Please click below to see the curriculum for each year group:-

Early Years

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6


Children at Ingleby Mill love learning and if you would like an idea of what is included in the curriculum for each year group, please click on the links above.

If you would like further information regarding the curriculum in school, please contact the school office on 01642 761985. Our Curriculum Leader is Mrs Andrae Dent, Assistant Head Teacher.

Curriculum Information

At Ingleby Mill Primary School we offer a broad and balanced curriculum which is designed to cater for all pupils regardless of gender, race or level of intellectual ability. As well as being academically demanding, it is designed to promote the spiritual, moral, cultural, social, cognitive and physical development of each child.

Children in Foundation Stage (Nursery and Reception Classes) engage in a wide range of tasks and activities which are part of our planned school curriculum, based on the Early Years curriculum. Learning in EY focuses very much on play and is predominantly practical. The areas of learning are Personal, Social & Emotional Development, Communication & Language, Literacy, Mathematical Development, Creative Development, Physical Development and Understanding the World. These areas are taught through themes each half term which engage the children and offer exciting and stimulating contexts for their learning.

Our school curriculum includes those subjects specified within the National Curriculum (5 -11) for England. These are:

  • English
  • Maths,
  • Science,
  • History,
  • Geography,
  • Design and Technology,
  • Computing,
  • Art and Design,
  • Music and
  • P.E.

A foreign language (French) is taught from Y3 onwards. Religious Education is also a Statutory Subject.

Our curriculum also encompasses areas such as Personal, Social and Health Education (PSHE) and Global Citizenship. Our school curriculum has been reviewed to ensure that we meet the statutory demands of the National Curriculum (2014) whilst keeping the curriculum personal to Ingleby Mill through an emphasis on local heritage and culture e.g Captain James Cook, George Stephenson, the growth of Stockton on Tees/Teesside and local geography.

The curriculum is enhanced and enriched by Themed Weeks which take place across the school year. For 2019-20 we will focus on developing essential skills such as enterprise, resilience, leadership, citizenship and team work in our ‘Bright Futures’ week and our Charity Fundraising weeks. In the summer term we will hold our annual Health and Fitness week focused on highlighting sporting talent across school, reinforcing healthy living and eating messages as well as spotlighting mental and emotional well-being.

All children in Years 1 – 6 follow the National Curriculum. Children in Year 1 and Year 2 follow the Key Stage 1 programmes of study, with children in Years 3 to 6 following those prescribed for Key Stage 2.

In all curriculum areas, continuity and progression have been carefully considered and children will follow a varied and stimulating curriculum which will allow them to learn new facts, skills and concepts and to consolidate their previous experience.


In our school each Year Group is organised into a teaching structure which takes into account the reality of variable class size.   Our response is on the basis of best meeting the educational needs of those particular children at that specific time.  All our class sizes contain up to approximately 30 children. Classes are organised into single age groups. Sometimes, because of numbers, relationship dynamics or large numbers of children joining the school during the course of a year, classes are re-organised. This decision is never taken lightly and is ALWAYS done with the needs of the children at the forefront of our minds.

Children of all classes are taught within a mixed ability context and each child benefits from access to differentiated work, related to their own level of ability. This includes those children who have been identified as having special educational needs or disabilities as well as those who are more able. Because we have 3 classes in each year group, we are able to offer some ‘ability setting’ in Maths for Years 4, 5 and 6.

Teaching is planned and organised in such a way as to provide maximum support and opportunity for learning for all children in each class. This will include whole class teaching, group work, paired and individual work depending on the nature of the activity. The pastoral care of children in school is the responsibility of the child’s class teacher. Additional help and guidance is available from the Head Teacher and Deputy Head Teacher. We also have a dedicated team of highly qualified and very effective Teaching Assistants to support children’s learning. All teaching staff plan for delivering the whole curriculum with specific learning objectives and assessment opportunities.

Children in Reception, Years 1 and 2 have over 22 hours direct teaching time (excluding breaks, registration, assemblies). Children in Years 3 to 6 have 23.5 hours direct teaching time. These hours comply with DFE recommendations.

Our Curriculum at Ingleby Mill


We aim to develop all aspects of English to enable every child to develop her/his skills and knowledge to communicate and explore, understand and be understood in the world around them. Competence in English is a life skill which we develop not only in English lessons but also throughout the whole curriculum. The areas of speaking and listening, reading, spelling, grammar and punctuation and writing (transcription, handwriting and composition) are developed in a variety of forms and experiences. The National Curriculum sets out the profile components. Those children for whom English is an additional language will have relevant support where appropriate.

Spoken Language

At Ingleby Mill we aim to develop your child’s ability to speak to a variety of audiences and for different purposes as a key process of communication. We want each child to be valued, grow in confidence and learn skills appropriate to her/his age, ability and context. Alongside speaking, children are taught how to listen – for information, for developing relationships, to form ideas, for following instructions. From a very early age your child will be encouraged to speak clearly, share information, ask questions and give presentations. Their audiences will include their peers, staff, family members and friends.

Reading (word reading & comprehension)

We have a rich literary environment at Ingleby Mill with the provision of quality reading material covering fiction, non-fiction, poetry and reference books. These books can be found in each teaching base from nursery upwards and all classes have access to our library resources. These books are supported by our key reading schemes, Longman Book Project, Floppy Phonics, Project X and Oxford Reading Tree along with several others to complement these main schemes. In early years and beyond, we teach children to read using systematic, synthetic phonics (Jolly Phonics and Letters and Sounds) as well as some whole and key word recognition. Reading Scheme books are colour banded according to level of difficulty.

We want children to find pleasure in reading and therefore we allocate time each day to develop the habit of quiet reading throughout school. All children from Reception – Y6 take part in daily Guided Reading activities. Children should bring their books home at least twice a week with their Reading Record or Journal in which we ask you to make constructive comments. We recognise and value our shared role with you in encouraging your child in reading, not only in the strategies for learning to read but also to develop understanding, give opinions and extract information. Children continue “learning to read” throughout their 7 years with us and we have developed a whole school planned progression of skills, knowledge and understanding.

Classrooms contain a rich variety of books for reading or sharing and class readers are enjoyed by teachers and pupils alike. We want children to develop a love of books, an enjoyment of reading for pleasure and a mastery of this essential life skill. 

Each topic or theme has high quality children’s literature running alongside and children are encouraged to discover the joys in reading books by a wide range of respected authors including Julia Donaldson, Roald Dahl, Michael Morpurgo, Michelle Magorian, Charles Dickens and Shakespeare. Children are also encouraged to read poetry and to learn by heart poems for performance to different audiences.

Vocabulary Development, Spelling, Grammar and Punctuation

From the earliest stages in a child’s learning we encourage them to be interested by words and language. We help them to develop their vocabulary and to understand how words are made from a series of sounds blended together (phonics). This enables children to begin early reading and to spell simple words. As they move through school, children learn about word classes and derivations, sentence structure, grammar and spelling conventions. We teach them technical vocabulary associated with the different subjects in the curriculum and its use is encouraged and expected.

Writing (transcription, handwriting and composition)

Children are encouraged to write as soon as they start nursery in the form of mark making, becoming aware that writing carries meaning. We have planned a progression of forms of writing (e.g. stories, letters, lists, recipes, accounts, poetry, descriptions etc) and writing skills throughout your child’s time at Ingleby Mill in order to give a rich variety of purpose and audience. Children are encouraged to plan and draft their work on some occasions and also to use the word processor and other information technology equipment we have available. Children will complete a piece of sustained writing at least weekly through their Big Write lessons.

At Ingleby Mill we have adopted a semi cursive style of handwriting which concentrates on correct letter formation and joining up of clusters of letters. A copy is available from your child’s teacher. We value, encourage and expect well-presented work for on a daily basis.

We use a variety of techniques in the teaching of spelling depending on stage of development, including the “Look, say, cover, write and check” method, word banks, dictionaries, word books, “My Try – Adult Help” cards, phonic building and spelling convention lists. Each year group has a list of spelling patterns and conventions from the National Curriculum appendices for each year group. As you would expect these become more difficult as children move through school.


Mathematics involves the development of logical thinking and the ability to make sense of the world. Numeracy is a key life skill, a tool for everyday life, a means of communicating information and of solving practical problems. Therefore, from earliest stages, we want children to become numerate, to be encouraged to apply their knowledge and skills to real-life situations and, consequently, to see the relevance of what they are being taught.

The National Curriculum for Maths emphasises mental agility and understanding the number system. Numeracy is a proficiency which involves confidence and competence with numbers and measures. We therefore want children to acquire a repertoire of computational skills and an ability to solve problems in a variety of contexts.

The strands of maths studied during primary school will include:

  • Number
  • Measurement
  • Geometry
  • Statistics
  • Algebra

We use a variety of resources which include Abacus and Numicom but these only form part of our own scheme of work. Investigations, problem-solving, games (including on PCs and tablets) and practical apparatus are additional resources and activities that will extend and enrich the children’s experiences in mathematics. In the new National Curriculum, efficient methods of calculation are introduced earlier than in previous years.

Mathematics is linked, where possible, to other areas of the curriculum (e.g. Science, Geography, History, PE), and children’s work can extend out of the classroom into the outdoor learning environment.

Children are required to learn key number facts by the end of given year groups and your support with this through helping with homework is much appreciated e.g by the end Y2 children should have embedded knowledge and speed recall of number bonds to 20 and be able to apply these when solving more complex problems with larger numbers e.g 13+7=20 therefore 130+70=200. By the end of Y4, all children should have speed recall of the multiplication facts to 12×12 and their derived division facts. By the end of Y6 children should be able to apply their knowledge of mathematics to solve complex problems including fractions, decimals, percentages and ratio.

As well as the number system and calculations using all four operations (addition, subtraction, multiplication and division), algebra and geometry, statistics, measures and data handling are all key elements of the maths curriculum. The application of maths skills in problem solving is a key feature of lessons and children are taught to try to solve problems from an early age. By the time they are in Y3, children should be able to solve simple problems and before they leave us, children need to able to solve written problems involving two or more operations (multiple step problems) e.g. Sandwiches cost £1.70 each, whilst drinks cost £0.99. A family buys four sandwiches and three drinks. How much change will they get from £10.00?

Our aim is to provide a positive attitude towards the enjoyment and appreciation of mathematics. We want to give pupils a firm basis of knowledge and skills so that they become numerate and are confident to tackle real life maths problems now and in the future.


At our school we aim to provide all children with the opportunity to develop their knowledge and understanding of Science, as set out within the National Curriculum, largely through their direct involvement in a range of practical / investigational activities as related to their age and stage of development.

Such activities are intended to encourage the development of specific skills related to scientific investigation. From a very early age children are encouraged to ask questions, to plan and carry out investigations i.e. to observe, to measure, sort and classify, record and interpret their findings, hypothesize and construct ‘fair tests’. Such practical skills will provide the children with the means to explore and investigate the world of science and therefore develop a further understanding of it.

In addition, children will study of a range of scientific areas – in KS1 this includes:

  • Plants,
  • Animals including Humans,
  • Everyday Materials,
  • Seasonal Changes and
  • Living Things and their Habitats.

In KS2 children will learn about:

  • Rocks,
  • Light,
  • Forces and Magnets,
  • States of Matter,
  • Sound,
  • Electricity,
  • Earth and Space,
  • Changes in States of Matter,
  • Forces and
  • Evolution and Inheritance.

The development of our school grounds to include growing spaces and the pond has supported this element of the science curriculum. School visits to local wooded areas, Durham Botanical Gardens, Saltholme Nature Reserve and the Life Centre and visitors from the Tees Valley Wildlife Trust also enrich our children’s learning in science.

In addition to the scientific skills and knowledge outlined above, we hope that all children will develop an interest and enthusiasm for Science and thus gain, through their own motivation, a wider appreciation of the important role science plays in our world today.


The National Curriculum requires all children to learn not only how to use a computer and its applications, but also how computers have to be programmed. From learning how to give directions to Beebots and Floor Turtles in the Early Years to using code for modelling on screen and debugging programs, children will be taught to program from an early age. Our children in KS2 are being taught to use programs such as Kodu and Scratch to create their own games and virtual worlds, designing writing and debugging programs to accomplish specific goals including Control, Simulation and Problem Solving.

Our staff and governors have devoted a great deal of time and money to maintaining e-learning opportunities for our children across school until the present time. As well as our two I.C.T. suites, we have banks of portable devices for use in classrooms with wireless connectivity. Every classroom has an interactive whiteboard connected to our school network to enhance teaching and learning across the whole curriculum. We have PCs, Apple Macs, netbooks, laptops and tablets for pupil use across school.

An integral part of the Computing curriculum and pupils’ use of ICT, is the teaching of E Safety. Ingleby Mill Primary School takes its safeguarding responsibilities very seriously and E Safety features in the curriculum of each year group. Children are taught to use technology safely and respectfully, keeping personal information private; they learn to identify where they can go for help and support if they have concerns about content or contact on the internet or other on line technologies; older children learn to recognise acceptable/unacceptable behaviour and how to report concerns. Ingleby Mill has an E Safety team made up of staff and Governors which devises and reviews policies and practices around keeping children safe in the real and virtual world.


History can mean two things – the past and the study of the past. We believe the past influences all aspects of our lives. It shapes the customs and beliefs of the communities to which we belong. Our aim in children learning about the past and the methods used to study it will help them make sense of the world in which they live and appreciate how past events and actions have influenced and formed their present lives.

Children are by nature curious and it is our aim to develop this curiosity about the past.   Children in the early years do have a past of their own to discover and remember and we aim to develop the children’s concepts of time, place, awareness of their own environment and family, gaining some idea about their own history. This is extended in the later years where areas of study are planned around topics, projects or themes.

We use a variety of sources of evidence – visits, visitors, collections and artefacts, books, the internet, computer programs – as starting points for history. Children are enthused by visits to Kirkleatham Hall, Preston Hall Museum, Jorvik Centre and Dig in York, the Hancock Museum in Newcastle, and Eden Camp.

In Key Stage 1 children will learn about figures of local historical significance such as George Stephenson and Captain James Cook. In Key Stage 2 children learn about changes in British History from The Stone Age to the Iron Age, Roman Britain and its impact, Anglo Saxon & Scots settlement and The Viking and Anglo Saxon struggle with the Normans for the Kingdom of England. They also study a period in British History post 1066 which is relevant to our locality. In addition, children in Key Stage 2 learn about the achievements of ancient civilisations including The Ancient Greeks, Ancient Egyptians and The Mayan Civilisation.


We aim to deliver Geography in a variety of ways including through cross curricular themes and as a discrete subject.

During their time at school the children will study the geographical features of their immediate surroundings and progress to studying other localities in the wider world. In so doing, we aim to increase each child’s awareness and understanding of the world in which they live. Pupils will develop locational and place knowledge, human and physical geographical knowledge, geographical and fieldwork skills.

In order to support this learning, understanding and enjoyment of Geography, we use a wide variety of resources (e.g. field work, visitors, artefacts, media clips, reference materials including atlases, OS maps and I.C.T. programs) to provide the children with as much first hand and relevant experience as possible.

School is holder of the Primary Geography Quality Mark.


Each child at our school will have the opportunity to experience the aesthetic and creative area of learning through Art and Design. The children are given experiences in using a wide range of materials, tools and media, for both two and three dimensional work. This experience is intended to promote an increased sensitivity and a development of art/design techniques. The children are encouraged to use observational skills to develop visual perception and to improve manipulative skills in the execution of their art work.

The children are also encouraged in their appreciation of our artistic traditions and come to understand the styles of different artists in our own and other cultures, making practical connections between this and their own work.

Art also complements other curriculum areas and we endeavour to display the children’s work to its best advantage, creating a bright, stimulating environment which reflects the quality of the work carried out in the school.


Taking part in a range of music-making activities is the most effective way for pupils to develop a real understanding of music.   Music education is therefore experienced through an active involvement in listening, appraising, performing and composing, which are the main components of the National Curriculum for Music. The enjoyment of music is strongly encouraged by providing opportunities for pupils to express ideas and feelings through music, and which also develop the necessary skills and understanding. Pupils will then experience personal satisfaction through making music together.

Pupils listen to and perform a wide variety of styles in music, which helps to develop an awareness of different times, traditions and cultures.

Our children sing together each week and every child in Years 3 to 6 learns to play the recorder.

Specialist tuition is provided by Tees Valley Music Service and GoMusic (Conyers) for a number of instrument players in Key Stage 2.


During years 3 and 4, our children attend swimming lessons at Thornaby Swimming Pool to support the aim that all children are able to swim at least 25m unaided before leaving primary school.

We have also set up an orienteering course on our site as part of the ‘outdoor’ activities we offer for our older children, together with a 3 day residential ‘outdoor adventure activity’ for children in year 6.

School receives dedicated Sports Premium money which is used to enhance provision. School uses the funds to transport children to sporting venues for competitive fixtures, specialist teaching for some of the week, release time for sports leaders and membership of the local school sports partnership.

Sporting Achievements

During the past academic year the children have been enthusiastically engaged in a wide range of sporting activities including games, dance, swimming, gymnastics and several other outdoors pursuits. School has been a holder of Sport England’s Active Mark since 2007 and was awarded FA Charter Standard status in January 2008.

There are regular after school sports sessions during the year, successfully run by school staff and by qualified F.A. Coach, Mark Cromack. The school offers a variety of activities including Multi Sports Coaching, Football, Tag Rugby, Dance and Cheer Leading. In addition, specialist Sports Coaches in cricket and tennis are regular visitors as part of the PE curriculum.

As part of our Outdoor and Adventurous Programme our Y6 pupils and staff enjoy a residential 3 day visit together, usually at Robinwood. The children are able to take part in a full range of outdoor adventurous activities including climbing/ abseiling /canoeing/ raft building/ gorge-walking/ orienteering and hill walking – a remarkable and challenging experience enjoyed by all involved.

Competitive Sports

Children in all year groups are given opportunities to take part in inter-year group challenges (intra school sports).

Children from Y1 and Y2 take part in cluster sports festivals at various locations around Stockton. Children from Y2 onwards also sometimes take part in the Thornaby & Ingleby Barwick 7-a-side football tournament (timetable permitting).

Each year a team of children represents the school in the Tees Valley inter-school athletics competition in Clairville Stadium and we also have children taking part in local and regional tennis festivals.

Y5/Y6 children compete in the annual Thornaby Schools Swimming Gala, leading to the annual Stockton Schools’ Gala where they enjoy the experience of taking part in a team and competing with other local children. Year 5 & 6 pupils also enter the Kwik Cricket Festival for a day’s “friendly competition” with Stockton Cricket Club. The school’s Football Team are the current Tees Valley Champions after beating teams from all over the region. The school has two trophy cabinets to display its range of silverware!

Weather permitting, school also holds 2 sports afternoons each year when all our children can enjoy the fun and challenge of team and individual physical activities. Our intention is that all children collect stickers, certificates and encouragement for their participation and performance.


Design Technology as a subject is intended to provide children with the opportunity to search for and provide practical solutions to real problems. This type of activity will involve all children working, at their own level, within the ‘design process’

Children at Ingleby Mill engaged in Design and Technology will have the opportunity to work with an increasing range of materials as they progress through school, including reclaimed materials, resistant materials, food and textiles, and will be taught to handle safely a greater range of tools.   In addition, children will learn about those structures, mechanisms and energy systems which might be used in their designing and making activities.

Such problem-solving work is intended to further promote the children’s self reliance, perseverance and initiative. We hope that our children will develop in all these areas and also experience the fun, excitement and feeling of achievement to be found in Design Technology as they ‘learn through doing’.

Design and Technology includes Food Technology and children will learn to devise and prepare healthy snacks and foods as part of their learning in this area.


Religious Education in our school is provided within the framework of the Stockton Agreed Syllabus. We seek to contribute to the spiritual, moral, social, cultural and intellectual development of pupils by helping them to learn about religion and to learn from religion. “Religious experience is based on the acknowledgement of a spiritual reality that gives significance to life which transcends the material world.”

All children will have the opportunity to explore the nature of religion and the influence it has on its members. We introduce children to aspects of Christianity, together with elements of the world’s major religions including Sikhism and Hinduism.   Visits to local places of worship are included in the curriculum for RE.

We aim to develop the children’s ability to reflect on what might be learned from these religions and how lives are affected by different dimensions. We aim to encourage respect and tolerance for those holding different beliefs. We do not attempt to “convert” children, rather we hope to enrich and enliven the child’s whole understanding of the world in which they live. We aim to develop a spiritual awareness of children and a sense of awe and wonder which may help them make sense of our world.

NOTE: If the parents of any child attending our school wish that she/he be withdrawn from R.E., the Head teacher will be happy to arrange a meeting to discuss this situation and make appropriate arrangements for alternative activities.


Although not a statutory subject, Personal, Social, Health and Citizenship Education (P.S.H.C.E) enables children at Ingleby Mill to become healthy, independent and responsible members of society. We encourage the children to play a positive role in contributing to the life of the school and the wider community and in doing so we help to develop their sense of worth.

The main aims of P.S.H.C.E. are to help children understand what constitutes a healthy lifestyle, what makes for good relationships with others and how to develop self-confidence and self-esteem. We deliver much of our P.S.H.C.E work through Circle Time, where we construct a safe environment where children are encouraged to discuss and share feelings and ideas. These may be related to our main aims or may be issues which have arisen from the children themselves. The aim of our Drug Education programme is to give children the facts to emphasise the benefits of a healthy lifestyle and to give our young people the knowledge and skills to make informed and responsible choices now and in later life.

At Ingleby Mill we want to encourage children to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of the school and community. Many of our children are class or whole school monitors, developing their sense of responsibility, duty and independence. We ensure that they experience the process of democracy in school through our School Council. We teach our children about rights and responsibilities. The Council meets regularly to discuss issues and share information which concern staff and pupils. They also meet with contractors, governors and senior management staff to improve aspects of school life. Our Year 6 pupils provide community service as ‘Monitors’ across school during their breaks and occasionally after school.

School also has an Eco Team made up of elected individuals whose responsibility it is to ensure that we have a welcoming, green environment. Members plant and grow vegetables, fruit and flowers, ensure that the grounds stay tidy and litter free and look to ways in which we can improve our environment. Our school was awarded the eco schools Green Flag in July 2013 in recognition of our work to develop a sustainable school.

We are part of the national Healthy Schools Project which highlights education in emotional well-bring, physical and mental health, drug education and healthy eating. School has achieved National Healthy School status.


The Curriculum Committee of the Governing Body has developed and agreed the Governors’ policy for Sex and Relationships Education (SRE). A process of consultation with parents and staff took place during its development.

Sex & Relationships Education is a process which aims to support the personal and social development of all pupils, to develop self-esteem, a sense of responsibility and quality relationships. It is an integral part of the learning process for all children in school. Sex Education encourages exploration of moral issues and values, consideration of sexuality and the development of communication and decision making skills. School uses the Lucinda & Godfrey SRE scheme. A full copy of the policy and outline teaching programme is available from the school on request.

NOTE:Parents can withdraw their child from all parts of sex education provided, except that which is required as part of National Curriculum Science.


All children in Years 3 – 6 learn French each week. They learn basic words, phrases and grammar and through their work with a teacher, children experience speaking in another language. For many, this lesson is a highlight of their week! They learn to understand and respond to spoken and written language, speak with increasing confidence, fluency and spontaneity, write at increasing length for different purposes and audiences and discover and develop an appreciation and excitement for the language studied.


Parents have the right to make a complaint about the curriculum we offer and the LA has established a procedure for considering these complaints. We hope that parents would feel able to raise their concern in the first instance with the class teacher or Head teacher. We value this informal dialogue and are always willing to listen and discuss ways to further improve what we offer the children here.

Parents can request to see copies of the National Curriculum, OFSTED report summaries, policies in use etc, by arrangement.