Wider Curriculum Overview

SMSC stands for Spiritual, Moral, Social and Cultural Development.

At Highcliffe Primary, we recognise that the personal development of pupils, spiritually, morally, socially and culturally, plays a significant part in their ability to learn and achieve. We, therefore, aim to provide an education that provides children with opportunities to explore and develop their own values and beliefs, spiritual awareness, high standards of personal behaviour, a positive caring attitude towards other people, an understanding of  social and cultural traditions and an appreciation of the diversity and richness of other cultures.  

Spiritual Development

As a school community we aim to provide opportunities for pupils to:

·         Build self-esteem and non-material well-being;

·         Develop the capacity for critical and independent thought;

·         Express and discuss feelings,  beliefs, values and response to personal experiences;

·         Experience moments of stillness and reflection;

·         Form and maintain positive and satisfying relationships;

·         Reflect on, consider and celebrate the wonders and mysteries of life.

Moral Development

As a school community we aim to provide opportunities for pupils to:

·         Distinguish between right and wrong;

·         Take initiative and act responsibly, with consideration for others;

·         Listen and respond appropriately to the views of others;

·         Gain the confidence to cope with setbacks and to learn from mistakes;

·         Reflect on the consequences of their actions;

·         Apologise and to forgive - themselves and others;

·         Show respect for the environment.

Social Development

As a school community we aim to provide opportunities for pupils to:

·         Display a sense of belonging and an increasing willingness to participate;

·         Make an active contribution to democratic processes;

·         Develop an understanding of individual and group identity;

·         Begin to understand the place they have within society and the role they need to play;

·         Develop their compassion for others in society;

·         Take initiative on wider social issues and establish ways they can help on an individual, local, national and global scale.

Cultural Development

As a school community we aim to provide opportunities for pupils to:

·         Recognise the values and richness of cultural diversity in Britain and how this influences individuals and society;

·         Recognise and respect world faiths and beliefs, and understand the impact they have upon culture;

·         Develop an understanding of Britain’s local, national, European and global dimensions.


At Highcliffe, we offer a wide range of extra-curricular activities and opportunities for all children.

Morning and Lunchtime Clubs

We run morning football clubs twice a week and lunch time clubs every day – football with the coaches outside, and volley ball and basketball inside. Choir and Times Tables Rockstars clubs also take place each week during lunch. We run a family Book and Breakfast each Friday.

After School Clubs

After school we run clubs five nights a week.

For Key Stage 1 we run a Book and a Biscuit club which encourages a love of stories and reading.  We also run a Busy Builders club to encourage budding young builders and engineers to practise their construction skills.

For Key Stage 2 children we run French, Maths, Hockey, Performing Arts, Cricket and Netball Clubs.

Educational Visits and Awareness Days

Educational day trips linked to curriculum content are taken throughout the year for every year group.  We have strong links with our local church and visit different places of worship to support the understanding of different faiths and cultures. The school also supports a wide range of charities across the year, as well as taking part in awareness days, to ensure that our children are fully inclusive of the differences represented in our school. They know that we are all different, but all equal and that we celebrate this.

Sporting Trips

The children have also had the opportunity to go on trips to football, ice hockey and basket ball matches at weekends, run by staff over the past year.

Residential Trips

We offer residential trips for children from Year 4 to Y6 to Whitby, Carlton Outdoor Centre and Edinburgh respectively.

Representing Highcliffe

The children have been invited regularly to represent Highcliffe in our choir and in sporting teams. Our performing arts children have taken part in a recent dance festival and have performed for our wider school community.

School Council work in the local community

Our school council are active members of the community, with regular litter picking sessions. Last year, they lined a nearby street with bird boxes.

Through our Eco Schools initiative, the children are being taught to appreciate and take responsibility for their local environment and a group of children enjoyed their bird watching session recently.



Ethos and Vision

‘Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high-quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.’

(Statutory framework for the early years foundation stage. 2021)

Early childhood is the foundation on which children build the rest of their lives. Our ethos is that, with hard work and belief, anything is possible – this is also our school motto.


Our School Values, the 3R’s underpin everything we do and are introduced to our families from the moment we meet them.

Respect - We help our children to: respect themselves and others; develop a positive self-image; learn about relationships and the importance of friendships; learn to share; take turns; play fairly; develop an understanding of what is right, what is wrong, and why; care for others and respect their feelings, culture and beliefs.

Resilience – We foster resilience in our children by providing them with materials, resources, motivation and support they need. We support stable and positive relationships between our children and their families and other adults within the community. We are fostering self-regulation skills that enable children to direct their attention, manage emotions, keep track of rules, inhibit their impulses, and control their behaviour in other adaptive ways.

Responsibility - Children often feel empowered when they are given a small responsibility and take their role very seriously. This leads to children with increased confidence, maturity and self-esteem - all of which are important in creating active learners and supporting development in all areas of the EYFS.


At Highcliffe Primary School, we value enormously the importance that the EYFS plays in laying secure foundations for future learning and development. We also believe that early childhood is valid in itself as a part of life. Therefore, it is important to view the EYFS as preparation for life and not simply preparation for the next stage of education.

The aims of the Early Foundation Stage at Highcliffe Primary School are:

·        To provide children with access to a broad and balanced high-quality curriculum in line with the Early Years Foundation Guidance;

·        To recognise that the Foundation Stage is critical in a child’s physical, intellectual, emotional and social development;

·        To support children to make a planned confident transition from home to school;

·        To plan learning experiences that meet the individual needs and interests of the children through a balanced provision of adult led and child initiated opportunities;

·        To provide quality and consistent teaching and learning opportunities so that every child can become competent and confident learners and enable them to reach their full potential;

·        To work closely with parents and other care providers in an atmosphere of mutual respect;

·        To include all children, irrespective of ability, gender, ethnic, religious, cultural or social background or special educational needs.

Early Years Foundation Stage

Early Years education focuses on seven areas of learning - these are equally important and inter-connected. However, three areas known as the prime areas are seen as particularly important for igniting curiosity and enthusiasm for learning, and for building children’s capacity to learn, form relationships and thrive.

The prime areas of learning are...
CL         Communication and Language
PD         Physical Development
PSED    Personal Social and Emotional development

The specific areas of learning are...
L        Literacy
M       Mathematics
EAD   Expressive Arts and Design
UW    Understanding the World

There are four key principles that underpin our practice in EYFS at Highcliffe Primary School 

·        A Unique Child - We recognise that all children are different. We identify and celebrate their strengths and support their areas for development. 

·        Positive Relationships - Our pupils interact well with each other and with the adults in the school. We encourage parents to be involved with their child's education.

·        Enabling Environments - Our indoor and outdoor areas encourage exploration, investigation and independent learning. Our displays and resources are well maintained and reflect current learning.

·        Learning and Development - Learning is playful, practical and purposeful and builds upon prior attainment. Our children enjoy coming to school.

Planning is carried out by teaching staff who hold weekly meetings to ensure consistency and progression across Nursery and Reception. Staff plan activities and experiences for the children that enable them to develop and learn effectively. This co-planning is led by the phase leader every week. During these sessions, the teachers reflect on four questions: “What do our focus individuals need to learn? What are they curious about? What embedded learning have we observed in this area? What can be changed to exploit the learning and interests of the children/individuals in this area?” With this approach, we ensure that the children have agency over their environment and that the provision leads to depth of learning across the curriculum. To do this, practitioners working with the youngest children are expected to focus strongly on the three prime areas. Staff also consider the individual needs, interests, and development stage of each child in their care and use this information to plan challenging and enjoyable experiences. Where a child may have a special educational need or disability, staff consider whether specialist support is required, linking with relevant services from other agencies, where appropriate. In planning and guiding children’s activities, practitioners reflect on the different ways that children learn and include these in their practice.

Characteristics of Effective Learning

Our curriculum provides the cultural capital we know our pupils need so that they can gain the knowledge, skills and understanding they require for success. They can only do that if we embed the right habits for learning through the Characteristics of Effective Teaching and Learning – Play and Exploration, Active Learning and Creative and Critical Thinking -  therefore we ensure that our environment and delivery of the curriculum incorporates the three characteristics of effective teaching and learning:

Playing and exploring - children will have opportunities to investigate and experience things, and ‘have a go’. 

“Children’s play reflects their wide ranging and varied interests and preoccupations. In their play children learn at their highest level. Play with peers is important for children’s development.”

(Early Years Foundation Stage, Department for Children,  Schools and Families, 2007)

Through play, our children explore and develop learning experiences, which help them make sense of the world. They practise and build up ideas, learn how to control themselves and understand the need for rules. They have the opportunity to think creatively alongside other children as well as on their own. They communicate with others as they investigate and solve problems.

Active learning - children will have time and space to concentrate and keep on trying if they encounter difficulties and enjoy their achievements.

“Children learn best through physical and mental challenges. Active learning involves other people, objects, ideas and events that engage and involve children for sustained periods.”

(Early Years Foundation Stage, Department for Children,  Schools and Families, 2007)

Active learning occurs when children are motivated and interested. Children need some independence and control over their learning. As children develop their confidence, they learn to make decisions. It provides children with a sense of satisfaction as they take ownership of their learning.

Creating and thinking critically - we encourage and support children to have and develop their own ideas, make links between ideas, and develop strategies for doing things.

“When children have opportunities to play with ideas in different situations and with a variety of resources, they discover connections and come to new and better understandings and ways of doing things. Adult support in this process enhances their ability to think critically and ask questions.”

(Early Years Foundation Stage, Department for Children,  Schools and Families, 2007)


Children should be given the opportunity to be creative through all areas of learning. Adults can support children’s thinking and help them make connections by showing interest, offering encouragement, clarifying ideas and asking open ended questions.

Enabling Environments

The environment supports children to be fully engaged in purposeful play of their own choices and interests. The outdoor and indoor environments allow for learning in all areas of development. The indoor environment is the ideal place for children to be calm (and we enforce this requirement firmly and consistently), engaging in activities which require small equipment and working with resources not appropriate for outdoors.

Across EYFS in all areas, the resources are available and accessible to the children at all times. The areas are clear, stocked and tidy at the start of the day: the tables and carpet areas are free of equipment however the resources are close by and available. We believe this allows children to be in control of their own learning. They are able to select the area in which to play, the resources to use in that area and what to do with them. Obviously, their choices are limited by the areas and resources available so it is therefore crucial to have engaging, high-quality, open ended resources. It is also a requirement to have areas that are well-stocked, tidy, clearly labelled (with picture/word or shadows) and arranged to allow optimum access. Shadowing and photographing resources support our children to be independent when tidying up. The environment is constantly reviewed and reflected upon to see which areas are proving to be productive and which need altering. We also review our provision in terms of levels of involvement. If an area or a resource is not engaging children in purposeful play, we remove it or change it.

Implementation – How do we teach what we teach?

Babies and young children are experiencing and learning in the here and now, not storing up their questions until tomorrow or next week. It is in that moment of curiosity, puzzlement, effort or interest – the ‘teachable moment’ – that the skilful adult makes a difference. By using this cycle on a moment by moment basis, the adult will always be alert to individual children (observation), always thinking about what it tells us about the child’s thinking (assessment), and always ready to respond by using appropriate strategies at the right moment to support children’s well-being and learning (planning for the next moment).

(Department for Children, Schools and Families, 2009:22-23)


When thinking about Teaching and Learning across EYFS, the mantra is PROCESS NOT END RESULT

In EYFS we have adopted a ‘Planning in the Moment’ style of teaching which incorporates a strong focus on capturing the interest of the child or children in the present moment. We aim to offer an environment that enables child-initiated play in order to capture the moment of engagement. Careful observation by staff is key to utilising the approach. ‘Planning in the Moment’ is broken down into three stages:

The Child’s Spark – This is when the child first shows an interest in something. There should be an air of fascination around the object and concentration in what they are doing.

The Teachable Moment – The teacher will notice this and approach the child. This is the opportunity to extend their interest, by asking open ended questions, engaging in sustained shared thinking and considering ways to apply this interest to other options within the environment.

The Documentation – At a later date, we document the observation. We include the spark, the teachable moment and what we did next. This helps us to map out each child’s interests, and plan an environment that works for them.

Pupils learn through a balance of child-initiated and adult-directed activities.  The timetable is carefully structured so that the Reception children have rigorous directed teaching in English, maths and phonics everyday with regular circle time sessions to focus on PSED and their Understanding of the World. Practitioners respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction.

Additionally, in Reception the children from both classes are split into 4 groups. These groups are named after colours. The groups are mixed ability and overseen by a different keyworker from Reception each week. The keyworker in charge of each group is responsible for ensuring that their group for the week complete their challenges within their challenge books and marking these accordingly They are also responsible for working with the children in areas and evidencing when children have achieved their next steps, what activity was carried out and whether they required more support. Individualised challenges are set in various areas around the classroom. The levels of challenge within each area are represented by three characters - Hungry Caterpillar (tricky), Elmer (trickier) and Gruffalo (trickiest). We believe this way of working increases the children’s independence and aids them in ‘taking control’ of their own learning. This will also 'hook' the children into their education and help them to see the opportunities for meaningful play and learning within all of the areas on offer within Reception as well as giving the adults further opportunities to observe, respond and assess, and become more involved with play.

Reading is at the heart of our curriculum.  Children follow the rigorous and highly successful Sounds Write program faithfully. Both Nursery and Reception have a big question to answer over the course of the year which is broken down into a question for each half-term unit. The themes are based on opening ideas coming from the EYFS curriculum. From this, we have chosen multiple high-quality texts to create an integrated approach to learning from which pupils can experience the full curriculum. 

We follow the White Rose maths approach in Reception with an emphasis on studying key skills of number, calculation and shape so that pupils develop deep understanding and the acquisition of mathematical language.  Pupils learn number facts through games and tasks using concrete manipulatives which are then rehearsed and applied to their own learning during exploration. Nursery pupils begin to develop these key skills during daily maths meetings where they explore sorting, quantities, shape, number and counting awareness.  These early mathematical experiences are carefully designed to help pupils remember the content they have been taught and to support them with integrating their new knowledge across the breadth of their experiences and into larger concepts. 

Impact: how do we know what pupils have learnt and how well they have learnt it?

Our curriculum needs to meet the needs of our children, including our disadvantaged pupils and those with SEND, so we spend time looking at and evaluating how children are learning. This is achieved through talking to children, looking at their work, observing their learning experiences and analysing data and progress by year group, class, groups and individuals. Every member of staff uses ongoing observational assessment to identify children’s starting points and plan experiences which ensure progress. This information is recorded on Focus child sheets and using Evidence Me. We use this information on a weekly basis to plan learning experiences and next steps so that knowledge and skills are built cumulatively. Across the academic year, there are three ‘checkpoints’ where teachers update the progress children have made onto a tracking system which allows us to assess the impact of teaching and evaluate whether it has been enough.  


Useful Website Links

Sounds Write



Statutory Framework for Early Years Foundation Stage



READ North East



Change for Life



Hungry Little Minds






Maths at Highcliffe

We use White Rose maths and follow the national programme of study:


Our mastery approach is focused around teaching for depth rather than breadth; concepts are taught to the class until the majority have mastered them, whilst also being presented with opportunities to deepen understanding through looking for patterns, making connections through solving calculations in a variety of ways, and drawing upon number sense to make generalisations and solve problems.

Although in many cases, all children will have the opportunity to access the same task, children working at greater depth would be expected to show greater independence when using strategies such as trial and error, systematic working and checking strategies (for example using the inverse to check).

Teachers draw on a range of resources to create the best possible learning environment for our pupils. It is expected that there will be reasoning as part of every lesson, although much of this will be oral. Talk partners will be used to enable the children to verbalise and discuss their understanding and depth of understanding will be provided through encouraging children to make connections, teach a friend, solve or use in a different way.

Classes are taught as mixed ability groups. Although the majority of children are in a mixed ability class, some children will be targeted to work in a smaller group with an adult. Our aim is to help these children make connections and give them a solid foundation, so that they can move towards working at a level closer to that of their peers. They may spend time revisiting earlier number concepts using CPA (Concrete, Pictorial and Abstract) approaches.

Highcliffe Primary School

Hutton Lane, Guisborough. TS14 8AA