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Reception Stage

Curriculum Intent, Impact and Implementation


At Sunnymede we are proud of our happy, vibrant school community in which everyone can thrive and is "Learning and Growing Together". 


The early years of schooling are particularly important because they help form the attitudes, routines and behaviours which are the foundation for the rest of the learning journey.  Our aim is to make this experience as enjoyable, accessible and memorable as possible. We considered the Intent of our curriculum carefully and identified the 6 key factors which underpin everything we do. We then thought about the intended Impact (or outcomes ) of this and lastly what we do to ensure all of this happens - the Implementation. All of this is summarised in the table below. 

Our core intention is that pupils enjoy learning and value it

  • Pupils are engaged and excited in their learning
  • Pupils work hard and try to do their best (excellence)
  • Pupils have core knowledge across the curriculum and are beginning to make links.
  • Pupils have a sense of awe and wonder
  • Pupils are able to talk about their learning and show that key knowledge and skills are embedded in long term memory
  • Pupils develop confidence to talk about their learning and life in school


  • Learning is enhanced by visitors to the school and visits out eg Great Fire of London, Birds of Prey Centre, Sealife Centre
  • Key knowledge, skills and vocabulary are laid out in a clear progression
  • Reading, writing, speaking and listening opportunities throughout the curriculum
  • A range of  extra-curricular clubs reflect a range of interests
  • A cross-curricular approach using themes to link learning where appropriate
  • Pupils  are able to demonstrate learning in a variety of ways: writing, doing, making, performing, explaining
  • Quality first teaching in classrooms with specialist PE support and where possible subject leaders with specialist subject knowledge eg music
  • A wide  variety of good quality resources
  • Learning hooks to engage and make learning memorable
  • Low stakes assessment opportunities which help children know what they have learnt
  • Modern technology used to support and engage children in their learning
  • Support for teacher well-being supports well- being for pupils

Our curriculum promotes both teamwork and independence





  • Pupils are able to share ideas and learn from each other
  • Pupils are resilient and able to tackle any challenge (determination)
  • Pupils respect other people’s opinions, thoughts and ideas
  • Pupils know they can use a variety of strategies to help with learning/tasks
  • Pupils are prepared for the next stage in their learning
  • Pupils interact in a respectful way with children from a range of backgrounds, cultures and with various needs
  • All pupils access the curriculum; it is inclusive
  • Talk partners and lolly sticks encourage all children to participate
  • Lessons well organised and managed to promote independence
  • Support staff are well trained and deployed effectively to support learning
  • Staff model, role play and encourage children to try different strategies to solve problems.
  • Staff highlight the strategies that help children to succeed (magpie ideas)
  • Brain, board, book, buddy, boss
  • Peer assessment and feedback
  • All children take responsibility for roles within the school eg class helper, monitors, reception helper, line leaders
  • Encourage children to take responsibility for their own belongings
  • Staff model respect and inclusion

Our curriculum is progressive and challenging





  • Key knowledge,  skills and vocabulary are clearly defined
  • Cultural capital built through a range of learning experiences:
  • Pupils are engaged in learning
  • Pupils make at least expected progress
  • Pupils set high expectations for themselves
  • Pupils build on prior learning and make links
  • Pupils don’t give up easily; they show determination and courage when trying new things
  • End of key stage outcomes are at least in line with national averages and often better



  • Links to prior learning are explicit
  • Differentiation and challenge are planned and built into lessons
  • Units of learning draw on a range of artists, music, scientists
  • Children are given the opportunity to self select a level of challenge
  • Blooms taxonomy is used to challenge and extend thinking
  • Learning is well sequenced across each unit
  • Children are encouraged to continue learning at home : projects, maths challenges etc
  • Word of the week – vocabulary ninja
  • Key vocabulary highlighted on medium and short term plans and displayed in classroom



Our curriculum promotes a healthy lifestyle





  • Pupils understand how to eat healthily
  • Pupils know the importance of keeping active
  • Pupils the importance of friendships and healthy relationships
  • Pupils understand and are able to regulate feelings and emotions appropriately
  • Pupils how to keep themselves safe; medicines, hygiene, e-safety
  • Pupils feel safe and are safe
  • Pupils begin to understand the importance of looking after the environment and the wider world
  • Pupils have an awareness of spirituality/big questions




  • Opportunities for outdoor learning across the curriculum including forest school
  • Regular PE lessons and daily mile/skipping
  • After school clubs catering to a range of interests: art, forest school, gymnastics
  • Lunchtime active club
  • Zones of Regulation
  • School sports partnership competitions and events
  • PSHE/RE schemes with themes across the school
  • Healthy lifestyle woven throughout curriculum schemes
  • Olympian/Paralympian visits inspire pupils
  • People who help us: fire station visit
  • SMART rules – e-safety for children and parents
  • Dementia friendly award
  • Healthy schools award, Active Mark & Music Mark
  • Healthy lunch and snack

Our curriculum encourages collaboration and interaction between pupils, with parents and the wider community

  • Pupils have a sense of belonging
  • Parents and carers supported to continue learning at home
  • Pupils complete homework
  • Pupils are aware of opportunities to engage with organisations in the local community
  • Pupils experience the joy of  being part of a class/school community


  • Infant Music Festival
  • Class/Christmas assembly
  • School council
  • Special assemblies
  • Parent workshops
  • Sports clubs after school
  • PTA events
  • School Sports partnership competitions and events
  • Singing in Anisha Grange and the community
  • Parent helpers in class & on trips
  • Links with Schools Ministry: Prayer space
  • Police, Fire station  and other visits
  • Library display/assemblies/Summer Reading Challenge

Our curriculum promotes inclusion, tolerance, diversity and difference

  • Children “live” our school values including friendship and respect
  • Pupils behave well
  • Pupils take responsibility for their actions
  • Pupils have respect for others
  • Pupils know the school rules and expectations and help each other behave in line with them
  • Pupils understand that people have different abilities, learn differently and do things differently
  • There is equality of opportunity for all our pupils
  • Sunnymede values, SMSC and British values are woven throughout the curriculum and conversations on a daily basis
  • Clear rewards and sanctions which are understood by everyone
  • Effective Senco and SEN support
  • Comprehensive RSHE scheme challenges thinking
  • People from different cultures, religions and minority groups are represented positively in staffing, content and resources
  • Curriculum draws on a variety of non-european cultures eg Arts Week rolling programme India/Africa/China
  • Fundraising for local and national charities is part of the school ethos
  • Outcomes for different groups of pupils are carefully tracked to ensure every child achieves well
  • Children share their skills, talents and interests


We produce our "Newsletters" on a weekly basis, to keep you informed with regard to the elements of the curriculum we will be covering under the umbrella of our topic. 

Please take the time to discover what your child will be learning.  We welcome any questions from Parents or Carers addressed via the Sunnymede office e-mail.

Our dedicated weekly newsletter keeps you up to date with the topics and learning activities that are occuring in EYFS. 

There are hints and tips on how to support your child at home and reminders of upcoming events.  Please click on the link below to relax and enjoy our newsletter over a nice cup of tea or coffee.

Our Reception Class Pages allow you to view some of the most recent work that your children have produced as well as celebrating some of their achievements.  The pages provide information on the latest learning topics, the most recent "Maths Challenge" and much more besides.  Take a look at your class page by clicking on the link below.

Letter formation 

At Sunnymede Infant School, the children learn to read and write sounds through our Read Write Inc program. 

Special pictures and handwriting phrases will support the Reception children to recognise each sound and form it effectively using a pencil. 

If you would like to support your child with their letter formation at home, please find links below to the handwriting phrases and picture cards that we use when teaching each sound.

Handwriting phrases for helping your child to form letters

Please find below a link to the set 1 flashcards if you wish to make your own at home

Each week we focus on fiction or non-fiction texts that are linked to our topic.  We use these texts to model both the language and writing style employed in a wide range of genres.  Through exposure to these texts we aim to inform and enrich children's own writing.  For a comprehensive list please click on the document below.