Our curriculum

To view our Key Stage 1 Assessment Test Results, please see our Performance and Results page.

Curriculum and the Learning Journey at Ormiston Cliff Park Infant Academy

Vision statement

We believe that every child should enjoy their education and be happy, healthy and safe at school. We will value our children for their individuality, culture and heritage. We are committed to providing a place of excellence with high standards.

Children will know how to learn as well as acquire knowledge. They will have the opportunity to achieve their full potential in their academic, creative, emotional and social, physical, moral and spiritual development. Learning will be recognised and celebrated by children and adults.

Ormiston Cliff Park Infant Academy covers Key Stage 1 (ages 5–7) of the National Curriculum

Statement of Intent

Ormiston Cliff Park Infant Academy is passionate about promoting and instilling a love for learning through an irresistible curriculum for all our children. We aim to provide pupils with the knowledge and skills needed to become independent learners and thinkers; prepared and ready to become lifelong learners.

We use the Creative learning Journey (CLJ) as the basis for our curriculum planning, informed by the National Curriculum. This creative approach enables us to integrate the areas of learning in order to make learning meaningful, relevant and engaging. As well as the cross curricula opportunities there are also discreet lessons in areas such as maths, phonics, spelling etc.

At Ormiston Cliff Park Infant Academy children learn within a safe, caring and motivating environment. Staff focus upon providing the highest possible standards of education and upon enthusing pupils with a love of learning.  Through creative, broad and balanced experiences we inspire confidence and celebrate the uniqueness and successes of all. We emphasise a culture of mutual respect, to ensure the happiness and personal growth of each individual. By working in partnership with families we nurture the whole child and provide a firm basis for our pupils to develop into responsible and fulfilled members of society.

We are proud to have a curriculum which stimulates our children into asking searching questions, shapes their learning and enables them to develop into independent thinkers and learners.  We realise the importance of every minute of every day that they spend with us, and fill it with experiences that seek to challenge the children to ‘think outside the box’ in their creativity and innovation. Developing the holistic child is of key importance and, with this in mind, we offer a broad and balanced curriculum which encompasses academic subjects, sport, music and Spiritual, Moral, Social and Cultural Education.  We are particularly proud of the respect and care that our children show for one another, the environment and the community around us.

Curriculum organisation

Key Stages 1 and 2

Ormiston Cliff Park Infant Academy, along with Ormiston Cliff Park Junior Academy adopt the National Curriculum as a basis for planning and expectations for our children from Year 1 right the way up to Year 6.

The National Curriculum shows the statutory areas that the children must be taught by year group for the core subjects (English, Maths and Science) and non-core. All non-core subjects are broken down by Key Stage.

To access the New National Curriculum document please click here.

We believe that our children learn best when they are inspired, motivated and interested in their learning opportunities. In order to enable this to happen, expectations and experiences laid out in the National Curriculum are planned for in the context of themes or topics. These themes may be planned to cover expectations over a period of a few weeks, half a term, or longer dependent on the depth of study or age of children.

Each Year group plans for a theme using the expectations for the age group, laid down in the National Curriculum. Our current half-term curriculum topic wheels are available to view on our Reception, Year 1 and Year 2 pages..

Our curriculum provides children with the opportunity to:

  • Learn to value others, their views, cultures and beliefs
  • Celebrate the uniqueness of everyone, treating everyone with care and respect
  • Develop a range of skills to support life-long learning
  • Communicate and interact effectively with others
  • Listen and empathise
  • Make a positive contribution to the school, local and wider community
  • Enjoy the challenge of learning in a variety of ways, making full use of the indoor and outdoor environment and the wider locality
  • Become reflective learners who have a sense of responsibility for their own learning and development
  • Learn independently, with and from others
  • Become active learners who are resilient and adaptable
  • Know the importance of achieving your best
  • Where children have a purpose and reason for what they do, application of skills shows real understanding.

English and Maths have designated spaces on the timetable as will phonics and handwriting. Other subjects will be taught through the theme approach where we expect the children to use and apply the English and Maths skills they are learning, or through blocks of learning (e.g. Science, RE).

Early Years Foundation Stage

At Cliff Park Infant we believe that children in the EYFS need to experience a wide variety of first hand, practical learning opportunities to enable them to develop to their full potential. We aim to provide a secure, enjoyable and caring educational environment where each and every child feels valued. We work hard to create continuity between any pre-school experiences, and our Reception Classes so that children can build on skills already developed and follow routines that flow with their needs and with which they feel safe and confident throughout their Early Years, in preparation for their future years in school.

“Every child deserves the best possible start in life and the support that enables them to fulfill 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, 2012)

Our curriculum is planned following the guidance from the Department for Education “Statutory framework for the Early Years Foundation Stage”, taking account of the children’s needs and interests. Click here to download this document.

Opportunities are provided for the children to meet the expectations laid out in the document “Development Matters in the Early Years Foundation Stage”. This non-statutory guidance material supports practitioners in implementing the statutory requirements of the EYFS. Click here to download this document.

We will:

  • Provide a happy, caring, secure environment where children feel valued
  • Build on what our children already know and can do and provide new and exciting experiences that challenge, develop and stimulate their thinking
  • Provide a rich and stimulating and aesthetically pleasing learning environment that is committed to raising standards
  • Develop parents as partners, parents are a child’s first educator we aim to ensure parents are involved in their child’s learning
  • Promote self-esteem and independence through praise and celebration of achievements
  • Ensure that no child is excluded or disadvantaged
  • Offer a structure for learning that has a range of starting points, matches the needs of all children and provides opportunity for learning both indoors and outdoors

We will deliver a curriculum that supports, fosters and promotes children’s:

  • social skills
  • attention skills, persistence and a positive attitude to learning
  • language and communication
  • mathematical skills
  • knowledge and understanding of the world
  • physical development
  • creative development

These encompass the Early Learning Goals set out by the Department For Education.


Ormiston Cliff Park Infant Academy follows the structured “synthetic phonics” teaching programme of Letters and Sounds. Throughout the six phases children will be taught the 44 phonemes, learning the skills of blending and segmenting to aid reading and writing skills. Phonics and Spelling lessons take place every day in every class. Please see the Reading and Phonics page for further information.


At Ormiston Cliff Park Infant Academy reading is at the heart of all opportunities for learning. There are many opportunities to read throughout each day. These include – shared reading together, reading individual books, guided reading lessons, application of phonics skills, listening to stories read and modelled, answering questions about information read.

Each child takes home a “scheme style” reading book from an ability banded selection. Our children also have the opportunity to borrow books from the library. For more information please see the Reading and Phonics link.


Writing is taught as integrated skills. We follow the structured approach of the National Curriculum to support skills and application. Grammar and punctuation skills are integrated into English and Phonics lessons in order that children are able to see these in context and then apply. Spelling is taught alongside Phonics following the structure of Letters and Sounds, integrating the  Read, Write, Spell programme during Year 2 as additional support and structure.


We follow the concrete, pictorial, abstract (CPA) model of teaching maths using the White Rose Maths Hub plans and assessment materials. We have daily maths sessions as well as afternoon maths “meetings” in class that allow us to apply skills, develop problem solving and improve rapid recall of number facts.


We follow the Empiribox Science Programme which is delivered across Year 1 and Year 2 simultaneously throughout Key Stage One. This is a hands-on, investigative programme aimed at nurturing curiosity, passion and excitement for science. Teachers are supported in delivering high quality lessons through accessing training from Empiribox’s own specialist scientists.

Science themes are shown below.

Autumn Term Spring Term Summer Term
Year Cycle A Changing Materials Our Living Earth Habitats and Seasonal Change
Year Cycle B Mixtures and Potions Plants and Trees Toys

Personal, Social, Health and Economic education (PSHE)

PSHE education at Ormiston Cliff Park Infant Academy focuses on supporting children to develop the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole school approach, it develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. Our curriculum plan develops the following:

Key concepts:

  • Identity (their personal qualities, attitudes, skills, attributes and achievements and what influences these)
  • Relationships (including different types and in different settings)
  • A healthy (including physically, emotionally and socially) balanced lifestyle (including within relationships, work-life, exercise and rest, spending and saving and diet)
  • Risk (identification, assessment and how to manage risk rather than simply the avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different settings)
  • Diversity and equality (in all its forms)
  • Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts)
  • Change (as something to be managed) and resilience (the skills, strategies and ‘inner resources’ we can draw on when faced with challenging change or circumstance)
  • Power (how it is used and encountered in a variety of contexts including persuasion, bullying, negotiation and ‘win-win’ outcomes)
  • Career (including enterprise, employability and economic understanding)


PATHS (Promoting Alternative Thinking Strategies) is an additional and essential part of our Personal, Social and Emotional Education strategy. We deliver PATHS lessons twice a week and during this time we cover many topics including:

  • Friendship
  • How to recognise and understand feelings
  • How to use and improve thinking skills
  • Various ways to solve problems

Sex and Relationships Education (SRE)

SRE is a lifelong learning process of acquiring information, developing skills and forming positive beliefs and attitudes about sex, sexuality, relationships and feelings (Sex Education Forum 1999). SRE is taught within the PSHE programme at Key Stages 1. Biological aspects of SRE are taught within the science curriculum and some moral aspects are taught within RE and PATHS sessions.


The school follows the outline of skills and learning expectations laid down in the Norfolk Agreed Syllabus. For more information please click here.


Our computing curriculum follows the programmes of work ensuring opportunities for all to meet National Curriculum expectations. We use “Switched on!” computing units of work to enable our children to develop and use their skills.

Childrens’ Leadership and Pupil Voice

Children are given many opportunities to develop leadership skills. These skills are developed through membership of the School Council, as a Playground or Dinner Hall Leader (Yellow Jacket) and through responsibilities given in their class for leadership, assertiveness and self-esteem. Children may take part in the “Little Leaders” programme led by the Children’s Coach.

Promoting Values

Alongside the fundamental ‘British Values’, each month we focus on a different value such as respect, honesty and tolerance teaching an understanding that values guide our thinking and behaviour. To read more please see our Promoting values page.

Curriculum Enrichment

At Cliff Park Infant we recognise the value of educational visits and visitors in providing children with a richer and broader educational experience.

We aim to include enrichment opportunities on a regular basis, either in the form of a visiting group such as a theatre company or a visit to a place of interest. Examples include a visit from West End in Schools Dance, author visits, local community representatives, Dance and Performing Arts, Living Eggs and Norfolk Road Safety Officers.

We value opportunities for learning that can take place offsite. Examples of these include a visit to Norwich Castle, Time and Tide Museum, Carlton Marshes Nature Reserve, Africa Alive, Wroxham Barns Farm and the use of the local library. These support a wide variety of skill development.

To view our Key Stage 1 Assessment Test Results, please see our Performance and results page.

Please speak to your class teacher to find out more about learning in class.

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