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Our High Ham curriculum has been developed over several years and all the details can be found below. Each term we update the overviews so you can quickly find the detail for each classes curriculum.

At High Ham Primary School, we offer an engaging and inclusive curriculum, which builds on the skills, knowledge and understanding of all children. The aim of our curriculum is to ensure we provide thought-provoking, hands on experiences that are contextual to our school and will equip our pupils for today, as well as tomorrow. Our curriculum includes creative, inspiring and stimulating activities that allow children to aspire to be life long learners. This is underpinned by our growth mindset philosophy and school ethos of ‘Discovering, Learning, Believing Together’. Our curriculum reflects the needs of all children who enter our school and we strive to support children in achieving their potential and exploring their curiosity.


At High Ham Primary School, our curriculum leaders have planned inclusive lessons to ensure children learn transferable skills and knowledge for their future learning which also develop an interest and curiosity in their own learning.


Our school is dedicated to providing clear subject knowledge and to using meaningful assessment in order to progress learning through thoughtfully planned sequences of lessons.


Through our development of a broad curriculum, we strive to develop the skills and knowledge of children, whilst fuelling their aspirations for future learning.

School Context

  • The following aspects have been considered to ensure an engaging curriculum is taught and maintained:
  • 6 classes, with some year groups split across two classes
  • High levels of parental engagement
  • Rural location, with our local town of Langport being 3.6 miles away
  • A range of financial circumstances to consider when paying for trips
  • Well-being of staff and workload balance

Statutory considerations

The National Curriculum states that we are ‘legally required to follow the statutory national curriculum, which sets out in programmes of study and subject content for those subjects that should be taught to all pupils’ (National Curriculum, 2014: pg. 5). Therefore, our curriculum has been structured to take account of this requirement whilst also making the curriculum relevant for our school context.

The foundations

We have based our curriculum using the National Curriculum, 2014. Our RE Curriculum is based on the ‘Understanding Christianity’ resources, which has been recommended by the Diocese of Wells. This has been chosen to support our school ethos and researched by our SIAMS committee. It offers a broad and in-depth approach to teaching Christianity, alongside the study of different religions from the AMV teaching scheme. Each year is planned carefully to ensure curriculum coverage whilst being adaptable to the needs of the class, particularly in mixed classes.


Currently, our school follows a two-year rolling programme that ensures children are developing skills and knowledge from previous learning.

Providing additional learning activities

As well as broad and engaging curriculum, our school provides opportunities for children to explore and extend additional learning through a wide range of activities:

  • A varied assembly rota, which includes guest speakers, our Church Reverent for ‘Respond and Reflect’ sessions, reward assemblies and singing assemblies
  • A wide range of after school clubs, such as Singing and Dodgeball
  • Participation encouraged in the wide range of CLP Sporting events and taster sessions at Huish Academy
  • Encouraged participation in activities that will develop links within the school and the wider community, such as working with the Dementia Alliance Society at the village hall, Remembrance Services and Carol Services
  • Performances, including our Christmas production at Edgar Hall and CLP Music events
  • Taking part in Poetry Competitions and taking part in the ‘poetry slam’ at Dillington House (2019)
  • Opportunities to develop a student voice, such as the School Council, Digital Leaders and Eco Warriors
  • Residential overnight trips for Year 5 and Year 6
  • Visits to sites further afield, such as Bristol Museum, Theatre and Fleet Air Arm Museum
  • Opportunities to explore our local area through historical tours

Developing our curriculum

High Ham Primary School has worked hard to develop and implement a creative and well-balanced curriculum. The teachers and staff maintain and implement this curriculum to ensure fundamental concepts and skills have been taught. We strive to ensure that intent, implementation and impact is at the heart of our planning.

Annual Learning Overview

Each year, our teachers create a curriculum short term planning overviews, which demonstrates the learning objectives being taught in each curriculum area.

The RHSE policy is covered throughout the year and can be accessed by clicking on the RHSE page of the website.

Termly Learning Overview

Each term, our teachers create a curriculum short term planning overviews, which demonstrates the learning objectives being taught in each curriculum area.


The RHSE policy is covered throughout the year and can be accessed by clicking on the RHSE page of the website.

Subject examples

You can view examples of work completed by clicking on each subject area:

Maths    English    Science    Computing    Design Technology    Art    Music    History    Geography    PSHCE    MFL       PE    RE

Class examples

Each class has their own Twitter feed. Here, teachers will add weekly homework and provide evidence of work being taught against learning objectives.

Curriculum area overviews

Each curriculum lead and deputy has written a curriculum overview to clearly outline how the subject area is taught at High Ham. In each overview we have explained our curriculum intent, implementation and impact.


Each subject leader has created an overview of the curriculum across the school to aid with their monitoring.

We have two members of staff for each curriculum area to aid our succession planning as well as to encourage teamwork and collaboration across the school. This is reviewed each year.

2021 and 2022 Areas of responsibility

Update In Response To Covid-19

Returning to full time education after Covid-19  involved some extra time consolidating work in the core subjects to ensure that any gaps in learning are met before the children move on. This is being done on a needs basis and whilst much of the autumn term curriculum will be core curriculum based, we shall be still following our topic plan as we are keen to motivate and stimulate the children’s interest. We have also altered our Teaching Assistant structure so we can provide more pastoral support. Our curriculum term plans for each class have been updated and are added to the ‘termly overview’ section on this page. We also have a blended learning policy which has been written in response to Covid-19 and will be kept under review in light of any changing guidance.

Recovery and Catch-Up Curriculum

We have added some information regarding a recovery and catch up curriculum  In the light of the significant amount of staff absence this needs to be reviewed spring 2022.

Our latest statistical information is on the performance page of our website.

Our Reception class follows the Early Years Foundation Curriculum with an exciting, engaging and hands-on approach to learning. Examples of work can be found on their twitter feed (Ash Class).

The Early Years Foundation Stage (EYFS) is the statutory framework that all early years settings must meet to ensure that children learn and develop well. The revised framework for the EYFS has been implemented from September 2017. Information on the framework can be found by following the link below.


Children in the Foundation Stage (Reception Year) have a profile that tracks their progress against 17 Early Learning Goals. This profile summarises and describes children’s attainment at the end of the Reception year. It is based on observations and assessment in the three prime areas and four specific areas of learning as well as the three learning characteristics, set out below:

The Prime Areas of Learning:

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

The Specific Areas of Learning:

  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design

The Learning Characteristics:  

  • Playing and Exploring
  • Active Learning
  • Creating and Thinking Critically

A completed EYFS profile consists of 20 items of information: the attainment of each child assessed in relation to the 17 ELG descriptors, together with a short narrative describing the child’s three learning characteristics. For each ELG, practitioners must judge whether a child is meeting the level of development expected t the end of the Reception Year (expected), exceeding this level (exceeding), or not yet reaching this level (emerging). As the completed Profile must include a short commentary on each child’s skills and abilities in relation to the three key characteristics of effective learning this will form the basis of the End of Year Report for the Reception Class. Evidence is gathered and recorded on Tiny Tracker and parents are given a login in order to view their child’s profile at any point during the Foundation Stage.

Feb 2022: Our English Lead has produced a short presentation to explain our new approach to reading in line with current Government expectations.

The National Curriculum (2014) states that schools should ‘promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment’. At High Ham Primary School, we strive to encourage children to develop a pleasure of reading, by guiding them and introducing them to a range of authors, text types and structured activities to ensure wider reading is promoted and children are reading fluently with understanding. For those children who are currently working below their age-related expectations, particular guidance is put in place to ensure the development of their fluency and comprehension is completed consistently.

Reading activities for all children

  • Children in each class have the opportunity to take home a non-fiction or fiction book of their choice from our school library. This is changed weekly.
  • Children start to join the AR scheme once they are reading fluently and confidently at the highest book band level. A reading range is assigned and children explore a range of texts within this level. Tests are taken termly to ensure ranges are changed when necessary.
  • Comprehension cards are used in class to develop skills of finding and retrieving information and these are used within group interventions.
  • CGP books are used in class to discuss different comprehension questions and explore texts in detail.
  • Resources 4 Learning books are ordered termly, providing a range of authors and texts for children to read and study.
  • Guided reading activities take place in each class and provide the opportunity to discuss texts with adults and their peers.
  • Teachers will select and share reading targets on termly reports for parents/carers. These are discussed and given at parents’ evening.
  • The teacher has a class reader which is read from regularly to expose children to vocabulary beyond their reading age as well as link to the class topic (if possible).
  • DEAR (Drop Everything And Read) time is being developed in each class where everyone (including adults) stop what they are doing a read for 5-10 mins.
  • Each class has a lively and interesting book area with an author focus.
  • World Book Day is celebrated each year, with themed activities to engage and inspire children to read.

Reading activities for children not at Age Related Expectations (ARE)

  • Targeted interventions, such as ‘Read, Write, Inc.’ have been assigned to develop accurate, fluent reading with good comprehension.
  • Years 3, 4, 5 and 6 each have a volunteer from the local community, who listens to the same children each week, to encourage discussion about the texts and fluency when reading aloud.
  • In Year 5, individual targets are set to encourage children to work through their independent reading books in small, manageable chunks with an adult at home.
  • The Teaching Assistant or class teacher will also hear the children read several times a week.
  • Targeted reading support groups will take place on a regular basis.
  • Small group interventions take place each day with a teacher or teaching assistant.

At High Ham Church of England Primary School we follow the Letters and Sounds programme and this is supplemented with resources from other schemes. Key resources we use are Jolly Phonics and Fast Phonics First. Phonics lessons are taught every day in Foundation Stage (Reception) and Key Stage 1 (Years 1 and 2). Children are taught Phase 2, 3 and 4 in Foundation Stage, Phase 4 (revision) and 5 in Year 1 and Phase 6 in Year 2.


This link takes you to the Letters and Sounds publication should you wish to find out more detail regarding the content of each phase.

At High Ham we believe all children should be happy and reach their full potential. We guide, encourage and support children to become reflective and thoughtful learners. We want all children to be able to recognise their own strengths and yet be aware of how to support and help themselves through the use of appropriate resources when required. Our aim is for children to become confident and independent individuals, living fulfilling lives; we want them to be prepared for adulthood. We use different teaching approaches and resources throughout the school to facilitate this aim. We have recently been awarded Inclusive Dyslexia Friendly Status (2018), recognising our commitment to the children in our care. Details of our annual SEN report can be found on the  SEN page of the school website.

We report to parents termly. In the autumn and spring we hold a parents meeting. In the summer term we provide a full written report and there is an opportunity to make an appointment to discuss the report, should parents wish. We use a hybrid approach to meeting parents/carers using both online as well as face to face sessions in response to the latest annual parent survey.

Our marking policy is reviewed each year and monitored carefully.

Marking Policy

Our homework policy has been developed in consultation with parents and is reviewed annually.