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Ofsted November 2014

‘Outstanding teaching across the school inspires the pupils to want to learn and do well.’

‘Pupils’ excellent opportunities for spiritual, moral, social and cultural development underpin their outstanding learning. They appreciate the value of differing beliefs and are keen to celebrate other’s successes.’

‘Pupils’ behaviour is impeccable. They are very polite and exceptionally enthusiastic about their work.’

‘Pupils feel extremely safe at school because members of the staff provide a high standard of care. They teach them about safety and how to stay safe.’

‘Pupils achievement is outstanding.’

‘The curriculum is rich and varied and provides valuable and meaningful experiences for the pupils, preparing them well for life in modern Britain.’ 


Our Creative Curriculum

At Fulmer Infant School, children's learning is cross curricular as we believe this creative approach enhances and embeds learning and more importantly makes learning FUN! 

Click here to visit the National Curriculum online National Curriculum

Children contribute to the direction of the topics. Subjects that do not naturally fit into the theme are taught as discrete units.

Our philosophy of learning is that every child should access a curriculum which is broad, balanced and fun so that each child is  happy and confident for the next stage of their learning.



  • Autumn Term: All About Me. The World Around Me
  • Spring Term: People Who Help Us. Growing, Lifecycles and Minibeasts
  • Summer Term: Traditional Tales. Animals and Habitats


Reception children have loved their owl baby topic, which has produced some wonderful  opportunities for writing and expressive arts and design, including collecting natural materials to make nests for their baby owls!


Year 1

  • Autumn Term: Fighting Fit, Space
  • Spring Term: Famous People – Writers and Inventors, Growing and Changing
  • Summer Term: Houses and Homes, Oceans and Islands


Trip to the Science Museum                          Trip to Windsor Castle


Year 2

  • Autumn Term: Food, Fire
  • Spring Term: Famous Leaders
  • Summer Term:Australia,  Rain Forests




Models using electric circuits                                                         The four layers of the Rainforest


Enriching the Curriculum

The curriculum is enhanced by a number of trips throughout the year, for example to the Science Museum, the Iver Environmental Centre, the Roald Dahl Museum, Windsor Castle, River and Boat museum and Pizza Express.

Each Friday, a class spends time in our garden learning how to grow a variety of plants and food which they then sell to their parents. Thank you to  Sue Kirby and her volunteer parents who run this club. All volunteers have DBS checks.

Every Thursday children choose a non fiction or fiction book from our library. Thank you to Mrs Domson and Mrs Basra, two volunteer parents who run the library. all volunteers have DBS checks.

There are also enriching traditions such as the children baking their own Christmas cakes, designing and publishing their own Christmas cards, country dancing with local schools, Easter bonnet parades, outside learning in our outdoor writing hut, raising chicks (see the time-lapse video of a hatching chick below), musical morning for Mothers’ day, Christmas and Summer productions, fund raising for a variety of charities, World Book Day activities and much, much more.


Follow this link to watch the first chick hatch: Hatching Chick

Outdoor learning in a teepee

Outdoor learning in a Teepee


Buddy reading on World Book Day




Here at Fulmer Infant School we pride ourselves on an enriching and child centred approach to learning preparing them for their next learning journey in KS1.


Within the Early Years Foundation Stage the children learn through play and child initiated learning. We cater for the different learning styles and support the children’s holistic development alongside their academic. Our children are provided with diverse opportunities to become responsible, enthusiastic and independent learners who make links within their learning.

 The Early Years Foundation Stage is split into two main areas:

  •  Prime
  • Specific

 Three Prime Areas –

Personal, Social and Emotional Development – Children are encouraged to ‘have a go’ and become confident people and learners. They learn to play together, sharing and caring for one another. This in turn will develop their social skills in group/class situations, talking to children and adults alike. Asking your child what they did at school will increase their confidence! Breaking this down into smaller questions such as, “What sound did you learn in Phonics?”, “What did you have for lunch?” or “Who did you play with at play time?” will get a more detailed response.

Communication and Language – This fundamental strand is the key to showing their knowledge and questioning, especially in other strands. They can follow and respond to different ideas or instructions. Immersing your child in a rich language environment and listening to stories regularly is one of the best provisions you could give them!

Physical Development – This strand is about developing children’s control and co-ordination in small (fine motor skills) and large movements (gross motor skills). They learn an awareness of exercise, being healthy and safety. Further development of these skills will be with the use of equipment, such as pencils, tweezers and bikes.

Four Specific Areas –

Literacy – Children learn their sounds and start to blend them to make words, making labels for the classroom, lists etc. We use a mixture of Letters and Sounds (incorporating reading and writing) and Jolly Phonics (incorporating songs and actions which help the children consolidate their phonics). You can Google these two schemes, along with the songs. The children understand that spoken words can be written onto paper. Questions can be answered on stories that are heard and a continued keen interest is essential. It needs to be FUN and emergent writing (marks made gradually including letters and then words) will produce confident successful writers! Writing for a purpose is vital for children’s creativity so we link it to role play.

Mathematics – Children learn to count reliably, recognise numbers and order them. Understanding the value of a number and the numbers that are larger and smaller than them are essential so many practical activities are undertaken to aid this understanding. Number rhymes are great for this so get singing! During the course of the year, they will begin to add and subtract numbers in different contexts, e.g. with money, frogs on a log etc. Shape, space and measure will be explicitly taught as well as continuously carried out in different topics, e.g. how much water do we need to give the plants? Using mathematical language in your home would be a great idea, for example spotting a circle sticker!

Expressive Arts and Design – This strand will show your child’s flair, creativity and imagination the most! Whether it be role playing, singing, dancing, painting or building a fire engine out of junk... it is all crucial to extending language and details. You can help your child by playing a part in their drama or just doing something as simple as singing a song!

Understanding the World – This strand is the widest so is further split into three; People and Communities, The World and Technology. Children learn about different types of people, families, traditions and languages, while highlighting the similarities and differences. We say hello in different languages during the register so if you know any greetings, teach them to your child so we can hear them too! Teaching children to value their own culture, as well as respect the ideas and beliefs of others, is an essential part of our equal opportunities, especially as we live in a culturally rich society.  Being outside is crucial to young children’s development so we explore our environment, making observations of plants and animals. Computing is a powerful resource so simply pointing to different letters on a keyboard is developing their skills.

An activity may cover more than one/several points through the prime and specific areas. The children are assessed continuously throughout all the areas. The provision is tailored to each individual child and support and extension is provided accordingly.

We excel in creating strong parent partnerships, which are extremely vital for the Foundation Stage. Communication and liaison with parents is extremely valuable to gain an insight into the children’s achievements, interests and hobbies. These can then be followed and discussed at school. This is done is a variety of ways such as:

  • Tapestry - an online learning journey that parents can also upload to. The children love seeing themselves on ‘the big screen’ (SMART board) and confidently talk about the photo, video or the experience.
  • Inviting parents into class to help with our learning in many different ways - linked to our topic, sharing their skills or to read a story to promote World Book Day. The children absolutely love this!
  • Letters to parents explaining pre-writing and mark making, reading and phonics and writing.
  • Presentations are given to parents about ways to support their child and questions from the parents give parents the opportunity to directly support their child’s needs.
  • Stay and play sessions where parents have the opportunity to come and interact with their child and friends in the setting. This is an invaluable experience for the children!
  • Explanations of Numicon and the way it is being used to support the children’s mathematical skills.
  • Communication books which are checked daily. Parents often write about the children’s achievement and their independence when getting dressed.
  • A comprehensive outline (half termly) of what the children will be learning so parents can make links at home and other out of school contexts.
  • Suggestions for parents of how to support the development of fine motor skills, gross motor skills and concentration at home. This is highlighted for individual children where necessary.


Our paramount importance at Fulmer Infant School is to create happy and confident children with solid learning foundations, which in turn will be creating their whole future.





  • to develop a whole school love of learning
  • to ensure all children achieve their potential
  • to develop children's curiosity for the world
  • to respects each other's views
  • to be good citizens
  • to prepare the children for life
  • to make learning fun for all

National Curriculum

Key Stage 1 covers years 1 and 2. The curriculum includes English, Mathematics, Science, Computing, History, Geography, Music, Design and Technology, Art , PE, RE, Personal, Social, Health Education.


English and maths are taught for one hour every day. Other topics are taught weekly or are organised into topic units. There is a range of small group and whole class teaching. Teachers are aware that children learn in different ways and adapt their lessons for the visual, kinaesthetic and aural learners.


Children are ready for and excited to take the next step in their learning journey.


Our English curriculum aims to ensure all children become proficient in reading and writing as well as speaking and listening.

Speaking and Listening

Children are taught to speak clearly and listen to others. We are an accredited story Telling School which develops children's aural and oral skills.


At Fulmer Infant school we put great emphasis on reading for pleasure. All children are individually heard to read three times a week. Children's reading skills are monitored every month and if a child is not on track then he/she becomes a daily reader. There is an expectation that children are heard to read at home every day. The main reading scheme is the Oxford Reading Tree.

We are very grateful to Mrs Khan a former parent who volunteers to run the well stocked library every Thursday afternoon. All volunteers have DBS checks. All children receive a reading book with a plaque inside to celebrate their birthday. County does an annual audit of the library to ensure that the titles are up to date.

All children have a daily phonics session following the Letters and Sound phonics scheme. 


Children are taught to write in a variety of writing styles and for a range of purposes and audiences. Grammar and punctuation are taught discretely. Spellings are sent home each week and there is a weekly spelling test. Children are given a piece of written homework every week.


Children are taught cursive writing from Reception.


At Fulmer Infant school we aim to instill a love of mathematics and encourage children to understand the relevance of mathematics in every day life. Children are taught to use logical reasoning, problem solving and the ability to think in abstract ways. We use the Inspire mathematics scheme supplemented with other schemes to ensure investigative reasoning, every Friday there is an opportunity to do investigative work. Children who have potential to exceed in this subject have extra support from a specialist and have extra challenging homework.


At Fulmer Infant school we aim to develop a curiosity of the world. We develop their knowledge and investigative skills and enable them to observe, record and report their findings.

Children learn Science through the following key areas:

  • working scientifically - developing questioning and scientific skills
  • plants
  • animals, including humans
  • everyday materials
  • seasonal changes

Science overview for Year 1

Science overview for Year 2


In History we aim to ensure that the children develop an awareness of the past using common words and phrases relating to the passing of time. They know and understand where the people and events they study fit into a chronological framework and identify similarities and differences between ways of life and different periods. They are encouraged to use a wide range of vocabulary of everyday historical terms. Through topic work children are taught about;

  • the concepts of nation and a nation's history
  • concepts such as civilisation, monarchy, parliament, democracy and war and peace that are essential to understanding History
  • the lives of significant individuals in Britain's past who have contributed to our nation's achievements
  • key events in the past that are significant nationally and globally
  • significant historical events, people and places in their own locality


Through Geography we aim to help children become more aware of the world in which they live, starting with the local area where they live and go to school. Through topic work the children are taught to:

  • name, locate and identify the world's continents and oceans
  • name. locate and identify characteristics
  • understand geographical similarities and differences
  • identify seasonal and daily weather patterns the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
  • use basic geographical vocabulary
  • use maps, atlases and globes
  • use simple compass directions
  • use aerial photographs and plan perspectives to recognise landmarks
  • use simple fieldwork


Through creativity and innovation , design and technology continue to shape our lives. Children are taught to:

  • develop practical skills in both 2D and 3D materials
  • design and make well-crafted products that are fit for purpose
  • understand and, where appropriate, use the design cycle of planning, developing prototypes, modifying, making and evaluating
  • know about good design and use correct technical terminology
  • investigate the rich history of design and technology innovation in Britain and further afield


Art and design teaching instils in children an appreciation of beauty and an awareness of how creativity depends on technical mastery. Children should learn to draw, paint and sculpt and evaluate artistic works.


We are a multi faith school and teach children to respect each other's faiths. Members of the community lead assemblies celebrating their different beliefs and display their religious artefacts in the library. The school follows the Buckinghamshire RE framework.


In music we aim to ensure that all pupils

  • perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of great musicians and composers
  • learn to sing and to use their voices, to compose and make music with others
  • understand musical notations and how music is constructed, produced and communicated through its inter-related dimensions: pitch, duration, dynamics, temp, timbre, texture and structure


In PE we aim to ensure that all pupils:

  • develop competence to excel in a broad range of physical activities
  • are physically active for sustained periods of time
  • engage in competitive sports and activities
  • lead healthy, active lives