Teaching & Learning

Below is a list of pages detailing how we teach various subects. We are still organising this for the website so please bear with us while we tidy it up! As well as documents on teaching, you will also find information on how we go about target setting, how we feedback to the children on their work, plus how we mark their work, and the yearly maps of the curriculum - what the children will be taught, and when.

 If you would  like any further information about the curriculum please ask your child's teacher in the first instance or alternatively the school office.

In the Early Years Foundation Stage and Key Stage 1 children’s learning in maths is practical with hands on experiences. These experiences are routinely taken beyond the classroom for example: lengths of dinosaurs being measured on the playground; repeating patterns spotted on the paved areas and the making of compasses to support learning about position and direction.

Throughout the school we use Numicon and Numicon Smart Board software, a research-based resource which can enrich both teaching and learning.

At Bloxham, we run Talk for Writing as a way of delivering our writing curriculum. It was developed by Pie Corbett and Julia Strong, it is powerful because it is established on the core principles of how children learn.

The table below shows the levels of attainment (how well they did) and progress (how far they came since Year 2) of Year 6 children for the academic year 2015/16.

Key Stage 2 results for 2015/16

  Year 6 % of pupils working at expected standard Year 6 average progress/ value added Year 6 % of pupils working at Greater Depth Year 6 average scaled score
Reading 78 1.9 29 105.6
Writing 87 3.1 37 Not yet available
Maths 78 1.8 30 105.4
Grammar Punctuation and Spelling 86 Not available 43 107.1
Reading, writing and Maths combined 68 Not available 13 Not yet available

Click here for the previous year's results

SATs results for Key Stage 2 (Year 6) 2014-2015


Level 4+

Level 5+














At Bloxham C of E Primary School we use the synthetics phonics programme ‘Read, Write Inc.’. Children begin phonics on day one in Foundation Stage and are taught daily in small groups. Alongside the groups, RWInc teachers will refer to the programme throughout the day, for example referring to a speed sound or green or red word at any given time.

SATs results for key stage 2 (Year 6)


We teach maths calculations according to year group ability and the procedures outlines in the attached policy.

Reciprocal Reading is a framework for teaching understanding in reading. It improves reading by teaching children strategies that they can use to help them understand what they are reading and can be used by children of all ability levels.

  • It encourages children to think about their own thought processes; helps children to be actively involved and boosts confidence; and is challenging and fosters a real interest and excitement for reading.

At Bloxham C of E Primary School we want to instil certain habits and attitudes to enable our pupils to be more confident in their own learning ability. By becoming better learners pupils will concentrate more, learn faster and better, think harder and find learning more enjoyable.

In our 2012 OFSTED report, one of the suggested improvements was that we need to improve on how feedback is given to our pupils on their work. Since 2012 we have written and implemented a rigorous Marking Policy which you can read here. Children are given immediate and clear feedback on their work - from their teacher and their peers.

At Bloxham C of E Primary School we want our pupils to be high attaining lifelong learners. We encourage ‘breadth’, ‘challenge’, and ‘application’ in learning. This means that learning is not like climbing a ladder and racing to the top it’s more like manoeuvring round a climbing frame.

Assessing Learning

By the end of the year most children will have at least a 2, which is the numerical value for ‘expected’, in each area for each subject. This will give a total of 16 (8 areas x 2). Children with particular learning needs (SEND – Special Educational Needs and/or Disabilities) may have a different total to achieve, depending on their individual requirements.