Hammond Academy
August 19 2019




Throughout Hammond, children are encouraged to develop the habit of reading widely and often for pleasure, betterment and information. In every class, children have access to a reading area filled with a wide range of enriching texts that support current events as well as a variety of genres to stimulate imagination in reading. In EYFS and KS1, children learn phonics using the Read, Write Inc programme, which supports them in reading and understanding simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. Children demonstrate an understanding when talking with others about what they have read.

Whole Class Reading

Hammond Academy uses a whole class reading approach that focuses on developing learning behaviours, which help to up level children’s discussions. It helps our children to develop a deeper understanding of what is being read, and it actively engenders a love of reading. This approach involves whole class modelling of reading and children applying these skills through partner work and independent reading. Year 1, follow an adapted version of this class reading approach. The children have daily opportunities to practise key reading strategies and are exposed to rich language through quality texts. The reading approach (based on Destination Reader) does the following:

• Provides a systematic approach to the teaching of reading across KS2

• Enables children to develop key strategies, which deepen their understanding of texts

• Develops children’s motivation to read broadly for pleasure and purpose

• Increases children’s ability to lead their learning through the acquisition of key learning behaviours

• Places children at the centre of a formative approach to assessment in reading.

Writing at Hammond

At Hammond, children learn to write accurately and master transcription (spelling and handwriting), composition, and oracy (articulating ideas and structuring them into speech and writing). EYFS children use their phonic knowledge to write words in ways, which match their spoken sounds. They also write some irregular common words which then lead on to writing simple sentences. As children progress through the school, they learn to plan, edit, redraft and evaluate their writing. Teachers use quality writing models (covering a wide range of genres) which are evaluated for their effectiveness, thus, providing children with a clear understanding of what it is in a piece of writing that makes it successful (What Makes Good – WMG). Children are taught the morphology (word structure) and orthography (spelling structure) of words. They also learn to understand that effective composition involves communicating ideas and organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, as well as an increasingly wide knowledge of vocabulary and grammar. The reader writer relationship plays a central role throughout the child’s writing journey.

Literacy & Maths

Here are some of the teaching strategies we use for English and maths:

We are currently involved in a 2 year ‘Primary writing project’.

• In literacy warm up activities focus around vocabulary, connective use, use of openers in a sentence and punctuation. These are often linked to the grammar in writing.

• In maths starting activities usually focus on problem solving activities, or whole class areas for development that have been noted in the teacher assessment book. These support children with quick and accurate mental arithmetic strategies.

• Maths main teaching objectives are selected using the new curriculum framework. However the new curriculum is always considered in conjunction with class strengths and areas for development, so that planning meets the needs of all children regardless of their starting point.

• In maths lessons we use the Concrete, Pictorial, Abstract (CPA) approach to calculation, allowing children to become fluent and confident in using and manipulating numbers.  This approach allows us to deliver the curriculum in such a way as to provide breadth and depth across each learning objective, promoting master of the subject.

• Each class in KS1 and KS2 has a weekly problem solving maths lesson.  Here, children are given the chance to use the skills they have learned into practice and apply them in a range of different contexts.  Teachers plan a wide range of problem solving activities across each term, promoting a variety of mathematical and higher order thinking skills.

• Literacy objectives are again taken from the new curriculum and tailored to the children’s needs. Every lesson covers a text level objective – where a piece of writing is analysed and discussed and a sentence level objective – where children learn how to write sentences that interest and engage the reader. Grammar for writing is always part of sentence level work.

• Guided learning means that a small group of children are taught by the teacher in the lesson whilst the other children are working independently. The small group work is focused on addressing any misconceptions in learning, reinforcing aspects of learning or offering additional challenge to specifically selected children.

• The children’s learning throughout the lesson is checked through ‘mini plenaries’. A teacher uses these to ensure that children are working towards the learning objective and takes this opportunity to correct any misconceptions.

• Varied learning opportunities are planned throughout the lessons to ensure that all children are both challenged and supported. We ensure that no child’s learning is ‘capped’ and that they are able to sensibly choose their own level of challenge throughout.


• Handwriting is explicitly taught in Year 1 and Reception using RWI letter formation rhymes. There is a focus on orientation, size, ascenders, descenders and general presentation.

• Starting from Year 1 Summer term,  cursive  handwriting is taught and then modelled by the class teacher at every opportunity.

• Children all practise handwriting in their literacy books and this is marked and corrected during the handwriting session.

• Handwriting assessment forms part of the writing assessment criteria within the Hammond assessment framework

Foundation Subjects

MFL (French) is taught by our subject specialist in KS2 and Year 2 every week. Children benefit from a tailored programme of teaching that focuses both on oral and written language skills.

Music is taught by our class teachers who teach the children a range of skills including the use of many different instruments and singing. In addition we have a regular 1-1 music tutor who teaches peripatetic lessons weekly.

PE is taught by both the class teacher and our Lead Sports Coach. Every class has two hours of PE weekly. We also ensure that our children compete in a range of sporting events within the local community and have a school football and netball team.

RE is taught within the weekly class time table and we also teach this through whole school and in class assembly sessions. We have a number of religious leaders who visit the school to talk to the children. We follow the ‘Hertfordshire Syllabus for Religious Education’

Science is taught following the new curriculum guidelines and progression maps with an emphasis on scientific exploration. The generation of a topic web at the start of a unit means that children are able to show what they already know about the topic and also tell the teacher what they would like to learn.  This feeds into teacher planning to ensure that planning is engaging, progressive and uses the ideas of pupil’s interests.

Curiosity is the birth of knowledge. We aim to take the children’s ideas and help them to discover, explore. research , analyse and investigate independently, to ask and answer their own questions and share their new found knowledge. We aim to develop lessons that engage and inspire children in order to maintain their curiosity and have the courage to persevere, developing resilience in order to design interesting investigations to find solutions to life’s big questions using a range of science skills.

C- Creative, U- Unique, R- Real life, I-Ideas, O – Observing, S- Skills, I- Interesting, T- Testing Y – Y questioning

Computing is taught using a scheme of work that is tailored to the new Primary Curriculum. Teachers use this as a guide and then adapt the plans to support and challenge different groups of children in their class. The children use a range of media to learn, including lap tops and i-pads. ICT is embedded throughout the curriculum and i-pads are used routinely to enrich curriculum provision.

Geography and history are taught weekly in termly blocks. There is a real focus on topic based learning that is integrated across the curriculum. We also plan an offsite trip or arrange for an external visit to support and enrich learning. Our displays across the school and in classrooms show the excellent topic based learning that is occurring across core and foundation subjects.

Art and DT  is taught within a geography or history unit and linked to the current topic. We teach children a range of skills in art, including the use of textiles, painting, digital art, sculpture, 3D modelling and the core skills of drawing and sketch