of tomorrow’s rapidly changing world.  We aim to encourage children to become creative problem-solvers, both as individuals and as part of a team.  Through the study of design and technology, children combine practical skills with an understanding of aesthetic, social and environmental issues, as well as of functions and industrial practices.  This allows them to reflect on and evaluate present and past design and technology, its uses, and its impact.  Our Design and Technology curriculum is high quality and is planned to demonstrate progression.  We focus on progression of knowledge and skills and discreet vocabulary progression also form part of the units of work.





At Walton on Trent CE Primary School the MFL curriculum is international so that there is an understanding, celebration of and respect for the diversity within our local community and the world. We want to develop pupils who are excited to explore the wider world within and outside the classroom and we realise the value of studying multiple languages and cultures as a means of increasing pupils’ cultural capital. Our Curriculum is designed to cover all aspects of the National Curriculum, which has then been broken down into the skills, knowledge and vocabulary needed. This forms the MFL Curriculum map, which ensures a structured progression building upon children’s prior learning. Planned sequences of learning will take account of prior knowledge and skills development, building upon these to prepare for the next stage in their learning journey.



With an approach which takes into account the pupils’ ongoing language-learning journey, we appreciate the need for children to have transferable language skills as opposed to simply knowledge of one specific language, which may then not be continued at high school. French is the primary language taught (in Y1-2 and 5-6) but in lower KS2 we have a specialist-designed multi-lingual programme. For French, we use a combination of lessons from an interactive scheme, Rigolo - which allows pupils to listen to stories and songs by native speakers as well as take part in interactive games – with French-linked continuous provision for KS1 and topic-linked lessons written by our specialist teacher in KS2.  The Investigating Languages programme in Y3-4 allows pupils to build upon their early language learning experiences to explore, compare and contrast a variety of alphabets, stories, songs, languages and cultures including German, Italian, Spanish, Chinese, Japanese and Russian; understanding the roots of different languages and how they are linked puts the subject in a meaningful context and gives our pupils a greater understanding to build upon when they study one language in depth in years 5-6 and further at high school. Lessons generally comprise initial teacher input with the whole class then pupils are given the choice which level of independent challenge they complete. From KS2 there is a differentiated success criteria with both skills and knowledge and pupils annotate skills grids at the back of their books at the end of every lesson. The school is also always looking to further develop internationalism within and beyond the curriculum by developing local and international links and projects; we already have German and Ugandan link schools and achieved the full accreditation of the British Council’s International School Award in July 2019.



Our MFL curriculum is well thought out and planned to give children the skills, knowledge and opportunity to be challenged in their thinking and learning and prepare for their next stage of learning and into their future lives. The evidence of having done this multi-lingual programme for the past 5 years has shown that far from disadvantaging the children from making ‘substantial progress in one language’, the skills they have developed over the course of lower KS2 actually makes them better language learners and allows for accelerated progress.

We measure the impact of our curriculum through the following methods:

  • Pupil discussions and interviews about their learning,

  • An assessment of standards achieved judged against the skills and knowledge outlined in our Curriculum map

  • Evidence of pupils work, gathered at the end of units.


By the time our children leave Walton on Trent CE Primary we want them to:

  • understand and respond to spoken and written language from a variety of authentic sources

  • speak with increasing confidence, fluency and spontaneity, finding ways of

communicating what they want to say, including through discussion and asking

questions, and continually improving the accuracy of their pronunciation and intonation

  • write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt

  • discover and develop an appreciation of a range of writing in the language studied

  • have an appreciation and understanding of a range of languages and cultures

Please go to the individual class pages for more information about the long term topic planning for each year group. We do half termly topics in each class. You can find more information about how reading is taught in each class too on these pages.


If you have any questions about the curriculum in a specific year group, please speak directly to the class teacher.


You can also refer to our subject policies under the Key Information tab. For example our calculations policy is a really useful policy in helping you to understand how we teach all of the strategies to work out maths calculations.

Phonics teaching


We also have our own dedicated phonics information page. You can find this on the main tab under Key Information.


Please see the information below for ideas on how to help your with their reading and how you can help teach inference skills. The reading toolkit is particularly useful... can you encourage your child to use all of these skills to help them read?


We expect that you will listen to your child AT LEAST five times every week. This may only  be for 10 minutes at a time. Our Rainbow Reading Rewards system at school encourages your child to read as many times as possible. Please help them to achieve this but do not push them through the Book Band stages. Teachers will decide when they are ready to move up to the next colour. It is not just about reading (and racing) through the is more important to understand and enjoy the stories!


The most important thing is that the more you read at home with and to your child, the more confident a reader your child will be!

We know that if your child is helped to read well and enjoy and talk about stories,  the better chances they have in all other subjects.

Homework at Walton

We consulted the children about homework in order to rewrite our homework policy.


Homework is set both weekly and half termly at Walton.


Weekly Homework expectations

Reading a minimum of five times per week

Learning spellings

Learning times tables

Any other work that teachers may send home to reinforce learning in class.


AND ...


Half termly Homework expectations

A half termly independent homework project linked to the class topic. We expect parents to work with their child to complete this over a number of weeks. This may involve researching, designing, creating, discussing and making amongst many other tasks! This independent project should enable children to use their own personal interests,talents and skills to produce their project linking learning in class to their own research.

Please see each class page for examples of projects completed.

The children say they love doing their homework in this way. Please help them to make the most of this opportunity and really produce some excellent projects that they are proud to showcase!


We also realise that children need time to be children after school and  we really want them to have time with parents, brothers and sisters. We value family time and the importance to talk, listen to each other and play and share together. 

Spending quality time with your children is just as important!

My Activity Passport- a DFE check sheet to help all children to enjoy life skill opportunities!