Curriculum Intent

Curriculum Leader: Miss Scales

Curriculum Statement 2020-21

We provide an inclusivepositive environment in which we nurture and empower our pupils to develop life-long learning skills. This enables them to grow into reflectivesuccessful and well-rounded individuals in our global community.

Curriculum Design




We will have a well-planned and sequenced curriculum which allows children to connect their knowledge across subjects and link learning to over-arching themes and concepts. We will bring learning to life and encourage curiosity through hands-on and memorable experiences. Our curriculum will ensure that pupils understand, accept and celebrate differences including beliefs, cultures, ethnicities and disabilities. Our broad and balanced curriculum will also increase knowledge and understanding of healthy living, the environment, cultural understanding, respect of democracy, individual liberty and the rule of law. and therefore, prepare our children for life in modern Britain and as global citizens. We aim for children to see themselves reflected in our curriculum provision and to feel appropriately supported yet challenged.

  • We will use Cornerstones as a framework from which to build a personalised curriculum which meets the needs of our pupils and will adapt it accordingly each year.  
  • Learning across the school will be well-planned so that children build on previous learning, make meaningful connections and are given opportunities to demonstrate their knowledge and understanding in a variety of ways.
  • Subjects will be taught discreetly but linked, where applicable, to over-arching themes and concepts.
  • All children will be suitably challenged and will have opportunities to research, explore, discuss, debate and question learning content and wider themes.
  • We will develop children’s understanding and use of ambitious and subject specific vocabulary.
  • All children will develop their knowledge and understanding of the world across the curriculum through reading high quality books and texts.
  • Pupils will take part in practical and memorable experiences across the curriculum to bring learning to life, encourage curiosity and deepen understanding.
  • Key concepts and knowledge will be built upon and revisited at spaced intervals so that knowledge is embedded in long-term memory during lessons.
  • Pupils will learn about significant people and events in each subject and understand the impact they have had.
  • Enrichment opportunities will be built into the curriculum for all pupils: trips and visitors are linked to the planned curriculum and are designed to hook interest, deepen understanding and to reinforce and stimulate learning.
  • We will actively challenge stereotypes and discrimination and reinforce tolerance and respect through our curriculum.
  • Fundamental British values and Social, Moral, Spiritual and Cultural development will be at the heart of our school curriculum to develop acceptance and to celebrate our differences and uniqueness.
  • Pupils are happy and make a positive contribution to the well-being of those around them.
  • Pupils are able to demonstrate knowledge and understanding of healthy living, the environment, cultural understanding and respect of others.
  • All pupils are able to recall key knowledge from the subjects they are learning and explain their understanding and opinions.
  • All pupils are able to make links with the curriculum and their lives or the lives of others.
  • All pupils develop the confidence to access the next stage in their education and are positioned to take advantage of the opportunities presented to them.





We aim for all teaching to be engaging, rigorous and impact positively on pupil learning and behaviour in the context of our rich, relevant, broad and balanced curriculum.

  • All lessons are built on the foundations of our agreed ten principles of effective learning at EJS (See our T&L Framework) which are: Making Connections; Effective Questioning; Quality Pupil Talk; Modelling and Guided Practice; Scaffolding and Support; Independent Practice; Feedback; Regular Review & Reflection; Pace and High Expectations.
  • All lessons will include process driven ‘Success Points’, that are referenced during lessons, so that children know what they need to do to be successful and which aspects they need to develop.
  • Behaviour will be positively-managed in order to eliminate disruption.
  • Pupils will be taught to select and use resources and scaffolds independently within a well-organised classroom and will receive targeted support from an adult when appropriate.
  • Information and instructions are given in small chunks to avoid cognitive overload.
  • Teachers will use their strong subject knowledge to ensure that pupils have a secure understanding of their learning and how it fits within the broader context of the subject and wider curriculum.
  • Professional expertise of the teacher is developed through regular work scrutiny, planning reviews, lesson observations/learning walks and discussion with pupils.
  • Effective and targeted questioning will be used to engage pupils and to challenge and deepen their learning and understanding.
  • Question stems and varied levels of questioning (e.g. using Bloom’s Taxonomy) to allow pupils to deepen their thinking.
  • Appropriate use of hands down questioning and ‘Think-Pair-Share’ will encourage participation and allow access for all.
  • Disadvantaged and other vulnerable pupils will benefit from additional targeted questioning, support and intervention based upon their specific needs.
  • Pupils have excellent attitudes to learning and demonstrate at least expected progress towards the Learning Objective.
  • Pupils are able to communicate the intended learning; say what they need to do to achieve it; evaluate their progress and identify next steps.
  • Pupils can access the intended learning, maintaining active engagement and motivation throughout each lesson.
  • Leaders have a clear understanding of how effective teaching and learning is. 
  • Pupils are prepared to have a go and learn from their successes and failures.
  • Quality first teaching and assessment for learning is exemplary.

Progress and Attainment




We aim for all pupils to make at least expected progress in line with their starting point in all subjects. Good teaching will be based upon purposeful and accurate formative and summative assessment that identifies and addresses the pupil’s learning needs. By the end of Year 6, we want all pupils to be Secondary-ready and have the knowledge and skills to access the next stage in their education. Our curriculum will support all pupils to read accurately and fluently to ensure that they can access all areas of the curriculum at a depth appropriate to their ability.

  • Feedback (verbal & written) is in line with the whole school feedback policy and will be structured around the intended learning outcomes and towards individual pupils and their needs.
  • Each lesson builds in opportunities for children to receive instant feedback through self-marking, peer assessment and live marking.
  • We will use low-stakes quizzes and opportunities to apply learning in new contexts to support retrieval and demonstrate understanding.
  • Pupils will self-evaluate their progress against the learning objective by reviewing their performance against ‘success points’ during and at the end of the lesson.
  • Teachers will use both formative and summative assessment to regularly track and review each pupil’s needs, identifying appropriate support or challenge.
  • Robust formative assessment and rigorous question-level analysis allows misconceptions to be identified and addressed (either at an individual, class or cohort level) and teaching adjusted accordingly.
  • ·       There will be clarity over ARE and GD expectations for each year group.
  • ·       At key points in the year, there are opportunities for in-school and intra-school moderation to ensure valid and robust assessment judgements.
  • Outcomes achieved in summative assessments will be shared with pupils and parents, allowing them to develop a shared understanding of their attainment and next steps in relation to year group expectations.
  • At termly Pupil Progress Meetings, Senior Leaders and Teachers have discussions on individual pupil’s progress; draw up a list of Pupils on Watch and agree strategies to support learning.
  • Progress in all subjects will be demonstrated in work pupils produce and through data.
  • Lessons are planned to ensure pupils master the content of the National Curriculum.
  • Increasing numbers of pupils achieve and exceed expectations in national assessments. Internal data reflects this trend too.
  • All pupils read confidently with accuracy and fluency so that they can access all areas of the curriculum.
  • Work produced shows progress across all subjects.





Our curriculum is designed to be accessible for all children and give them the knowledge and cultural capital that they need to succeed in life. Learning opportunities are built to reflect the intersectionality of our pupils and school community. We aim to give all our pupils: “Roots to grow; Wings to fly” regardless of their barriers to learning, starting point or background.

  • ·       Teachers consider the needs, backgrounds and starting points of all pupils when planning and delivering lessons.
  • ·       Pupils’ ideas about race, gender, religion and disability are explored and discussed and discrimination will be challenged.
  • ·       All pupils will have regular access to support and guidance from the class teacher through whole class teaching, guided groups or live marking.
  • Adults will provide both generic and personalised scaffolds, resources and manipulatives (which are easily accessible) for children to select and use to enable them to achieve.
  • Individual support from a TA will be used appropriately to ensure children develop independence.
  • Pupils of the Hearing Resource Base (HRB) are appropriately integrated in mainstream classes, participating in group and paired work and learning experiences as well as receiving a bespoke curriculum tailored to meet their individual needs.
  • British Sign Language will be embedded in the culture of our school so that all pupils can sign key subject vocabulary.
  • For further information on curriculum accessibility, please refer to our Accessibility Plan and our Equality Objectives, both of which can be found on our website.
  • Pupils understand that they are active members of our school community and have a sense of belonging within the school.
  • All pupils have access to a wide and varied curriculum within an inclusive classroom environment.
  • Pupils will see others like them reflected within the curriculum.

Life Long Learning Skills




Our aim is to design a curriculum which will develop life-long learning skills in our pupils, prepare them for the next stage of their education and foster a growth mindset. Our curriculum will support pupils in becoming confident and proficient communicators and helps develop a wide vocabulary.

  • All children will use the 5Bs (Brain, Book, Board, Buddy, Boss) to develop self-help and independence skills.
  • Oracy will be a key aspect of classroom practice and provide pupils with opportunities to deepen their understanding and vocabulary acquisition through dialogue with teachers and peers and develop speaking, listening and questioning skills.
  • We will teach our pupils that they all have a right to be listened to, provide them with opportunities to debate and discuss and support them in becoming confident and proficient communicators.
  • We will promote inquisitiveness and collaboration through interactive lessons, innovates and memorable experiences.
  • We will use metacognition and self-regulation approaches to help children think about their own learning more explicitly, give them a repertoire of strategies to choose from and teach them specific strategies for planning, monitoring and evaluating their learning.
  • We promote the importance of having a Growth Mindset through our high expectations, encouraging resilience, celebrating mistakes, constructive use of praise and using inspirational role models.
  • All pupils are able to demonstrate their knowledge of the world through dialogue and discussion using a wide vocabulary to confidently communicate their understanding.
  • Pupils are confident in asking questions to extend their own thinking with a balance of talk, listening, exploring and observing.
  • Our high expectations show children that we believe they can do it, which in turn has a positive impact on their own beliefs, behaviour and outcomes.

National Curriculum

To find out more about the programs of study that our curriculum is based upon, please click on the link below to access the National Curriculum for all subjects. Please note that we follow the KS2 curriculum at Emmbrook Junior School.

If you require more information regarding our EJS Curriculum, please contact Ruth Scales on

Subject Overviews

English Subject Leaders: Mrs. Preston and Miss Biln

We believe that a high-quality English curriculum should develop our children’s love of reading, writing and talk. We want to inspire all children to be confident in all areas of the English curriculum because a secure basis in literacy skills will give our children the tools they need to participate fully as a member of society. We intend for all pupils to learn to read and write fluently so that they are able to access all areas of the curriculum and be able to demonstrate what they have learnt. Through reading and exploring quality literature, all pupils will develop their knowledge of the world across the curriculum for information and pleasure. 


We strive to create an environment that will promote writing. In order to ensure that all children learn to be confident writers, we encourage children to write creatively whilst teaching key writing skills explicitly and systematically. We nurture a culture where children take pride in their writing and adapt their language and style for a range of contexts for different audiences and purposes. Using a variety of stimuli, children are motivated and encouraged to see the beauty in words and the art of language.

How do we teach writing?

We use a model for teaching writing that is personalised for Emmbrook Junior School and is based upon high expectations for all. Teachers immerse all children in the craft of writing, exposing them to high-quality exemplar texts.  We ensure progression in complexity of tasks and expectations year on year by following the National Curriculum. We ensure that the children experience writing in a range of styles and genres and purposes throughout their time at our school. Writing is, where possible, linked to Learning Journey themes and class books to promote engagement and to make writing tasks relevant. We also provide stimulating first-hand experiences to inspire writing such as trips, stories, videos and drama. Children write for real audiences and are taught to engage with them through appropriate structure and vocabulary.  We build stamina for writing by providing opportunities to write independently and for extended periods both within English lessons and throughout the curriculum and for different PATs (purposes, audiences and text types).

Writing units follow an agreed process which involves:

  • analysing and deconstructing an example text
  • explicit teacher modelling
  • discrete teaching of key transcription, composition and vocabulary, punctuation and grammar skills 
  • planning and drafting
  • shared writing
  • opportunities to apply skills independently in a different context
  • Editing and reviewing their own and others work

Understanding how to spell correctly is important in supporting children to organise their thinking around language. Knowing how to apply spelling rules and recognising key words is empowering for children. We use the 2014 National Curriculum as a guideline as to which spelling rules, patterns and exception words should be taught in which year group and follow the No Nonsense Spelling Scheme.


We place value on children taking pride and care over their work. The development of handwriting skills is vital in enabling pupils to write quickly and fluently, and for them to take pride in the presentation of their work throughout the curriculum.


Through our Reading Curriculum, we inspire an appreciation of rich and varied literary heritage (both modern and traditional) and embed a culture of reading for pleasure. There is a pathway of both coverage and progression that ensures children are given the opportunities to make links between books as well as build upon prior knowledge and skills to add depth of understanding. The children have opportunities to explore the intricacies of a quality text through purposeful discussion where they are encouraged to voice their opinions and pose questions. Comprehension of a book or text is a fundamental part of reading therefore we maintain a focus on teaching children how to retrieve, sequence, summarise, deduce and infer. One of the key inhibitors to comprehending a text is our inability to understand the individual words so we spend time teaching new vocabulary explicitly.  

Accelerated Reader

We use a reading programme called Accelerated Reader (AR) to rigorously measure and monitor children’s progress and to motivate them to read regularly and widely. Using AR provides children with the opportunity to apply and improve the knowledge and skills they have developed in lessons.

What are STAR Reading Tests?          

Every child completes a termly STAR reading test on a computer which is a computer-generated adaptive test, where the questions continually adjust to the child’s responses, getting harder or easier accordingly. The data gives us a reading age, standardised score and Zone of Proximal Development for each child, as well as personalised information about their strengths and areas for development within reading.

What is a Zone of Proximal Development (ZPD)?

The Zone of Proximal Development is defined by Vygotsky (1978) as “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.” 

The books in our school library have been grouped according to their ZPD and related book level (as recommended by AR). The ZPD range aims to challenge a child without causing frustration or loss of motivation.

All children will have access to a wide range of books which are suitable to their reading level. To ensure children experience success from the start, they will begin each term by taking books at the lower end of their ZPD range and then selecting a slightly more challenging book each time.

Reading Books

Children choose their own books to read, rather than having one assigned to them. This makes reading a much more enjoyable experience as they can choose books that are interesting to them within their ZPD range.

Each reading book has a personalised label on the inside cover which shows important information. This is an example of a book label.

B.L. = book level. A child uses their ZPD range to decide which books are appropriate for them to read. A child with a ZPD range of 2.8 – 4.0 would be able to read ‘Air Raid’ (see the example label) and it will be slightly challenging for them as it is towards the top end of their ZPD range.

Points = points value based on the difficulty of the book and the number of words.

Just because a child can read the words in a book does not mean the content is appropriate. The interest level of the material is also be considered. Lower Years interest level (LY) (5-8 yrs old); Middle years interest level (MY) (9-13 yrs old); Upper Years interest level (UY) (14+ yrs old).

What are the AR Quizzes?

When children finish reading their book, they take a short online quiz independently on the computer in school.  Passing the quiz is an indication that they have understood what they have read and supports comprehension and retrieval practice. (We aim for all quizzes to be taken within 48 hours of finishing a book.) The children are able to earn points for each AR quiz that they do. For quizzes with 3, 5 or 10 questions, a child needs to pass a quiz with a score of 60% or higher to earn points. For quizzes with 20 questions, a child needs to pass with a score of 70% or higher to earn points.

There are two main types of multiple-choice online quizzes which give children and staff instant feedback based on the quiz results, and is used to help set goals and direct ongoing reading practice.

  • Reading Practice Quizzes
  • Vocabulary Practice Quizzes. 

If a child does not do well on the quiz, a member of staff may help your child:

  • Choose another book that is more appropriate.
  • Ask more probing questions as your child reads and before your child takes a quiz.
  • Pair your child with another student, or even have the book read to your child.

How much time should a child spend reading?

As with anything, performance improves with practice.  At Emmbrook Junior School, we encourage children to read at home for at least 10-15 minutes a minimum of five times a week. Parental support in this is much appreciated. According to research, children who read at least 20 minutes a day, with a 90% success rate on AR quizzes see the greatest gains.

How can parents help?

Encourage your child to read with you and/or discuss what they have read.  A child may be able to decode and read the words but may not have understood it, so asking questions about the book is important.  Reading with your child, no matter what the age, is an important part of developing good reading skills and a lifelong love of reading.

Try to either read TO or WITH your child every day as well as encouraging independent reading.

If you would like to find more books within your child’s ZPD range, then here is a link to Accelerated Reader Bookfinder Simply go onto the ‘advanced search’ option and type in your child’s ZPD. Remember to indicate what interest level you are looking for too! You will then be able to browse from a selection of books perfect for your child’s current level – ideal for gifts or to restock their bookshelves at home.

Oracy – Quality talk underpins our entire English curriculum. We believe that all children have the right to a high-quality oracy education, enabling them to develop the key communication skills and confidence needed to succeed in all stages of life. Children need the vocabulary and non-verbal cues to say what they want to say and communicate with others effectively. In an ever-evolving world, it is fundamental that all our children are able to make their voices heard so that they are empowered to express themselves as active citizens. Our teachers create purposeful opportunities to harness oracy in order to elevate learning at all levels.

Maths Subject Leaders: Mr. Fox and Mr. Hewitt

Maths lessons at Emmbrook Junior School provide a range of stimulating challenges (accessible to all) based upon real-life contexts. Lessons are enhanced by structured pupil talk and are supported by concrete manipulatives, pictorial representations and abstract workings. Children have the opportunity to investigate new areas together as a class, before engaging on their own activities. We discretely teach and practise times tables and arithmetic skills as well as apply them in context. Whole class and individual same-day interventions help move learning on and prevent misconceptions developing. At the end of each activity, children reflect on their knowledge and understanding, which helps inform the content of the next lesson. 

Power Maths

Power Maths is a curriculum mastery programme designed to spark curiosity and excitement in children and nurture their confidence in Maths. It is carefully aligned to the White Rose Maths progression and schemes of learning and has been written by leading mastery experts from around the world. Power Maths is recommended by the UK’s Department for Education for use in primary schools and combines interactive teaching tools with high quality textbooks and practice books.

Each lesson follows a set structure which supports and scaffolds the children’s learning whilst providing appropriate challenge and extension opportunities. We also hold regular ‘Maths mop-ups’ throughout each week where teachers can address misconceptions and deepen understanding further.

Power Up

This is the arithmetic based warm-up which reinforces prior learning.


We get the children to solve a problem that aims to generate curiosity. They may use manipulatives to help them understand the maths and explain their method.


The next stage encourages children to share the methods they have used to solve the problem they have just been posed.

Think Together

We use the approach of “I do, we do, you do”, where the teacher models first, and then the children apply the knowledge they have just learned in a series of problems that encourage paired talk and independent thinking.


Children are then ready for some independent practice in their work books.


The final question helps the children evaluate whether they have understood the key concept and small step that they have been trying to master in the lesson.

The CPA Approach

Through Power Maths, we use a CPA approach to teach Maths which is highly effective in supporting children to develop and deepen their mathematical understanding.

Concrete – Otherwise known as the ‘doing’ stage! We provide children with concrete objects and manipulatives to help them model problems and to bring abstract problems to life. Examples of manipulatives include cubes, coins, shapes and fraction cards.

Pictorial – Otherwise known as the ‘seeing’ stage! The children build upon the concrete approach by using pictorial representations. These representations can then be used to reason and solve problems. This stage encourages children to make a connection between the physical object they just handled and the abstract pictures, diagrams or models that represent the objects from the problem. Drawing a model can make it easier for children to grasp difficult abstract concepts. Bar models and part-part-whole models are particularly useful.

Abstract – Otherwise known as the ‘symbolic’ stage. Children will not progress to this stage until they have demonstrated that they have a solid understanding of the concrete and pictorial stages first. The abstract stage involves the teacher introducing mathematical concepts through numbers, notation, and mathematical symbols.

Science Subject Leader: Mr. Fox

We aim to provide our pupils with a broad and exciting curriculum which inspires inquisitive thinking and exploration and focuses on scientific skills as well as knowledge. It is imperative that we give the next generation the necessary tools to contribute to our ever-evolving understanding of the world. We believe that children should be encouraged to challenge ideas about the world around them, therefore questioning and critical thinking are key elements of Science at Emmbrook Junior School. Children are taught knowledge, methodology and application of science using real life contexts. We continuously build upon prior knowledge and understanding to allow children to rationally design, predict, implement and explain when doing investigative Science. Lessons are underpinned by opportunities to do practical activities. This hands-on approach – coupled with established theory – encourages a sense of excitement and curiosity about the world they live in. 

The National Curriculum for Science

The National Curriculum provides a structure and skills progression for the Science curriculum taught throughout the school, which is linked, where possible, to the half termly Learning Journey, providing a creative and balanced programme of study.

Children should:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
  • be equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

PE Subject Leader: Mr. Fisher

Through our provision of Physical Education (PE), we aim to provide our pupils with the confidence and ability to stretch their physical and mental wellbeing. We teach the necessary sporting skills to develop life-long qualities such as collaboration, respect and courage. We create opportunities for everyone to make progress and refine their skills. Inclusivity is strongly promoted through PE lessons so that everyone can achieve and take part. Each child has the opportunity to represent not just themselves but the school too through the various sporting and competitive events we offer.

Computing and ICT Subject Leader – Mr. Hewitt

At Emmbrook Junior School, we prepare our children to be ‘lifelong learners’ with the confidence and ability to face the challenge of a rapidly developing and changing technological world. ‘Computational thinking’ is a skill that children must be taught if they are to be ready for the workplace and able to participate effectively in our digital world. Our Computing curriculum has been developed to equip our pupils with the foundational skills, knowledge and understanding of computing they will need for the rest of their lives. Our learning environment contributes to the development of these skills and ensures that children have access to suitable, up-to-date equipment and emerging technologies.

We draw a distinction between ICT (Information Communication Technology) and Computing. ICT is used to enhance and extend children’s learning across the whole curriculum whilst developing motivation and social skills. The Computing curriculum is designed to equip children with the knowledge and the understanding that they will need to be able to use their computational thinking skills and design and create their own digital content. They will learn how computers and computer systems work, they will design and build programs, develop their ideas using technology and create a range of content.

Children will learn:

  • To program physical and virtual objects
  • To create, manipulate and store digital content
  • How to search effectively online and stay safe in a digital world
  • How to create web content, using code
  • To design and develop their own programs
  • How to design and develop mobile apps. 


At Emmbrook Junior School, we want the children to have as much exposure to learning digital technologies as possible, whilst maintaining a safe environment both in the classroom and online. We ensure that children are aware of the possible risks when using the internet through a rolling programme of assemblies; specific lessons as well as making sure the rules are regularly reinforced in context and displayed in each classroom area. 

We are committed to teaching our children to have the skills to stay safe and so they are taught how to be SMARTonline users:

S = Safe -Keep safe by being careful not to give out personal information – such as your full name, email address phone number, home address, photos or school name – to people online.

M = Meeting – Meeting someone you have only been in touch with online can be dangerous.  Only do so with your parents’ or carers’ permission and even then only when they can be present.

A = Accepting – Accepting emails, IM messages, or opening files, pictures or texts from people you don’t know or trust can lead to problems – they may contain viruses or nasty messages!

R = Reliable – Information you find on the internet may not be true, or someone online may be lying about who they are.

T = Tell – Tell your parent, carer or a trusted adult if someone or something makes you feel uncomfortable or worried, or if you or someone you know is being bullied online.  

Click on the link below to find out more about making the internet a safe place for children: 

PSHE Subject Leader – Mrs. McAllister

At Emmbrook Junior School, we teach Personal, Social, Health Education (PSHE) through ‘Jigsaw’. ’Jigsaw’ is a progressive scheme of work (which we tailor to the needs of our pupils) which aims to prepare children for life, helping them understand and value who they are and understand how they relate to other people. We use a mindful approach to teach PSHE to support children’s well-being and underpins their personal development. In lessons, we support children’s development as human beings; empower them with a voice and help equip them for life and learning. We include the statutory ‘Relationships and Sex Education’ within our whole-school PSHE Programme and ensure that we build in opportunities for this fundamental knowledge to be revisited at key points in their KS2 education.


BSL Subject Leader – Mrs. Holland

The children at Emmbrook Junior School learn British Sign Language (BSL) as their Modern Foreign Language because we have a resource base for pupils who are deaf. 
Not only does this provide the opportunity to learn an additional language, but it also skills up both staff and pupils to attain BSL level 1 standard over a period of three years. Learning BSL is a valuable skill as it helps children to develop their cognitive and multi-tasking skills, memory, and aids their understanding of the English language through comparisons of grammar and sentence structure. By the time the children move on to secondary school, they will be confident communicating using a wide bank of signs and phrases in BSL and be able to hold simple conversations with their deaf peers. They will also have an awareness of Deaf culture. Learning BSL broadens pupil’s awareness of the inclusive society in which we live.

Through learning BSL, we can celebrate the diversity in our school community but in the wider world too.

Geography Subject Leader – Mrs. Hatherley

Our Geography curriculum is designed to develop children’s curiosity and fascination about the world and its people that will remain with them for the rest of their lives.  Children will investigate a range of places, both in Britain and abroad, to help develop their knowledge and understanding of the Earth’s physical and human processes.  We are committed to providing children with opportunities to investigate and make enquiries about their local area of Emmbrook, Wokingham and Berkshire, so that they can develop a real sense of who they are, their heritage and what makes our local area unique and special.   As active future citizens, they begin to understand the impact their choices will have on their locality and the global community. 

History Subject Leader – Mrs. Hatherley

At Emmbrook Junior School, the teaching of history is woven throughout our Learning Journeys to enable all children to understand how the past has shaped us and how it will also shape our future. We ignite curiosity and foster awe and wonder in order to develop a passion and respect of past events across the globe. Using enquiry skills, such as critical thinking, the children weigh up evidence and generate arguments to gain perspective on our position in history and a chronological understanding of how the world around us has grown.

Art and Design Subject Leader – Mrs. Tinson

Children explore Art in an inclusive and nurturing environment with high quality teaching and learning. The children explore opportunities that are both inspiring and challenging, they experiment, invent and create their own works of art. Art lessons will equip them with the knowledge and skills to develop and create their own pieces, based on the national curriculum statements, which are clearly linked to the year group topics.  The children have opportunities to reflect and improve their work, with a positive mind set. By the end of their journey through EJS, all children will have worked collaboratively and independently to produce art-work to a high standard and have the confidence to continue developing their life-long artistic skills.


Design and Technology Subject Leader – Mrs. Tinson

DT is an empowering subject which promotes children’s self-confidence and builds their resilience as their problem-solving skills develop. Children are encouraged to develop positive views of their work and that of others. Through their endeavours they will increase their ability to work independently and collaboratively and use of discussion which will support them on their journey through life. They will develop their skills in planning, constructing and evaluating products in line with the national curriculum. We will equip them with the knowledge and skills they require to develop their own products which are clearly linked to year group topics. These will involve a range of materials and equipment to cover each area of DT.  

Music Subject Leader: Mrs. Smith

Music lessons at Emmbrook Junior School enable all pupils to learn the basic theory of music as well as to appreciate, enjoy and perform music in a positive and nurturing environment. This empowers and encourages them to develop a life-long love of the subject which they will be able to transfer and apply when appreciating a genre of music; recommending their choices to others or learning to play an instrument. By giving them the tools to recognise and appreciate the world through the eyes of music, we hope that our pupils will grow into reflective and well-rounded individuals who are not afraid to explore, create and perform music of their own for themselves and others to enjoy. 

At Emmbrook Junior School, we use ‘Charanga Musical School’ as our scheme which fully supports the requirements of the National Curriculum and helps us deliver an integrated, practical, exploratory and child-led approach to musical learning.

Charanga is ideal for specialist and non-specialist teachers and provides lesson plans, assessment, clear progression, and engaging and exciting whiteboard resources to support every lesson. The interrelated dimensions of music weave through the units to encourage the development of musical skills as the learning progresses, through listening and appraising, differing musical activities (including creating and exploring) and performing.

Musical Mastery:

Units of Work enable children to understand musical concepts through a repetition-based approach to learning. Learning about the same musical concept through different musical activities enables a more secure, deeper learning and mastery of musical skills. Over time, children can both develop new musical skills and concepts, and re-visit established musical skills and concepts. Repeating a musical skill doesn’t necessarily mean their progress is slowing down or their development is moving backwards! It’s just shifting within the spiral. Mastery means both a deeper understanding of musical skills and concepts and learning something new.

The Structure of each Unit:

Each Unit of Work comprises of the strands of musical learning which correspond with the national curriculum for music:

  1. Listening and Appraising
  2. Musical Activities
    1. Warm-up Games
    2. Optional Flexible Games
    3. Singing
    4. Playing instruments
    5. Improvisation
    6. Composition
  3. Performing and Sharing with an audience


Musical learning at Emmbrook Junior School is built around the interrelated dimensions of music:

Pitch, Tempo, Rhythm. Dynamics, Timbre, Texture, Structure and Notation.

RE Subject Leader: Mrs. Brant

Through our Religious Education (RE) curriculum, we aim to ensure all children develop their knowledge and understanding of the traditions and beliefs of the major religions represented in our school community and the wider world. We encourage the children to appreciate and respect different cultures and help them to recognise and challenge prejudice.

Through our use of the agreed local authority syllabus of ‘Discovery RE’, we develop children’s skills of enquiry, reasoned argument and reflection.
;We aim to deliver this curriculum in a respectful and investigative way, by sharing opinions, ideas, values and beliefs within the class and inviting in visitors. This allows children to gain a good insight into others beliefs as well as their own.

Forest School Leader – Mrs. Hatherley

Children are like trees, they need the room and freedom to grow in a healthy outdoor environment.  We are in the process of training staff and setting up a Forest school at Emmbrook Junior School in order to give every child an opportunity to investigate their personal and practical skills; freedom to make their own choice; develop resilience when faced with a challenge; take risks and learn to cooperate with others in a safe way. This will help our children live our school motto: ‘Roots to Grow and Wings to Fly’. Forest School also fosters a love of the outdoors which teaches them that we all have a responsibility to protect the natural world. 

Important message

School Information

(Updated 7 October 2021)

Dear Parents & Carers,

As of Thursday the 7th of October we have had 20 confirmed (via PCR) cases of Covid-19 in the school. 15 of these cases are in Year 6,  two are in Year 4 and three are in Year 3. We expect this number to rise as the number of children taking tests increases. Those children with a positive PCR will be asked to follow NHS guidance regarding isolation.

We have increased our baseline measures which include but are not limited to increased cleaning regimes across the school; keeping occupied spaces well ventilated; continued reinforcement of hygiene measures. Staff continue to take regular LFTs and all staff in the affected Year group have taken PCR tests. From Monday Year 6 will act as a separate close contact group and avoid all contact with the remainder of the school. This will include playtimes and lunchtimes until such time as we are advised by Public Heath England that this is not longer necessary.

We would like to thank all the parents and carers who arranged for PCR tests and have shared the information with us. Only children with symptoms or positive PCR test results are required to isolate, and we do not require any child without symptoms to have a PCR test in order to come to school. If you are concerned then we encourage you to arrange a test but it is not a requirement. If you feel unwell and have symptoms you should book a PCR test through

Government Guidance

Government Covid-19 Response: Autumn & Winter Plan 2021

COVID-19: Guidance on Protecting People Defined on Medical Grounds as Extremely Vulnerable

Types of Tests and When to Use them

Wokingham Borough Council has asked us to let you know about the types of covid test and when they should be used.

LFT tests should only be used for asymptomatic individuals; it is important to reinforce the understanding that lateral flow tests should not be used to confirm covid in anyone with symptoms.

Furthermore, LTF tests for regular asymptomatic testing are not currently recommended for use in children under secondary-school age, therefore children should only be tested as a close contact of a known case or if they are symptomatic; in both cases this should be by PCR test.

If your child displays any symptoms please arrange for a test as soon as possible. Information and advice can be found at:

Autumn Term  Dates 2021-22

  • 8th Oct 2021 – wear Yellow for World Mental Health Day
  • 14th Oct 2021 – Year Group Exhibitions
  • 18th & 20th Oct – Parent consultations
  • 25th – 29th Oct 2021 – Half Term
  • 1st Nov 2021 – Inset Day (School Closed)
  • 15th – 19th Nov – Assessment Week
  • 3rd Dec 2021 – Non-Uniform Day
  • 10th Dec 2021 – Christmas Dinner/Christmas Jumper day
  • 13th Dec & 15th Dec – Y4 Christmas Production
  • 17th Dec 2021 – Last day of term

Thanks for your continued support

The EJS Team