As a school we have developed a curriculum that is bespoke for our children and ensures that they gain a good understanding of the local area and develops cultural capital.

Our aim is to make our children the best that they can be.

The phonics scheme that we use in school is Read, Write, Inc. Children from Reception to Year 2 have a daily phonics session, they are assessed regularly to ensure that they are being taught the correct phonemes and make maximum progress.

Children in Year 1 will sit the statutory Phonics Screen Test. Parents will receive information regarding this during the year that your child is in Year 1.



At Ayresome Primary School, we believe that English should be at the very heart of our curriculum. Our role is to ensure that children develop a love of reading, writing and discussion, so that they leave us being able to articulate themselves clearly, and to read and write confidently and effectively.


Spoken Language:


Our aim is to enable all children to be effective communicators, who are able to use discussion to learn, to explain their ideas clearly, and to confidently participate in collaborative activities, discussions, presentations and debates. The acquisition of vocabulary is key in this, and we strive to exploit every opportunity to develop a broad, deep and rich vocabulary for all children.


Spoken language is central to our curriculum, and speaking and listening skills are developed from EYFS throughout school, in all aspects and areas of school life. We celebrate the fact that our children come to us from a range of diverse backgrounds and cultures, whilst also ensuring that we enable them to develop their skills to express themselves clearly and confidently, in a safe and supportive environment.


By the time that children leave us, they will have developed into confident communicators who are able to listen actively and carefully to others, speak clearly with kindness and empathy and explain with clarity and confidence.




Our aim is not only to ensure that all children can read fluently and accurately, but also to instil within them a genuine love of reading, and so we have placed quality children’s literature at the heart of learning. We have developed a whole school culture of reading for pleasure, and encourage all children to read widely across a range of quality texts: fiction and non-fiction, picture books and poetry.


Children are given opportunities to practice and develop their reading skills throughout each day, as well as opportunities to discuss their understanding of what they have read. Children read to enhance their knowledge and understanding of all subjects on the curriculum, and communicate their knowledge and understanding to a wider audience.

Phonics Implementation

We believe that phonics provides the foundations of learning which develops into fluent reading and writing. We use a DfE-validated systematic phonics programme called Read Write Inc. which is a whole-school approach to teaching early reading and writing, designed to ensure progress for every child. Through phonics, children learn to segment words to support their spelling ability and blend sounds to read words. The teaching of phonics is of high priority. This is supported by a comprehensive scheme of reading books matched accurately to their phonic knowledge.


By the time that our children leave us, they will be able to read fluently and with a high level of comprehension. They will be able to use their reading skills to enhance their knowledge and understanding of all subjects across the curriculum, and communicate their research to a wider audience. We are dedicated to enabling our pupils to become lifelong readers, as we believe reading is the key to academic success.




Writing is an essential part of the Ayresome curriculum. Our intention is that children develop a love of writing and the ability to express their thoughts and ideas clearly and creatively through the written word. We also intend to create writers who can re-read, edit and improve their own writing, confidently applying the essential skills of grammar, punctuation and spelling. We expect that children take pride in the presentation of their work and develop a fluent, cursive handwriting style.


From early mark making, right through to producing extended pieces of writing for a range of purposes and audiences, a quality text is chosen as the driver for our teaching of writing. We ensure, as far as possible, that the texts chosen for English link to the current topic, allowing the children to make links across the curriculum and to be fully immersed in a text.

To this end, teachers plan a range of engaging and creative writing opportunities to allow the children to enjoy the art of writing, showcasing their work in a variety of styles and forms appropriate to context, audience and purpose. The objectives of the National Curriculum are set out in our progression documents, and closely followed to ensure that the skills learned in spelling, punctuation and grammar are embedded and transferred into writing. All children from Foundation Stage to Year 6 are provided with many opportunities to develop and apply their writing skills across all areas of the curriculum.


By the time that they leave us, children will have made good progress from their starting points and will have accumulated a broad vocabulary. They will enjoy writing a range of genres, and be able to write clearly and accurately, adapting their language and style for audience and purpose. Crucially, they will have developed a love of writing and be ready to succeed as they continue into secondary education.



Maths intent

Our aim in mathematics is to give children the confidence to use number and language effectively, and to develop their skills to reason and solve everyday problems. We understand that children have different learning styles and therefore we try to adopt a practical approach whenever possible. As they progress through the school, children are taught formal methods to help them with arithmetic.  We believe in the importance of talking about Maths to embed understanding and develop reasoning skills.

All of our children are taught the programmes of study set out in the National Curriculum for mathematics which include:

  • Number and Place Value
  • Addition and Subtraction
  • Multiplication and Division
  • Fractions, decimals and percentages
  • Measurement
  • Properties of Shapes
  • Position and direction
  • Statistics
  • Ratio & Proportion (Y6)
  • Algebra (Y6)

Teaching maths for mastery involves using a wide range of models and approaches that help pupils to develop a deep and secure knowledge and understanding of mathematics at each stage of their learning so that, by the end of every school year, pupils will have acquired mastery of the mathematical facts and concepts they’ve been taught. To support us in the teaching of maths mastery, we use White Rose schemes of learning. These long-term plans support progression from year group to year group. More information about the schemes of learning for each year group can be found following the link:

Times Table knowledge supports mathematics understanding, methods and procedures. In school we have a whole school plan and approach. All pupils from Y2 have a Times Table Rockstars Login, which we encourage they use at home to work on their times tables:

Some useful links full of great maths resources:



At Ayresome we aim to inspire a love of learning within Science and help fuel children’s hunger for knowledge. It is vital that our Science curriculum enables every child to become experts at their level, showing them just how much scientific wonder is in their everyday. At Ayresome we aim to create scientific experts through purposeful enquiry and a rich stimulating environment pupils are given opportunities to explore, question and be challenged in order to develop a deeper understanding of the world around them. Young children are naturally curious and passionate about learning.

Real-life experiences are a fundamental part of our approach and members of the comm unity are regularly invited in to share their experience and expertise. Parent afternoons generally have a STEM focus and allow the children to learn take on both mentor and apprentice roles and explore science in a cross-curricular manner, whilst showcasing their learning to parents.

Our inclusive vision for the school is one which enables all of our community to achieve, enjoy and know success. The school promotes six key values of respect, trust, tolerance, ambition, determination and excellence. These values enable our mission statement, ‘It’s awesome at Ayresome.’
Ayresome has achieved the Rights Respecting School Award (RRSA) Gold and is the first school in Middlesbrough to be recognised.  We were awarded Headstart Gold status and School of Sanctuary in 2018.  We strive to ensure that the rights of children are met in everything that we do. This underpins an environment that is rich is respect and acceptance which allows us to all work with a decreased fear of failing and is filled with encouragement.

Intent – At Key Stage 1 pupils observe, explore and ask questions about living things, materials and physical phenomena.
Implementation – They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They begin to evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share ideas and communicate them using scientific language, drawings, charts and tables with the help of computing education if it is appropriate.

Intent – At Key Stage 2 pupils learn about a wider range of living things, materials and physical phenomena.

Implementation – They make links between ideas and explain things using simple models and theories. They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health. They think about the effects of scientific and technological developments on the environment and in other contexts. They carry out more systematic investigations, working on their own and with others. They use a range of reference sources in their work. They talk about their work and its significance, using a wide range of scientific language, conventional diagrams, charts, graphs and computing education to communicate their ideas.

Impact – It is expected that that the children relate back to their prior knowledge from previous years that has helped to create foundations on which they build upon each year to become experts in Science. This progression is vital in creating well rounded scientists that have a love and a deep understanding of the subject.


Religious Education


RE at Ayresome is based on the Middlesbrough agreed syllabus. The aim of Religious Education is to help children to acquire and develop knowledge and understanding of all key principal religions represented in Great Britain; to appreciate the way that religious beliefs shape life and our behaviour, develop the ability to make reasoned and informed judgements about religious and moral issues and enhance their spiritual, moral, social and cultural development.

Religious Education is taught throughout the school following a set of key questions showing progression across the age groups, providing opportunities to visit places of worship where suitable. At Ayresome Primary, Religious Education plays an important role, along with all other curriculum areas, particularly PSHCE and SEAL, in promoting the spiritual, moral, social, and cultural development of our children.



At Ayresome Primary, it’s been agreed that having taken into account the requirements and guidelines presented in the Agreed Syllabus, the following religions have been selected for study:

  • Christianity
  • Islam
  • Judaism
  • Hinduism
  • Sikhism
  • Buddhism

We acknowledge that each religion studied can contribute to the education of all our pupils. We promote teaching in Religious Education that stresses open enquiry and first-hand experiences wherever possible for both staff and children, including visits to local houses of worship.

Across each year group, four key questions are covered each academic year focusing on a range of Religions. Some religious festivals are celebrated as a whole school as a focus afternoon thus showing the progression of the key questions across the year groups.


Key Questions


  • Which people are special and why?
  • What places are special and why?
  • What times are special and why?
  • Being special: where do we belong?
  • What is special about our world?


Year 1

  • Who is a Christian and what do they believe?
  • What makes some places sacred?
  • How and why do we celebrate special and sacred times?
  • What does it mean to belong to a faith community?


Year 3

  • What do different people believe about God?
  • Why is the Bible so important for Christians today?
  • Why are festivals important to religious communities?
  • Why do people pray?


Year 4

  • Why is Jesus inspiring to some people?
  • Why do some people think that life is like a journey and what significant experiences mark this?
  • What does it mean to be a Hindu in Britain today?
  • What can we learn from religions about deciding what is right and wrong?


Year 5

  • Why do some people think God exists?
  • What would Jesus do? (can we live by the values of Jesus in the twenty-first century?)
  • If God is everywhere, why go to a place of worship?
  • What does it mean to be a Muslim in Britain today?


Year 6

  • What do religions say to us when life gets hard?
  • Is it better to express your beliefs in arts and architecture or in charity and generosity?
  • What matters most to Christians and Humanists?
  • What difference does it make to believe in ahimsa (harmlessness), grace and/or Ummah (community)?



The children at Ayresome Primary enjoy learning lots about other religions and why people choose, or choose not to, follow a religion. Through their R.E. learning, the children are able to make links between their own lives and those of others in their community and in the wider world. 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. R.E. offers our children the means by which to understand how other people choose to live and to understand why they choose to live in that way.




At Ayresome, it is our intent that all children will be ‘lifelong learners’ with the confidence and ability to develop their skills and understanding when having new experiences, meeting new challenges and finding themselves in unfamiliar situations. We offer a nurturing learning environment in which each child is encouraged to develop their full potential and where their achievements and successes are celebrated and rewarded.  As a school, we believe that children are all individuals and therefore, we aim to encourage mutual respect, responsibility and foster self-esteem in a happy and caring atmosphere.



The teaching and learning of PSHCE using the Jigsaw programme supports this; connecting the pieces of Personal, Social, Citizenship and Health Education, emotional literacy, social skills and spiritual development into an easy to use programme. Jigsaw is a unique, spiral, progressive and effective scheme of work, aiming to prepare children for life, helping them really know and value who they truly are and understand how they relate to other people in this ever-changing world. The children acquire knowledge, understanding and the skills they need to manage their lives now and in their futures. It develops the qualities and attributes children need to thrive as individuals, family members and members of society and the global community.

Jigsaw is implemented throughout the whole school during weekly PSCHE lessons focusing on different topics each term and is embedded in all lessons throughout the week, with everyone supporting and encouraging the children they interact with to use the skills they are developing and to make links to other areas of learning. The Jigsaw scheme is taught explicitly to ensure that all of the National Curriculum is covered.

The six sequenced units of work are titled:

  • Relationships
  • Healthy Me
  • Dreams and Goals
  • Changing me
  • Celebrating difference
  • Being Me in my World

The aims of PSHCE are to provide children with:

  • accurate and relevant knowledge
  • opportunities to create personal understanding
  • opportunities to explore and challenge a range of values, attitudes, beliefs, rights and responsibilities
  • a range of skills and strategies to live a healthy, safe, fulfilling, responsible and balanced life



Through our PSHCE education, we believe we can enhance children’s education and help them to become caring, respectful and confident individuals. The curriculum at Ayresome helps the children to develop themselves, their understanding of the world and their ability to communicate their feelings. The mindful approach has a positive impact on children’s emotional wellbeing, helping them to develop the academic resilience needed to achieve and flourish throughout their lives.  They will also acquire an understanding and experiences of values that are necessary if they are to make sense of their experiences, value themselves, respect other, appreciate differences and feel confident and informed as a British citizen.


Foundation Subjects

By its nature, Ayresome is a diverse learning community welcoming children from all over the world and from all varieties of social backgrounds. Our community is ever changing and what we do in our school needs to reflect the needs of our families. We are a team, striving to attain the best for our children and offering the opportunity to ascend the social ladder to all.



The intent of our bespoke curriculum is to remove barriers and constraints and go ‘back to basics’: a large number of our children arrive with little knowledge of the education system – the intent of our curriculum is to design it in such a way so that every child can access it. We endeavour to be role-models and give children the aspiration to become life-long learners, fully equipped for future challenges. It goes without saying that we wish our children to be literate and numerate before embarking on their secondary careers – this at times can be a challenge in itself. We know our learners, we know how they learn best and we aim to ensure that we meet their needs. Our curriculum aims to be engaging, challenging and demonstrative of real-life whereby all skills come together to achieve a shared vision.



Our curriculum, designed with our children for their future, will be implemented in a holistic, purposeful way. We will maintain our strong teaching of the core subjects and spread these out in to cross-curricular, purposeful learning utilising the resources we have access to. Our approach will enable fluidity and creativity in teaching, harnessing the natural desire for children to investigate, research, explore and create. Our practitioners will work together to ensure their strengths are utilised. In designing our own curriculum, we strive to ensure our moral purpose, that all children are active, engaged, enthused and challenged in their learning to leave us set for their learning journey ahead, is accomplished.



The desired impact of Ayresome’s curriculum is that the needs of all of our learners are met, differentiating to every degree required  – we will ensure our leaners are engaged by making the curriculum suit their needs, from our lowest attaining or children brand new to English and education, to our gifted children across the curriculum, not just in the core. Our children will grow in confidence; they will become leaders in their own learning. Through our approach to the curriculum, impact will be seen in our progress from starting points in all subjects. The approach will enable a deeper level of understanding and ensure a consistent, practical development in vocabulary. Our children will demonstrate our school values of Resilience, Achieve, Trust, Tolerance and Ambition aligned to the Trust values of Success, Togetherness, Achieve and Resilience.



At Ayresome, we place great importance on a art and design curriculum which develops the whole child, inspiring learners regardless of their starting points, to achieve their potential and shine in their own unique way. Through art and design, the barrier of language can be absolved and through our in-school programme of study, supported by educational visits and celebrations of achievement we aspire to develop the whole child.


A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.


Planning in all subjects is designed to meet and develop on the requirements of the national curriculum, ensuring breadth and depth of learning for all children. The NC aims to ensure pupils produce creative work, exploring their ideas. They become Proficient in drawing, painting and other art, and craft techniques. Children evaluate and analyse creative works. Children know about great artists.

KS1 – Pupils should be taught how to use materials creatively. To use drawing, painting and sculpting to develop and share their ideas. To develop a wide range of techniques in using colour, pattern, texture, line, shape, form and space. Children will learn about work of a range of different artists.

KS2 – Pupils will create sketch books to record their observations and use them to review and revisit ideas. How to improve their mastery of art techniques, including drawing, painting and sculpture with a range of materials. They will know about great artists, architects and designers.

Artists – Art can be expressed in different ways. Children will develop deeper knowledge of art through different artists. Looking at artists throughout each year will expand children artistic horizons.


By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Pupils leave Ayresome with a secure understanding of the academic content of our national curriculum; with the understanding of how to be socially, morally, spiritually and culturally responsible and aware; with a clear understanding of how to make positive contributions to the local community and able to endeavour to be the best that they can be. We aim for all of our children to leave us as respectful, skillful, ambitious young people with a thirst for life and all it has to offer.



A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world.


Computing has deep links with mathematics, science, and design and technology. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. This will then equip children to thrive in a world with ever changing technology and inspire children to be the creators and inventors of tomorrow.


The National Curriculum is covered over five sections.

  • Computer Science – We children use Computational Thinking to explore, modify, create and debug algorithms and programs.
  • Media – At Ayresome children make digital creations, including text-based documents, presentations, 2D and 3D plans and models, films, animations, music and recordings.
  • Data Handling – We have opportunity to collect analyse and process data.
  • Information Literacy – Locate and interpret information from a variety of sources. Be aware of bias, inaccuracy and implausibility.
  • eSafeguarding – It is important our children learn to use digital technologies in a safe and responsible manner and how to respond to risks online.


Pupils leave Ayresome with a secure understanding of the academic content of our national curriculum and by the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Our computing curriculum provides the children with the skills and knowledge needed for the next chapter and later life. We aim for all of our children to leave us as respectful, skillful, ambitious young people equipped to embrace technology through their lives, especially in a town evolving as a digital centre.


Design and Technology


At Ayresome, we provide all children with a broad and balanced curriculum. Our design and technology curriculum encourages children to use their creativity and imagination to design and make products that solve real and relevant problems, with a variety of contexts, considering their own and others’ needs, wants and values. Children are taught to combine their designing and making skills with knowledge and understanding in order to design and make purposeful products. Evaluating is a fundamental part of the design process which is embedded throughout the process – before designing and making a product, children evaluate existing products and evaluate their own at the end, allowing children to adapt and improve their product, a key skill which they will need throughout their life. Design and Technology allows children to apply knowledge and skills learned in other subjects, particularly Maths, Science, Art and History, which we aim to link, wherever possible. Our curriculum encourages children to work as individuals and as part of a team. Our ambition in providing a high-quality design and technology curriculum makes an essential contribution to the creativity, culture, wealth and well-being of our children and their families.


Our Design and Technology Curriculum is high quality, well thought out and is planned to demonstrate progression year on year, giving pupils the skills and knowledge and vocabulary that they need to move forward in their learning, alongside opportunities to apply their knowledge to different situations.

The teaching of D.T follows the design, make and evaluate cycle. The design process is rooted in real life, relevant contexts to give meaning to learning. While making, children are given choice and a range of tools to choose freely from. When evaluating, children evaluate existing products and evaluate their own products against a design criteria at the end of the process, using this to adapt and improve their product. Each of the stages are given equal weight.

Our design and technology curriculum aims to ensure that all pupils:

  • develop the creative, technical and practical skills needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
  • critique, evaluate and test their ideas and products and the work of others

Key skills we teach are:

  • Use of materials and equipment
  • Sewing and textiles
  • Cooking and nutrition
  • Electrical and mechanical components


By the time children leave our school they will have:

  • The ability to use time efficiently and work constructively and productively with others.
  • The ability to carry out thorough research, show initiative and ask questions to develop an exceptionally detailed knowledge of users’ needs.
  • The ability to act as responsible designers and makers, working ethically, using finite materials carefully and working safely.
  • A thorough knowledge of which tools, equipment and materials to use to make their products.
  • The ability to apply mathematical knowledge and skills accurately.
  • The ability to manage risks exceptionally well to manufacture products safely and hygienically.
  • A passion for the subject.

We measure the impact of our curriculum through sharing class/pupil work and carry out regular pupil discussions where they talk about their learning; which includes discussion of their thoughts, ideas, processing and evaluations of work.



Within geography, we strive to create a supportive and collaborative ethos for learning by providing investigative and enquiry based learning opportunities when possible. Emphasis is placed on investigative learning opportunities to help children gain a coherent knowledge of understanding in every year group throughout the school.


At Ayresome, we believe that geography education should be fully inclusive to every child, fulfilling the National Curriculum for Geography.

We strive to ensure children enjoy learning about the world and to have a better understanding of how people live in different locations.

The aims of teaching geography in our school are: to inspire pupils’ curiosity to discover more about the world; to enable children to know about the location of the world’s continents, countries, cities, seas and oceans; to develop in children the skills of interpreting a range of sources of geographical information, including maps, diagrams, globes and aerial photographs; to help children understand how the human and physical features of a place shapes it location and can change over time and to provide opportunities to study mathematics across the curriculum through geography lessons.


To ensure high standards of teaching and learning in geography, we implement a curriculum that is progressive throughout the whole school. Geography is taught over the year as part of our planned topics, focusing on knowledge and skills stated in the National Curriculum. At Ayresome Primary School, we feel that geography is important in enabling all children to gain ‘real-life’ experiences. Teachers plan lessons for their class using our geography curriculum progression document. Teachers can use this document to plan their geography lessons suitable to their overarching topics. The progression document ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group.

Educational visits are another opportunity for the teachers to plan for additional geography learning outside the classroom. We ensure children have opportunity to explore the local area including orienteering within the school grounds. Local museums also provide an opportunity to further geography learning, as well as trips to local woods, seaside and using map reading skills during residential trips.


Pupils leave Ayresome with a secure understanding of the academic content of the National Curriculum. Pupils should have a good understanding of the world. Pupils should also feel confident withdrawing their own maps and using symbols to locate different places. Pupils should be confident using maps and atlases to locate different parts of the world.




In History, we aim to empower the children with a thorough understanding of Britain’s past as well as the local and wider world. We ensure the children have opportunities to analyse various sources of evidence, discuss chronology of events and develop their individual perspective. We teach historical vocabulary and contrast and compare different civilisations and time periods.


The National Curriculum expects all children develop an awareness of the past and secure a knowledge of chronology

KS1 – Pupils will develop an understanding of the past and learn vocabulary to help them understand lengths of time.

KS2 – Pupils will build on their knowledge by connecting and contrasting different periods of time. They will also begin to understand how different sources help to provide evidence

Historical concepts – Children will learn about continuity and change over time. Make connections and analyse the significance of different periods and influential people in history.

Historical enquiry – Pupils will discuss various methods of historical enquiry and compare different sources of information. They will also analyse various historical claims


Pupils will develop an understanding of important events and influential people throughout history. They will understand the history of Great Britain and their local community. Through discussion, research and argument, they will develop a chronological understanding of various periods. This will help them develop an understanding of the development of time and the complexity of specific aspects of life.




Ayresome is a multi-lingual school – we speak ???? langauges on a daily basis as it the make-up of our awesome community. Many of our students are proficient in two or three languages, with English most commonly the second language. At Ayresome we aim to ensure that all pupils develop their curiosity and deepen their understanding of the world through high-quality languages education in addition to the language diversity we celebrate. Learning a language is a requirement as part of the National Curriculum and our chosen language is French. The teaching of French enables pupils to foster an interest in learning another language, develop listening and speaking skills and gain enjoyment and a sense of achievement at being able to speak another language.


Planning in our languages curriculum is designed to meet and develop on the requirements of the National Curriculum, ensuring breadth and depth of learning for all children.

KS2 oral – Pupils will be able to listen attentively and show understanding by joining in and repetition. They will develop this using familiar vocabulary to orally use basic language structures.

KS2 reading – Pupils will be able to read carefully and to show their understanding of words, phrases and simple writing.  They will explore the meaning of words to broaden their vocabulary.

KS2 written – Our children will write phrases from memory whilst adapting them to create new sentences. They will be able to describe people, places, objects and actions in their writing.


Pupils should leave us with the skills and confidence to speak fluently and spontaneously by using a variety of ways to communicate what they want to say. They should be able to write, at varying length, for different purposes and audiences using the variety of grammatical skills they’ve been taught. Pupils should also be able to understand and respond to a variety of spoken and written French from a variety of authentic sources.



At Ayresome, we want to create a passion for music in our children that will stay with them in their future lives. We want to ensure that music is an inspiring and engaging experience that enables every child to develop their musical potential and develops an appreciation of the value of music that is deeply personal to them. We want children to have a curiosity for the subject and a respect for the role that music may play in any person’s life.


We endeavour to provide a variety of musical experiences through a curriculum which develops learning, improves knowledge and promotes pupil well-being through building up the confidence of all children.  Music can impact the way that children feel, think and act; we want music to encourage the body and mind to work together, develop motor skills and allow self-expression.

As a result of our Music Curriculum we want our children to:

  • Explore the musical heritage, traditionand culture of our locality, region and nation.
  • Develop a loveand appreciation of music.
  • Make judgements and express personal preferencesabout the quality and style of music.
  • Listen to, review and evaluate music across a range of genres, styles and historical periods.
  • Create and compose music both individually and collaboratively.
  • Develop an ability to understand rhythm, structure and organisation.
  • Be given opportunities to play a wide variety of instruments, both tuned and un-tuned. At KS2 this includes string, woodwind, brass, piano and voice tuition from a range of skilled peripatetic tutors.
  • Read and write musical notation.
  • Have knowledge of and use a range of musical vocabulary to discuss music and develop descriptive language skills.
  • Sing in tune using voices to create different effects.
  • Take part in performances with an awareness of audience.
  • Display a deep understanding of our school values by listening to, interpreting and expressing themselves through music.

We want our children to show their understanding of those values through music and to use music as a tool to become courageous advocates, highlighting issues that are important to them. Music plays an important part in helping children feel part of a community. We want to ensure children understand the value and importance of music in the wider community and encourage them to use their musical skills, knowledge and experience to involve themselves and others in music.


The implementation of our intent is planned using a bespoke curriculum designed by our skilled music lead which is designed to ensure full coverage of the National Curriculum and developed in a way that is easy for non-musicians to deliver and sympathetic to the requirements of our diverse community. It provides wide exposure to musical styles and genres from different times and places and promotes the exploration of the language of music through active listening, performing and composing activities.

We strive to ensure our musicians see music as a gift that they can pursue through their life – we expose them to a full range of musical, cultural experiences, working with professionals and groups across the region. Students in woodwind, brass, voice, strings and piano work through Trinity Music’s syllabus.


As a result of the music curriculum, children at Ayresome develop a love of music and increased understanding of the impact that music can have on their own and others’ lives. Children demonstrate progression of knowledge and skills which they continuously build on and embed.

Through music, children develop the fundamental competencies of confidence, curiosity, collaboration, communication, commitment and craftsmanship.

Children develop an understanding of culture and history in relation to themselves individually, their local music heritage and music from ethnicities from around the world.

Children engaged in our peripatetic music structure, orchestral groups and choirs perform at regional events and undertake grade examinations through Trinity Music College.




Our PE curriculum is mapped to include coverage of the National Curriculum and provides a range of experiences for our pupils through an enhanced curriculum. Our curriculum is designed to challenge, engage and motivate with the ultimate goal that our learners progress and become successful, confident individuals, who make a positive contribution to our community and society – both now and in the future.


Planning in all subjects is designed to meet and develop on the requirements of the national curriculum, ensuring breadth and depth of learning for all children.

Aims  – The National Curriculum  for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities, engage in competitive sports and activities and  lead healthy, active lives.

KS1 – In KS1 pupils should be taught how to master basic movement, participate in team games- developing simple tactics for attacking and defending and perform dances using simple movement patterns.

KS2 – In KS2 pupils should be taught how to travel and catch in isolation and combination, play competitive games and apply basic principles and evaluate their previous performances and demonstrate improvement to achieve their personal best.

Swimming and water safety – In KS2 pupils should also be taught to: swim competently, confidently and proficiently over a distance of at least 25 metres and perform safe self-rescue in different water-based situations.


By the end of each key stage, pupils are expected to develop their confidence and master skills in order to perform a variety of sports with an increased level of knowledge. Pupils leave us with a secure understanding of the academic content of our national curriculum; with the understanding of how to be socially, morally, spiritually and culturally responsible and aware; with a clear understanding of how to make positive contributions to the local community and able to endeavour to be the best that they can be.

Our inclusive vision for the school is one which enables all of our community to achieve, enjoy and know success. The school promotes six key values of respect, trust, tolerance, ambition, determination and excellence. These values enable our mission statement, ‘It’s awesome at Ayresome.’

Ayresome has achieved the Rights Respecting School Award (RRSA) Gold and is the first school in Middlesbrough to be recognised.  We were awarded Headstart Gold status and School of Sanctuary in 2018.  We strive to ensure that the rights of children are met in everything that we do. This underpins an environment that is rich is respect and acceptance which allows us to all work with a decreased fear of failing and is filled with encouragement.