This Academy is a happy and friendly place, where we feel safe and valued too. It provides opportunities for fun, creativity, imagination, free thinking and expression. Children learn better when they are excited and involved in their learning, and making it fun helps them learn to love learning.

To promote this vision, Worlaby Academy strives to provide hands-on experiences that develop the skills and knowledge they require to make progress and reach their full potential.

Children at Worlaby Academy are taught in mixed age classes, for Literacy, Numeracy, Science and the Creative Curriculum in the care of their own Class Teacher who has responsibility for education, welfare and discipline. The Principal has the overall responsibility for these areas within the academy.

Subject Organisation

The academy follows the Early Years Curriculum for Reception and the National Curriculum for children in Year 1 to Year 6. The National Curriculum comprises of ten subjects.

The core and foundation subjects are taught, where possible, through enhanced cross-curricular topics in Key Stage 1. In Key Stage 2, they are taught through a balance of enhanced cross-curricular topics and separate subjects.

All parents are encouraged to become involved in their child’s education and are given opportunities to do so at home and in the academy. We welcome parent and family volunteers on class trips and in the classroom.

Strategies for the teaching of reading

Reading is initially taught alongside Letters and Sounds. This initiative promotes a strong and systematic emphasis on the teaching of phonics to aid the teaching and learning of reading. All children in the Foundation Stage and Key Stage One have a whole class daily phonic session. Children are tracked through the phonic phases to ensure that progress is being made in line with national expectations. At the end of Year 1, all children take part in the Phonic Screening Check.

Throughout the academy, reading is taught through Shared Reading sessions, Guided Reading sessions and opportunities to practise and consolidate skills through independent reading. Reading tasks/books will be appropriately matched to individual abilities and needs in the classroom. During these sessions, teachers/teaching assistants and volunteers will use a range of strategies to try and enhance the teaching of reading.

Guided Reading

All children will participate in at least three guided reading sessions each week, led by either the class teacher or the teaching assistant. Children should be given the opportunity to ‘problem solve’ by reading independently during this session. The adult should offer a ‘walk through’ of the book and the main learning points should be discussed before and after independent reading. After children have reached Level 3 (National Curriculum), the focus of this session may shift to comprehension rather than developing reading strategies. Reciprocal teaching strategies of predicting, questioning, clarifying and summarising are used during these sessions to develop comprehension skills.

Extra support is given to children initially in the form of daily reading sessions with a TA. Children may then be given further support to develop their reading through small group work or individual reading sessions which take on the principals of Reading Recovery. Children involved in these strategies are assessed at the beginning and end of the programme to ensure progress has been made.

Children are tested in June and December with the NGRT Reading Test. If there is a discrepancy between chronological age and reading age, then support is put into place. Pupils can be reassessed when there is an identifiable need, in relation to their progress.

Other opportunities for reading

Shared Reading

The whole class shares a text, which is beyond their independent reading levels, often using an enlarged text (paper or ICT based). Shared reading provides a context for teacher modelling, teaching and applying reading skills (word, sentence and text level).

Independent Reading Time

Volunteers from the community and governors; parents and grandparents all give their time to increase children’s individual reading miles. Reading buddies are created through classes in Key Stage One joining with a class in Key Stage Two; giving younger children the opportunity to hear older children read and show off their own skills in return. Individual Reading Buddies from Key Stage 2 are created to assist children in Key Stage 1 struggling with their phonics.

Children in Key Stage 2 are offered the opportunity to read books that interest them as well as school reading scheme books on a daily basis.

Story time

Texts appropriate to topic work, objectives covered in Literacy and books for enjoyment are read aloud by the teacher on a daily basis. This helps to encourage the enjoyment of stories and books but also develops the child’s ability to comment on and respond to events and experiences within a text. These sessions also allow the teacher to check a child’s comprehension, by asking literal and inferential questions, which aid deeper understanding of the plot and themes of the story, increasing their vocabulary. Children also have the opportunity to experience texts by the same author and different genre.

Home/school reading

All children will be encouraged to take home a book from school at a suitable level for them to practise the skills they have been taught in their Guided Reading sessions. Children will be encouraged to choose from a range of books appropriately levelled for their ability. Foundation children and Key Stage one children will initially be given a book from a structured reading scheme, selected by their teacher to take home.

All children will also be offered the opportunity to take home a library book that they may select for themselves from the library upstairs.

Parental involvement

Parents are urged to share books with their children and hear their children read at home. Parents are encouraged to make a written comment in the school reading diary, to show how their child read or understood what they were reading.

Sex and Relationships Education

The Governors and staff have agreed a policy on Sex and Relationships education. Its main objective is to support our children through their physical, emotional and moral development by providing them with clear information and opportunities to relate to their wider world. The Curriculum for Science includes learning about human growth and development.

Religious Education

Religious Education is incorporated into the topic work wherever possible, but separate provision is made when necessary.

Children who are withdrawn from religious education or assemblies will be supervised by a teacher during these periods.

Collective Worship

Periods of collective worship are planned in the form of daily assemblies, which are for the whole Academy. The wishes of parents who prefer their children to be withdrawn from religious worship will be respected.


Physical Education is taught as a subject throughout school in accordance with the requirements of the National Curriculum. All children are given opportunities to extend their physical abilities and develop appropriate skills and attitudes. These will form the basis for future participation in sports.