Years 1-6 Curriculum

Creative and innovative

The excitement and achievement of learning are not just for the classroom; they are for the future, for life. We will deliver a broad and balanced curriculum.

The curriculum provided will enable access by all learners to high quality and diverse learning opportunities relevant to their individual needs and enabling them to develop the skills and expertise to be ‘work or university ready’ in the future. We do not know yet what those jobs will be when our pupils leave Grove, so we will work on developing character, core skills and resilience.

Our goal is to ensure that pupils can go on to get excellent jobs locally and help to sustain the growth of the local economy by cultivating a workforce with the mindset and skills to adapt and compete in an ever-changing world. A curriculum that delivers enterprise opportunities.

Exciting vehicles for learning

Teachers will choose projects that are linked to activities that people do in the real world, that stretches the pupils, ignites their imagination and is true to our values. We will exploit the contacts and opportunities of being in a lively town by working with other organisations and companies to provide our pupils with real work experiences. They will learn the skills and roles of working together in teams for a common goal. There will be a clear emphasis on innovation and leadership. The curriculum will encourage problem-solving, critical reflection, research and challenge and the development of analytical skills fostering the businessmen and women of the future. All pupils will be encouraged and given the confidence to participate in decision making, providing support and/or creative input across the three areas of family well-being, public service and generating wealth. Through this, we will develop self-confident and responsible pupils who contribute to the local community of Slough and who will be well placed to become leaders of the future.

Talk for Writing

Talk for Writing was developed by Pie Corbett, it is powerful because it is based on the principles of how children learn. Teaching writing through ‘Talk for Writing’ enables children to say and learn the language for writing aloud before they write giving them life long reading and writing skills.

Talk for writing builds on three stages:

The Imitation Stage

The teachers plan an exciting activity to 'hook ' the children's interest. The text is then introduced to the children and they participate in engaging tasks to help them internalise the pattern of the language.

This is often followed by the children talking the text that is learnt by the class. This is supported visually by a text map and actions to help the children recall the story or non-fiction piece. In this way the children hear the text, say it for themselves and enjoy it before seeing it written down.


Once they have learnt the language of the text, they are in a position to read the text and start to think about the key ingredients that help to make it work.

This stage includes a range of ‘reading as a reader’ and ‘reading as a writer’ activities. The class create a toolkit for the type of text they are reading so that they can talk about the ingredients themselves – a key stage in learning what they need to use as writers.

The Innovation Stage

Once the children have learnt the text, they are then ready to start innovating (changing) parts of the text. The children orally rehearse what they want to say, creating their own version. The key activity in this stage is shared writing planned by the teachers, helping the children to write their own by “doing one together” first. Children will be supported when writing their 'innovated' text. They will learn about the writing process, where to use punctuation, spelling and grammar through guided writing.

The children then will 'show what they know' by writing the text independently with no support.

In Nursery the children follow this process but just orally. The teacher plans in different opportunities for the children to write in short burst writing activities.

The Independent Application Stage

During the ‘Independent Application’ stage, children complete their ‘hot write.’  This is a writing assessment that teachers use to find out what children have learnt throughout the unit, and helps them to plan for future units.  There are also opportunities in the rest of the curriculum for the children to independently apply all the skills that they have learnt without the scaffolded support.

Maths Primary


At Grove, in Primary Maths, we aim to cover the National Curriculum using Teaching for Mastery pedagogies.  This approach has reasoning at its heart:  we support children to become problem solvers and critical thinkers with an ability to convey their thoughts clearly and reflectively to others.  We teach children to be brave, creative and innovative when they encounter problems – giving them space and confidence to find their own solutions and then reflect on key learning and the most efficient methods. 


We use maths No Problem which facilitates our intent both in terms of the what and the how: lessons are intelligently sequenced into small steps such that each lesson builds on prior learning and concepts are constantly revisited and therefore consolidated; each lesson begins with a problem, carefully designed to actively engage students in the concept and use concrete, pictorial, structural and abstract methods to represent the problem and find a solution. The Maths No Problem scheme is enhanced further through the repetition of stem sentences (from the NCETM’s Spine document) that expose key mathematical concepts.

We achieve Quality First Teaching through continuous professional development. All staff participate in our Grove Maths Teacher Research Group. Half termly, we observe a maths lesson together and then discuss our findings afterwards – developing subject knowledge, Teaching for Mastery pedagogies and consistency across primary during the sessions.