Castle Bromwich

Infant and Nursery School

Reach for the Stars

Contact Details

*** Our School Vision ***

Castle Bromwich Infant & Nursery School

School Vision


At Castle Bromwich Infant School we want all children and staff to feel valued, included and nurtured. The school wants all children to learn and succeed, through a creative and exciting curriculum. We strive to achieve this vision by working closely with parents/guardians, carers, governors and the wider community. Every year we aim to improve on our previous best.


     Reach for the stars     


Our Vision for achieving this:

We see the school as a happy, nurturing place to learn where all children feel valued and are able to voice their opinions and needs without fear of being thought of as wrong or unimportant. Where children feel that all staff care about them and they wouldn’t ever feel humiliated or shouted at.

Where clear, consistent boundaries are set for children and when these rules are not followed children understand there are consistent consequences. Children understand they can put things right and a line will be drawn under any unacceptable behaviour.

Castle Bromwich Infant & Nursery School is a happy, exciting and safe environment to play and learn.

We expect the best possible progress and highest attainment for all our pupils. Our curriculum builds on pupils’ prior knowledge, their interests and their curiosity.

We organise our curriculum and learning environment to best achieve high quality learning that is underpinned by our knowledge of child development.

We place a great importance on the basic skills of reading, writing, problem solving and number. However these skills are not taught at the expense of other curriculum areas.

We aim for children to be able to make links within their learning so our topic based learning helps children to make connections and we feel this assists the children in building their confidence and their capacity to work both collaboratively and independently.

We encourage high aspirations and we provide rich and varied contexts for pupils to acquire, develop and apply a broad range of knowledge, understanding and skills. We want our children to think creatively and critically, to solve problems to care for others.

We encourage pupils’ spiritual, moral, social and cultural development through our school attitudes and our nurturing ethos. We want our children to develop into well rounded individuals who are tolerant of others, who persevere with their learning and who are willing to ‘Have a go’ even when they might fail.


Our school pedagogy

Castle Bromwich Infant & Nursery School prides itself in our inclusive nature which includes everyone in our learning.

Key to our teaching approach is engagement of all learners and we want our classrooms to reflect our pupils’ needs. Therefore our Foundation Stage classrooms have many natural resources and we aim for some of our displays to be more neutral to avoid over stimulation. We empower our FS children with the characteristics of effective learning we have animal names and pictures so they understand these characteristics more fully i.e. “Go for it Gorilla” or “Proud peacock”

We use a mixture of child-initiated and adult led learning across FS & KS1


Child-Initiated Play – we encourage our pupils to be both independent learners and to initiate their learning through play.  We want our pupils to learn new skills not to continuously repeat skills which they already have. (the use of bikes outside is a classic example of poor child-initiated activity, where the same pupils jump on the same bikes, ride round and round every session and learn very little) for a child-initiated or an adult led activity to be successful it needs to be worthwhile and progress learning.  Child initiated does not simply mean self-chosen but it does mean following an interest to learn.


  1. initiated learning requires professionals to teach skills and then leave those learning activities out for pupils to practice those skills, to add more resources to and for pupils to teach others these skills through their play together. It also requires interesting resources to be left for pupils to choose and for professionals to then help to facilitate learning by asking questions, prompting play and helping to extend the learning. Adult-Guided / Focus Activities


Practitioners consider carefully how to differentiate an adult-guided activity, adapting resources, expectations and language in order to take into account the varying ages and stages of development of children in a group.

Planned learning intentions are broad and flexible in order that practitioners can pick up on the child’s own learning agenda

Planned activities provide children with lots of opportunities for speaking and listening.

Learning activities aim to be motivating, enjoyable and meaningful and to promote a positive disposition to learn in each child.


Whole class sessions are short and interactive to stimulate learning.

There is no expectation that EYFS children attend assembly on a daily basis. It is recommended that reception children may attend a special assembly once a week.


We believe that children need extended periods of time to play and pursue their interests. We also believe that children can concentrate for longer in small group activities, where they are more involved. Therefore each day our teachers plan for :

Short whole class teaching sessions

continuous provision for independent learning

adult led focused learning in small groups

outdoor provision to extend the indoor learning focus

adult play partners to extend learning through interactions and questioning


In FS2 as a general rule we aim for 50% teacher directed and 50% child initiated learning each day.

As children transition into Y1 the focus of play based learning develops. The children have enhanced continuous provision. By this we mean children have problem-solving activities, maths games, enquiry based learning, writing activities, role play around their topic or story and small world around their topic or story. Although children are choosing how & what they are learning at different points of the day, they also understand that they are expected to complete certain tasks and achieve the expected standard in their learning.

In Y1 there is a mixture of whole class and small group teaching as well as enhanced continuous provision each day.

As children progress into Y2, we still put emphasis on enquiry based learning. We feel that children learn best by doing and experiencing learning rather than a more passive approach to teaching & learning. Therefore, in Y2 we build on the enhanced continuous provision of Y1 to develop deeper learning skills such as problem-solving, time to be curious & creative, be articulate and be able to collaborate effectively. To do this we allow children the opportunity to research topics and we teach team-working skills



Our curriculum is a creative, skills based curriculum which allows our children to learn the basic skills of oracy, reading, writing, to be numerate and the ability to problem solve. We encourage our children to be critical thinkers and who understand the importance of resilience & hard work.


We have a growth mindset approach where children understand that it is ok to fail, that we ‘can’t do something yet’ and that if we persevere we will be able to do it in the future and that we learn by making mistakes.



Children have the opportunity weekly, to change their reading books with either the Teaching Assistant or Teacher. This is a shared responsibility. Children move through the ORT scheme at a vigorous pace, reading the main trunk stories and are then moved on.

Children also have the opportunity to hear a wide-ranging selection of poems, stories, rhymes and non-fiction as part of story time with the children. Children have whole class shared reading time with an adult so they can develop their understanding of reading skills (reading as a reader) and comprehension skills.


Guided Reading

Children are heard read in guided reading sessions each week and they also have the opportunity to partake in other planned activities, to support the development of reading strategies and skills. (This planned learning includes: developing phonics skills, building comprehension skills, the development of prediction and language skills encouraging reading for pleasure.)

In KS1 a teacher and the year group TA’s have one 30 minute guided reading session per week when all children read.



Every day, children are taught an interactive, pacey phonics session, following the letters and sounds framework. This is taught to the whole class, with intervention groups happening as booster sessions throughout the day. Read, write inc is used for intervention groups and for booster groups for those children in year one who are in danger of not passing the Y1 phonics screening.



Every half term children have a set of spellings that they are focusing on.

Every week children have a spelling pattern to learn, alongside 3 or 4 common exception words (see spelling strategy). These spellings are sent home at the beginning of the week and the children can practise them at home.

Teachers must make sure that during independent reading time, they assess and practise these with the children and reinforce them in phonics, handwriting and other curriculum areas taught throughout the week.



Throughout the week in KS1, children are given the opportunity to write, not just in English but throughout all curriculum areas.

In Year one, the classroom environment allows for the opportunity to access a writing area as part of their curriculum subjects taught.

In years one and two, children have opportunities to have guided writing, shared writing and short burst writing which builds into a longer piece of writing.

In FS & KS1 teachers differentiate/scaffold learning to extend those children who have understood the concepts being taught and require deeper learning and they plan supported/scaffolded learning for those children who are struggling with a concept or have SEND needs.



In handwriting sessions the children are taught the form their letters using cursive script. The individual letters taught have an entry lead-in and exit flick. Once children are confident in individual letter formation then they can be encouraged to join their letters.



Children in FS & KS1 have opportunities to learn maths daily. The school has a calculation policy that is followed across the school and we have a CPA approach to teaching maths. The children in KS1 follow the Maths no problem scheme and children in FS follow mastery strategies in their daily teaching as well as basic maths consolidation.

In FS & KS1 children’s learning is scaffolded to ensure all pupils learning needs are met. Children also have a short burst daily number facts session in KS1 and same day catch up for any misconceptions identified in the maths lesson


Topic based learning

Many other subjects in KS1 & FS are taught through linked learning where pupils can understand how things link (topic based approach) In all year groups we expect classrooms to enhance this approach so that children feel immersed in there learning and their classrooms become the world of this topic ie. Amazon rain forest parts of the classrooms should enhance the learning and look like the forest. There are ‘Stand alone’ subjects such as PE, PSHE and RE. However, the children will always be taught the learning journey within the subject and the sequence of the sessions always build on previous learning

Teachers use overviews of each topic to plan. They look at where they want the children to be at the end of the six week block of learning and then plan backwards of how they are going to shape the learning to get there.

Teachers differentiate/scaffold learning to extend those children who have understood the concepts being taught and require deeper learning and they plan supported/scaffolded learning for those children who are struggling with a concept or have SEND needs.

Teachers collect evidence of learning in ‘class learning books’ which consolidate the children’s learning (it is a class learning journey through the topic)


Parent Partnership

As part of our children’s learning we send reading books and homework weekly. Home learning is used to support and apply the learning that has taken place each week in class. We use a variety of home learning strategies from words to learn, to maths games to computer programmes such as mathletics and reading eggs.

Our parents are invited into school for children’s workshops so they can support their child’s learning and learn how we teach particular aspects of the curriculum.