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Subject Areas


Nelson Academy English Curriculum Intent Statement

Michael Bidder - English, Reading and Assessment Subject Lead

At Nelson Academy we develop children’s spoken language, reading, writing, grammar and vocabulary and aim to give children the skills and knowledge that they need to succeed, but also, and just as importantly, to endeavour to engender a love of writing and –  particularly -reading that will last throughout the child’s life.

Reading is a key tool for life.  Teaching children to become excellent readers and to enjoy reading is a major part of what we strive to do.  Children are listened to when reading on a regular basis and progress tracked with books carefully matched to their ability; this is particularly true in KS1. We give children numerous opportunities for reading, including reading to other classes; the class teacher also reads to the children on a regular basis.  Phonics is taught daily across EYFS and KS1 and children will normally have over an hour of specific English teaching every morning. Within the English sessions reading will be taught through phonics, but also through guided reading in groups and individual reading of both fiction and non-fiction books, where comprehension skills are also developed

At Nelson Academy we recognise the vital role of vocabulary and experiencing and learning this.  Recent research has shown the vital need for the explicit teaching of vocabulary; to this end we have word of the day in all classes in various guises and also use games and the daily reading session to embed these skills, which we also use in writing.   Writing at Nelson Academy is an essential part of what we do.  We develop writing skills in a variety of ways using Pie Corbett’s Talk for Writing in a number of classes, but also finding real-life reasons for children’s writing in order to enthuse them with purpose.  We also use ICT to help enthuse children and give them a very real audience through blogs.  Grammar is also an important aspect to writing and this is taught regularly in all classes. To develop children’s handwriting we use “Letter Join”, which also enables parents to support their children with this skill.  In EYFS cursive handwriting is explicitly taught, and further up the school pen licences are awarded to children who have proved their ability to consistently use neat, joined writing.

We encourage speaking and listening both within lessons, such as talk for writing and more widely through a raft of activities including: regular children- led assemblies and whole school drama productions.

Our aim is to provide our children with an engaging, exciting and empowering English curriculum that equips them for the life ahead of them.

Reading is taught at Nelson Academy initially though using fully embedded synthetic phonics. Careful attention is paid to delivering the programme across groups in EYFS and Key Stage 1.
• fidelity to one systematic phonics programme– Letters and Sounds
• daily discrete phonic sessions
• teaching is structured, fast-paced and with opportunities for reinforcement
• children at the same level are taught together.
• monitoring and tracking learning to identify any children slipping so that catch up is in place early
• ensuring lots of opportunities for using and applying across the curriculum
• continuing to involve parents and carers
• further rigorous monitoring of impact

For children needing further support at the end of KS1 and beyond, our Teaching Assistants are all trained in delivering the Sound Discovery programme, which is used to ‘plug gaps’. Other interventions used with children who fall behind include precision teaching and the SNIP Literacy programme.

All classes use Guided Reading as a tool for the teaching of reading as well as reading individually on a regular basis and enjoying shared books as a class. Using this, Reading Cafes, timetabled Library sessions and regular book review/spelling/extreme reading competitions are used to encourage a love of literature as well as learning the mechanics of reading. We aim to have reading as a pleasurable experience as well as a pedagogical tool and try to foster a culture of literacy in all aspects of our school.

Reading café
Nelson Academy encourage our students to have a love for reading, and have organised special ‘reading cafés’ this year. Each class holds a reading café for family and friends at least once a month. Children (and adults!) love the opportunity to share a book with their nearest and dearest and to spend time making craft together afterwards. The opportunity for a cup of tea or coffee and a biscuit makes the café a warm and welcoming environment to visit.

Nelson Academy library
The library relocated to the main corridor of our school recently, meaning that all of our pupils are now able to access the library more easily and more often. We have new mats and football bean bags for students to sit on, encouraging them to read in the library independently or in groups.

We have listening stations where our pupils are able to sit, listen and read along, whilst listening to a story.

One of our talented teachers has decorated the library with a large mural painting, giving the potential for students to use their imagination to create their own imaginative stories.

Pupils in Years 5 and 6 teamed up with some of our Reception class to write stories together. The Reception classes came up with ideas that they wanted in a story, and our Years 5 and 6 students then had the task of writing and illustrating it. When the book was bound and finished, both classes were able to share the finished product. Some of the stories are on display in our library at the moment.


The principles of our synthetic phonics programme are used to support the development of writing through EYFS, KS1 and KS2.

Our spelling programme is taken from the ‘No Nonsence Spelling’ scheme. This is delivered consistently through to Year 6.

We follow a cursive handwriting scheme called Letter-join.  This is delivered consistently through to Year 6.


Nelson Academy Mathematics Curriculum Intent Statement

Davina Nyarko - Maths Subject Lead

The new national curriculum states that, “A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.” Here at Nelson Academy, we believe that all children can succeed in mathematics and promote enjoyment of the subject.  We aim for the pupils to gain a deep understanding, confidence and competence in maths – a culture that produces strong, secure learning and real progress, no matter what their starting points.

Maths is a journey and at each stage of learning, children should be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time. We encourage our pupils to be independent problem solvers.

Passionate staff teach mathematics with enthusiasm.  We follow the White Rose Maths Scheme which encourages the CPA (concrete, pictorial, abstract) approach.  This in turn, promotes deeper understanding and equips the children with the skills and knowledge needed to problem solve and discuss their mathematical ideas.  Manipulatives, pictures/diagrams, words, numbers and symbols are everywhere. The mastery approach incorporates all of these to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.  All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.


Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.

Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.

Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.


To ensure fluency, we regularly teach number bonds, facts and times tables and have a reward system for these.  This is not taught explicitly but alongside problem solving.

At Nelson Academy, we use a variety of assessment systems; for instance: Pixl and Pupil Asset. Formative assessment is used to guide teaching focus; summative assessment is used to track progress and attainment over time.  We hope to see quick recall of number facts and mathematical concepts or skills mastered.  This is shown when a child can represent an answer in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.


Whole School Yearly Overview

Whole School Yearly Overview 2020-2021

National Curriculum times tables expectations and Nelson Academy badge system

EMAT Maths Teaching Policy

Addition and Subtraction Calculation Policy – White Rose Maths

Multiplication and Division Calculation Policy – White Rose Maths



Nelson Academy Science Curriculum Intent Statement

Sarah Melia - Science Subject Lead

Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Science in our school is about developing children’s ideas and ways of working that enable them to make sense of the world in which they live through investigation, as well as using and applying processing skills. The staff at Nelson ensure that all children are exposed to high-quality teaching and learning experiences, which allow children to explore their outdoor environment and engage with practical experiments. They are immersed in scientific vocabulary, which aids children’s knowledge and understanding not only of the topic they are studying, but of the world around them. We intend to provide all children with a broad and balanced science curriculum.

Science teaching at Nelson Academy involves adapting and extending the curriculum to match all pupils’ needs. Where possible, science is linked to class topics. Science is taught as discrete units and lessons where needed to ensure coverage. Teachers plan to suit their children’s interests, current events, their own teaching style, the use of any support staff and the resources available.

We ensure that all children are provided with rich learning experiences that aim to:

  • Prepare our children for life in an increasingly scientific and technological world today and in the future;
  • Help our children acquire a growing understanding of the nature, processes and methods of scientific ideas;
  • Help develop and extend our children’s scientific concept of their world;
  • Build on our children’s natural curiosity and developing a scientific approach to problems;
  • Encouraging open-mindedness, self-assessment, perseverance and developing the skills of 3 investigations – including: observing, measuring, predicting, hypothesising, experimenting, communicating, interpreting, explaining and evaluating;
  • Develop the use of scientific language, recording and techniques;
  • Develop the use of computing in investigating and recording; and
  • Make links between science and other subjects.

Science is taught consistently as a topic focus or weekly, but is discretely taught in many different contexts throughout all areas of the curriculum. For example, through English, i.e. writing a letter to a company to convince them to stop using palm oil which endangers habitats in the rainforests etc.

We have also implemented termly science events, big science days and science week celebrations to give children the opportunity to thrive within practical activities and investigations to extend their skills further. They share their successes and achievements during celebration assemblies.

The impact and measure of this is to ensure children not only acquire the appropriate age related knowledge linked to the science curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives.

All children will have:

  • A wider variety of skills linked to both scientific knowledge and understanding, and scientific enquiry/investigative skills;
  • A richer vocabulary which will enable to articulate their understanding of taught concepts; and
  • High aspirations, which will see them through to further study, work and a successful adult life.

Languages (French)

Nelson Academy Primary Languages (French) Curriculum Intent Statement

Jess Sykes - Languages Subject Lead

At Nelson Academy, our aim when teaching French – which is our foreign language of choice – reflects the National Curriculum’s belief that we can liberate our children from insularity and provide an opening to other cultures. We want children to have the opportunity to deepen their understanding of the world and enjoy learning a second or maybe even a third language!  We encourage our pupils to learn through creative activities such as song and dance.  Children are encouraged to develop their awareness of cultural differences between countries. We strive to embed the skills of speaking, listening, reading and writing to enable children to use and apply their French learning in a variety of contexts and lay the foundations for future language learning.

Children enjoy an interactive scheme (Rigolo) that not only helps them with language acquisition and pronunciation but also supports them with basic grammar (including feminine, masculine and neuter forms) and sentence structure.  Pupils are then encouraged to compare new language learning with the grammar in English.  Children in the early years of language learning are able to appreciate songs, stories, poems and rhymes in French and concentrate on speaking and listening skills.

They engage in conversations; ask and answer questions; express opinions and respond to those of others.  As they progress, they broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary and write phrases from memory, and adapt these to create new sentences, to express ideas clearly.

Annually, we have an international day across the academy to embrace our multi-cultural society. Children learn keywords and phrases from different languages (often supported by some of our EAL students and families), prepare and eat international snacks and dishes, sing songs, study different countries and even dance and participate in sports from around the world.

Pupils are assessed with unit tests in speaking, listening, reading and writing which, in turn, informs teacher assessment.  Pupils will be confident and enthusiastic when conversing in French, reading and writing and are ready to continue their journey of language learning.

Art and Design

Nelson Academy Art and Design Curriculum Intent Statement

Gill Sek - Art/DT Subject Lead

At Nelson Academy, we recognise the vital role of art and design in allowing curiosity, creativity and self –expression to develop alongside resilience, confidence and critical thinking skills. In creating a wide range of products and artwork, these skills can then transfer to other areas of the curriculum. Visual arts and Design technology enhance every subject area and bring learning to life. Those less confident in purely academic subjects, or with language barriers, can express themselves fully in these practical subjects.

Year-on-year, our curriculum introduces every member of our school community to a wide range of art and artists, including those from different periods and cultures. This in turn creates world citizens with an understanding of how art impacts and enhances societies and our surroundings. High priority is given to opportunities for discussion, commentating on what we have seen, and talking through ideas and plans for our own work. Every year, there is a clear progression of skills, which build on prior learning – such as use of tools and techniques with increasing mastery. Each class in school keeps their own Arts Book which records responses to art, photos of work produced and also involvement in the Arts from beyond the classroom. This raises the profile of artwork and DT projects the children complete in their own time.

Our involvement in NNOS (Norfolk and Norwich Open Studios), Artsmark and Arts award all run alongside and complement our ‘Arts’ curriculum. This extra provision allows skills learnt to be used in collaborative and self-lead work, sharing our learning with our community and other schools.

The impact of our Art and DT Curriculum is that it equips us to be risk-takers, evaluators and reflective and engaged learners. We will have knowledge of art and culture, will have developed preferences and made choices which will have a positive life-long impact.



Nelson Academy Computing Curriculum Intent Statement

Simon Taylor - Computing Subject Lead

When planning and teaching computing at Nelson Academy, we believe that it is an essential part of the curriculum; a subject that not only stands alone but is woven and should be an integral part of all learning as its use in the world around us continues to develop.  Computing, in general, is a significant part of everyone’s daily life and children should be at the forefront of new technology, with a thirst for learning what is out there.  Computing within schools can therefore provide a wealth of learning opportunities and transferrable skills explicitly within the Computing lesson and across other curriculum subjects.

Through the study of Computing, children will be able to develop a wide range of fundamental skills, knowledge and understanding that will actually equip them for the rest of their life.  Computers and technology are such a part of everyday life that our children would be at a disadvantage would they not be exposed to a thorough and robust Computing curriculum.  Children must be taught in the art form of ‘Computational Thinking’ in order to provide them essential knowledge that will enable them to participate effectively and safely in the digital world beyond our gates.

In Key Stage 1 the children will learn to understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. They will be taught to create and debug simple programs and use logical reasoning to predict the behaviour of simple programs. They will be shown how to use a range of technology purposefully to create, organise, store, manipulate and retrieve digital content as well as recognise common uses of information technology beyond school. They will be taught to use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies. Each of these skills will be taught through exciting half termly units.

In Key Stage 2 the children will design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.  They will use sequence, selection, and repetition in programs, use logical reasoning to explain how some simple algorithms work and correct errors in algorithms and programs. Children will be taught to understand computer networks, including the Internet, and the opportunities they offer for communication and collaboration. They will use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Even our children in Early Years provision will be exposed to the understanding of internet safety as they explore the world around them and how technology is an everyday part of their learning and understanding of the world. We celebrate Safer Internet day annually.

After the implementation of this robust computing curriculum, children at Nelson will be digitally literate and able to join the rest of the world on its digital platform.  They will be equipped, not only with the skills and knowledge to use technology effectively and for their own benefit, but more importantly – safely.  The biggest impact we want on our children is that they understand the consequences of using the internet and that they are also aware of how to keep themselves safe online.

As children become more confident in their abilities in Computing, they will become more independent and key life skills such as problem-solving and logical thinking will be evident


Nelson Academy Geography Curriculum Intent Statement

Hannah Chown - Geography Subject Lead

At Nelson Academy, we believe that geography helps to provoke and answer questions about the natural and human world in which our children, and families, live. We aim to inspire curiosity and develop skills of, questioning, critiquing, evaluating and hypothesizing through investigative approaches.

Children will learn about diverse places, people, natural and human environments. They will begin by learning about their immediate environment and their local community, this will progress to understanding about the wider world, the vast communities, landscapes and climates across the world they inhabit and will inherit.

Geography is an integral part of the curriculum and will not only be taught discretely but across the breadth of the curriculum.

The impact and measure of this is to ensure that children are equipped with geographical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.

We want the children to have thoroughly enjoyed learning about geography, therefore encouraging them to undertake new life experiences, both now and in the future.


Nelson Academy History Curriculum Intent Statement

Kathryn Hare - History Subject Lead

At Nelson Academy, we believe that history forms an integral part of the curriculum and the study of history inspires children’s curiosity and encourages critical questions that develop their understanding of the society in which they live and the wider world.

Children learn, and are encouraged, to ask questions, think critically and develop judgments in order to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their place in time.

By the end of their time at Nelson Academy, pupils will have a chronological understanding of historical events starting with the Stone Age, right through to the growth of the British Empire and the reign of Queen Victoria.  The skills the children learn will be incorporated throughout the curriculum and not only as discrete history lessons.

Progression in skills will be seen throughout the school as, year-on-year, children develop their understanding of the world in which they live and how it informs the way they, and others, live today.

The impact and measure of this is to ensure that children are equipped with historical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.

We want the children to have thoroughly enjoyed learning about history, therefore encouraging them to undertake new life experiences, both now and in the future while having a deep understanding of what has come before.

Physical Education

Nelson Academy Physical Education Curriculum Intent Statement

Lisa Limbert - PE Subject Lead

At Nelson Academy, we believe developing the knowledge, skills and capabilities necessary for mental, emotional, social and physical wellbeing are key to a successful future for our children. We strive to ensure that our curriculum is taught from well-structured lessons, by teachers with high subject knowledge and an excellent skills base.  We provide pupils with the opportunities to experience a wide range of activities and events that will engage them in lifelong physical activity and healthy choices.

Our purpose is to ensure all pupils adopt a healthy lifestyle that includes a good level of physical activity and a thorough understanding of what is needed to keep themselves healthy- both physically and mentally.  We also aim to teach the children to be resilient, hard-working, successful and to have self-discipline; all pupils are encouraged to work alongside each other and to show patience, support, encouragement and humility towards others.

Pupils at Nelson Academy participate in weekly, high-quality PE and sporting activities.  Our PE programme incorporates a variety of sports to ensure all children develop the confidence, tolerance and the appreciation of their own and others’ strengths and weaknesses. We provide opportunities for all children to engage in extra-curricular activities during and after school, in addition to competitive sporting events. This is an inclusive approach which endeavours to encourage not only physical development but also well-being.  Our annual healthy living week is an opportunity for children to show-case the skills and knowledge they have learnt in a variety of new sports and events. Alongside this, we have a variety of visitors and trained professionals who come in to school to teach the children new sports and to help them to aspire to be the best they can be.

We believe that the high-quality teaching, coupled with the programme of events we have across the year, leads to pupils taking ownership of their own well-being and physical health. Our lessons throughout the year (and also year-on-year) build upon prior knowledge/skills and use these to progress further. We monitor progress on a tracking system that follows the children through each year of their time with us.  We have an ever-increasing number of pupils taking part in extra-curricular activities and transporting the skills and knowledge learnt in school to their everyday lives. The overall impact is that pupils of Nelson Academy will, and do, engage in and enjoy an active healthy life, using the skills and knowledge taught to them during their time with us.

A huge well done to all the children, staff and families of Nelson Academy for achieving the Silver Mark from the School Games programme.  This is a fantastic PE achievement and helps to highlight all the amazing work Nelson Academy are doing to raise the participation of pupils in an active and healthy lifestyle.

We look forward to increasing the amount of sporting opportunities we give our pupils over the coming year.  Here are some photos to look back on our achievements of this academic year.

Religious Education

Nelson Academy Religious Education Curriculum Intent Statement

Kathryn Hare - RE Subject Lead

Here at Nelson Academy, the aim of Religious Education is to help children to acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain; we strive to ensure that our pupils appreciate the way that religious beliefs shape life and our behaviour, as well as develop the ability to make reasoned and informed judgements about religious and moral issues – while enhancing their spiritual, moral, social and cultural development.

Religious Education is taught throughout each year-group in accordance to our school’s beliefs and values, highlighting the importance of reflecting the overall aims of the school as a whole. At Nelson Academy, Religious Education plays an important role in promoting the spiritual, moral, social and cultural development of our children.

At our academy, we closely follow the requirements and guidelines presented in the Norfolk Agreed Syllabus and ensure that our curriculum has a heavy focus on Christianity, as well as allowing the opportunity to explore one of the other main 6 religious, such as:

  • Islam
  • Hinduism
  • Judaism
  • Buddhism
  • Sikhism

Our curriculum is used to encourage the values of different religious backgrounds of all members of the school community and hope that this will encourage individuals to share their own experiences with others freely. We use an ‘open enquiry’ approach and first-hand experiences – whenever possible- to ensure that the teaching of Religious Education is as enjoyable as possible.

Children enjoy learning about different religions and show good understanding throughout lessons. We open ourselves up to the big questions and find ways to procure a deeper understanding, by creating a ‘No judgement’ space.

R.E. has vast cross-curricular links, such as in science, geography and history, making it an important part in extending children’s learning. Through R.E. our children are developing an understanding of other people’s cultures and ways of life, which they are then able to communicate to the wider community.

Relationship, sex and health education

Ellen Aitkinson - RSHE (including PSHE, British Values and SMSC) Subject Lead

Relationship, sex and health education - RHSE Parental Information - Sept 2021


EYFS - Early Year Foundation Stage

Nelson Academy EYFS (Early years foundation stage) Curriculum Intent Statement

Gemma Sykes - EYFS Lead

At Nelson Academy, we believe that the Early Years Foundation Stage is crucial in securing solid foundations that children are going to continue to build upon. It is our intent that the children who enter our EYFS develop physically, verbally, cognitively and emotionally whilst embedding a positive attitude to school and learning.  We believe that all children deserve to be valued as an individual and we are passionate in allowing all children to achieve their full, unique potential. With all of this in mind, we begin each new year by looking at the individual needs of our children and – taking into account their different starting points- we then carefully develop our flexible EYFS Curriculum which enables them to follow the path of their learning journey, at a point, that is suitable for their unique needs and stage of development.

Children in both our Nursery and Reception classes follow the EYFS curriculum, which has seven main areas of learning.

The Prime Areas:-

  • Personal, Social and Emotional Development
  • Communication and Language
  • Physical Development

The Specific Areas:-

  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts

The teaching of these areas of learning is practical and playful with support and challenge from adults in class sessions, small group sessions and working with individuals. There is a combination of adult-led, teacher taught sessions as well as a wealth of stimulating continuous provision opportunities. Throughout all of these areas of learning and at the heart of the EYFS Curriculum are the “Characteristics of Effective Learning”. At Nelson Academy, we strive to develop these key characteristics of “Playing and Learning”, “Active Learning” and “Thinking Critically” in order to give the children the skills that they will continue to draw upon throughout their development. All of the crucial skills, knowledge and vocabulary that we teach are presented to the children throughout the year which encompasses a range of topics, which are designed with their interests in mind. A vital part of the Curriculum design and topics is therefore the transition period before the children enter our classrooms and where we get to know more about them and their interests.

Our learning environments, both inside and outside are also adapted regularly to meet the different and developing needs of the children in our care. We aim to ensure that these areas are always stimulating and exciting and that, importantly, they are accessible to all children, regardless of where they are on their learning journey. The environments are developed to promote independence within our children and allow them to access the curriculum independently and confidently with the necessary level of support and challenge.

Within our EYFS Curriculum, children are assessed continuously through accurate and important observations. These provide us with information for future planning, not only for our individual classes but also for individual children’s next steps in their learning. They enable us, as EYFS practitioners, to ensure learning is embedded and consistent and that all children continue to make outstanding progress within our EYFS setting.

Our Nelson Academy EYFS strongly believes that the beginning of our children’s educational journey and igniting the flame for learning is imperative in “transforming lives, transforming communities”.


Nelson Academy Phonics Curriculum Intent Statement

Gemma Sykes - Phonics Subject Lead

At Nelson Academy, we are passionate about ensuring all children become confident and enthusiastic readers and writers. We believe that phonics provides the foundations of learning to make the development into fluent reading and writing easier. Phonics is the process that is used to help children break down words into sounds, as well as building letter and word recognition. This can then enable children to use unknown words in the future. Children learn to segment words to support their spelling ability and blend sounds to read the words.

Phonics at Nelson Academy follows the Department of Education approved document “Letters and Sounds”. This allows our phonics teaching and learning to be progressive from Nursery up to Year 2 as well as allowing children’s listening and speaking skills to develop. In Nursery and Reception, Phonics is taught through whole class teaching input and small group activities. As we progress into Year 1 and 2, the teaching of phonics is organised into groups depending on children’s prior Phonics knowledge, and looking at where individual’s need challenge or support. Where extra intervention is necessary, this is provided for children throughout Key Stage 1 and Key Stage 2.

There are six phases within the Letters and Sounds programme: –

  • Phase 1 – Activities are divided into seven aspects. Environmental Sounds, Instrumental Sounds, Body Sounds, Rhythm and Rhyme, Alliteration, Voice Sounds and finally Oral Blending and Segmenting.
  • Phase 2 – Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting sounds into their separate sounds. Beginning to read simple captions.
  • Phase 3 – The remaining 7 letters of the alphabet, one sound for each. Graphemes such as “ch”, “oo” and “th” representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the “simple code”, i.e. one grapheme for each phoneme in the English language.
  • Phase 4 – No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.
  • Phase 5 – Now we move on to the “complex code”. Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.
  • Phase 6 – Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.

Right from their first day at Nelson Academy, children are provided with lots of opportunities to engage with books that fire their imagination and interest, motivating and exciting them to learn Phonics and become competent readers.

EAL - English as an additional language

Nelson Academy EAL (English as an additional language) Curriculum Intent Statement

Jess Sykes - EAL Lead                                                           

At Nelson Academy we have a growing number of children who are arriving at our school with English as an additional language or are completely new to the English language. We strive to support the children in feeling safe and supported as soon as possible in their school life. The children will be supported by staff and other children to become familiar with our daily routines and are encouraged to join in where possible. Their work is differentiated where needed, to support them and allow them to progress in their learning. Our children are extremely supportive of others with EAL and pride themselves in being helpful and supportive towards them.

Staff strive to work closely with parents and the community to ensure a smooth transition into school. By building this relationship we have a far better understanding of the children’s needs and where they may need additional support. We have found families to be extremely supportive and want to work with the school to help, and give guidance, wherever possible.

This year, Nelson Academy have started a Culture Club, run by the EAL co-ordinator, for children in years 3 and 4. The idea of this club is to learn about different countries cultures and values, sample their food and learn some of the language. We have invited staff members and parents who are from different countries to help run the club and teach their first language to the children. This has been a fantastic experience for both children and adults involved by developing a mutual respect and a more enriched experience and understanding of different countries values and beliefs.

Nelson Academy have purchased a number of bi-lingual story books and dictionaries along with talking pens that read the story in either language. These resources are designed to support all children with EAL to become more independent in learning English, however we have found that all children show a real interest in the story books and enjoy them being read in both languages.

Our children with EAL are really able to excel at Nelson Academy, the children are given the tools and confidence to make brilliant progress while they are with us and this assists them in their future education and life. They are fully involved in not only the classroom but many other areas of our school such as: school clubs, performances, choir, art awards and school council. These children are valuable to Nelson Academy; we are able to learn from them and enrich our lives through appreciating different cultures, languages and experiences of the world.

British Values

At Nelson Academy, we embed our British values into everything we do. 

British Values