Hammond AcademyGrow. Believe. Achieve
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

The National Curriculum states that:

‘English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.’


At Hammond Academy, it is our intent to teach children the craft of writing in order to develop in them the confidence and skills to write effectively for a range of purposes and audiences. We want to foster in pupils the confidence, desire and ability to express their views and opinions both orally and in writing. From the earliest stages, we believe it is important that children understand that writing is a means of expression and a communication tool. Learning to write is a complex process and it is every child’s entitlement. Taking possession of the written word can open up a world in which children can cultivate identity, and understanding of the world and their place in it in relation to others. 


We do this by providing thoroughly engaging experiences for children throughout the school so that they can read, write and speak fluently, communicating their ideas and emotions to others. We take every opportunity to immerse the children in engaging with high-quality texts using drama, role-play, storytelling, art, film and discussion. We share rich examples of writing, both on and off the page. Including texts that allow children to absorb the rhythms and patterns of language, reflecting the cultural, social and linguistic diversity of the children, as well as introducing a world beyond the familiar. We believe that the teaching of writing is effective when children see the use in it; when there is real, authentic purpose; when there is an audience that authenticates their voice, whether themselves or another reader. Therefore, wherever possible, we create opportunities for writing inspired by meaningful events and experiences in texts and real life. 


• 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

Mathematics at Hammond

The maths national curriculum states that ‘Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.’ This is something that we whole heartedly agree with.

At Hammond we use a mastery approach for the teaching of mathematics. This places a central role on deep understanding of mathematical concepts and the importance of children using mathematical vocabulary in order to explain their ideas. When we are teaching we use a range of concrete representations (cubes, counters and other materials that the children can touch); pictorial representations (bar-models, part-whole models and other informal drawings) as well as abstract representations (columnar methods and other algorithms. Learning is broken down into small steps and teachers teach in short segments followed by a short period of practice. This approach is often referred to as ping-pong as children alternate between practice and teacher modelling. Through carefully guided practice, children aim to be fluent and reach automaticity with multiplication facts and number bonds. This then forms the base for secure calculation skills. Lessons are taught to the whole class and the belief that every child will succeed is fundamental.

The curriculum is broken down into these areas:

-Number – this includes reading and writing numbers. Ordering and comparing numbers and improving understanding of place value. This also includes calculation focussing around the four operations: addition, subtraction, multiplication and division. Furthermore fractions, decimals and percentages are also included in this section

-Measurement – this relates to measuring length, mass and capacity as well as time. This also includes area and perimeter. Money and understanding the value of different coins.

-Geometry – the focus is on categorising and describing 2d and 3d shapes. Coordinates, reflection and translation are also included.


We intend to have a practical and engaging maths curriculum with engaging and challenging lessons. This is taught rigorously by teachers with secure subject knowledge using expert pedagogy. We believe that everyone can be successful and aim to fully inclusive. We believe that maths is an essential life skill but that it also a fascinating and beautiful subject. We want to help children achieve academically but also use it in the future lives, education and careers.


We implement this through well planned and taught lessons using a mastery approach. All staff have high expectations of children and believe that every child can succeed. Daily maths lessons are rigorously taught also building in opportunities to apply their understanding.


The impact can be seen in children who enjoy maths and feel confident when doing it. They are able to see how they can use it in their everyday lives. The children are able to explain their mathematical understanding using appropriate vocabulary. Children have mathematical skills and knowledge that enables them to be successful in other subjects and, going forward, in their education , lives and careers.

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