Highbury Infant School and Nursery

Tel: 01462 630500

E-mail: admin@highbury.herts.sch.uk

Curriculum

The school provides a broad and balanced curriculum which prepares pupils for the opportunities, responsibilities and experiences of adult life. All our work is geared towards helping the children achieve the highest standards of which they are capable in all areas.

Early Years Foundation Stage

Children in Nursery and Reception learn through the Early Years Foundation Stage curriculum. This runs from birth to five years of age.
The Early Years Foundation Stage consists of seven areas of learning:

Communication and Language

Your children will learn to speak and listen in a range of situations. They will be engaged in activities which will broaden and enrich their language and vocabulary. They will develop confidence and skills in expressing themselves in a variety of different ways.

Physical Development

This develops children’s co-ordination, control and movement. It also involves learning about the importance of physical activity, and guides children on making healthy choices in relation to food.

Personal, Social and Emotional Development

This involves children developing a positive sense of themselves and others; forming good relationships and respect for others; developing social skills and managing their feelings and behaviour; and developing confidence in their own abilities.

English

Children will learn to link sounds and letters and be encouraged to develop a love of books. They will begin to read and write.

Mathematics

Children will develop and improve their skills in counting, understanding and using numbers. They will begin to solve simple problems involving addition and subtraction. They will also learn to describe shapes, spaces and measures.

Understanding the World

This involves children making sense of their physical world and their community. They will have opportunities to explore, observe and find out about people, places, technology and the environment.

Expressive Arts and design

Children will explore and experiment with a wide range of materials and media. They will also be encouraged to share their thoughts, ideas and feelings through a range of activities in music, movement, dance, role-play, art, and design and technology.

Key Stage 1

Year 1 - English Curriculum

At Highbury, we use Rising Stars Reading Planet and Rocket Phonics as the basis for our reading and phonics delivery.

Reading – word reading
Statutory requirements
Pupils will be taught to:
  • apply phonic knowledge and skills as the route to decode words
  • respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
  • read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
  • read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
  • read other words of more than one syllable that contain taught GPCs
  • read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)
  • read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
  • re-read these books to build up their fluency and confidence in word reading.

Reading – comprehension
Statutory requirements
Pupils will be taught to:
  • develop pleasure in reading, motivation to read, vocabulary and understanding by:
  • listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
  • being encouraged to link what they read or hear read to their own experiences
  • becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
  • recognising and joining in with predictable phrases
  • learning to appreciate rhymes and poems, and to recite some by heart
  • discussing word meanings, linking new meanings to those already known
  • understand both the books they can already read accurately and fluently and those they listen to by:
  • drawing on what they already know or on background information and vocabulary provided by the teacher
  • checking that the text makes sense to them as they read and correcting inaccurate reading
  • discussing the significance of the title and events
  • making inferences on the basis of what is being said and done
  • predicting what might happen on the basis of what has been read so far
  • participate in discussion about what is read to them, taking turns and listening to what others say
  • explain clearly their understanding of what is read to them.

Writing – transcription
Statutory requirements
Pupils will be taught to:

Spell
  • words containing each of the 40+ phonemes already taught
  • common exception words
  • the days of the week
  • name the letters of the alphabet:
  • naming the letters of the alphabet in order
  • using letter names to distinguish between alternative spellings of the same sound
  • add prefixes and suffixes:
  • using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs
  • using the prefix un–
  • using –ing, –ed, –erand –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]
  • apply simple spelling rules and guidance
  • write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.
Handwriting
  • Pupils will be taught to:
  • sit correctly at a table, holding a pencil comfortably and correctly
  • begin to form lower-case letters in the correct direction, starting and finishing in the right place
  • form capital letters
  • form digits 0-9
  • understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.

Writing – composition
Statutory requirements
Pupils will be taught to:
  • write sentences by:
  • saying out loud what they are going to write about
  • composing a sentence orally before writing it
  • sequencing sentences to form short narratives
  • re-reading what they have written to check that it makes sense
  • discuss what they have written with the teacher or other pupils
  • read aloud their writing clearly enough to be heard by their peers and the teacher.

Writing – vocabulary, grammar and punctuation
Statutory requirements
Pupils should be taught to:
  • develop their understanding by:
  • leaving spaces between words
  • joining words and joining clauses using and
  • beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
  • using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’
  • learning the grammar for year 1

Year 2 - English Curriculum

At Highbury, we use Rising Stars Reading Planet and Rocket Phonics as the basis for our reading and phonics delivery.

Reading – word reading
Statutory requirements
Pupils will be taught to:
  • continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
  • read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
  • read accurately words of two or more syllables that contain the same graphemes as above
  • read words containing common suffixes
  • read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
  • read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
  • re-read these books to build up their fluency and confidence in word reading.

Reading – comprehension
Statutory requirements
Pupils will be taught to:
  • develop pleasure in reading, motivation to read, vocabulary and understanding by:
  • listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
  • discussing the sequence of events in books and how items of information are related
  • becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
  • being introduced to non-fiction books that are structured in different ways
  • recognising simple recurring literary language in stories and poetry
  • discussing and clarifying the meanings of words, linking new meanings to known vocabulary
  • discussing their favourite words and phrases
  • continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
  • understand both the books that they can already read accurately and fluently and those that they listen to by:
  • drawing on what they already know or on background information and vocabulary provided by the teacher
  • checking that the text makes sense to them as they read and correcting inaccurate reading
  • making inferences on the basis of what is being said and done
  • answering and asking questions
  • predicting what might happen on the basis of what has been read so far
  • participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
  • explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.

Writing – transcription
Statutory requirements
Pupils will be taught to:

Spell by:
  • segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
  • learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones
  • learning to spell common exception words
  • learning to spell more words with contracted forms
  • learning the possessive apostrophe (singular) [for example, the girl’s book]
  • distinguishing between homophones and near-homophones
  • add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly
  • apply spelling rules and guidance
  • write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

Handwriting
  • Pupils will be taught to:
  • form lower-case letters of the correct size relative to one another
  • start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
  • write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters
  • use spacing between words that reflects the size of the letters.

Writing – composition
Statutory requirements
Pupils will be taught to:
  • develop positive attitudes towards and stamina for writing by:
  • writing narratives about personal experiences and those of others (real and fictional)
  • writing about real events
  • writing poetry
  • writing for different purposes
  • consider what they are going to write before beginning by:
  • planning or saying out loud what they are going to write about
  • writing down ideas and/or key words, including new vocabulary
  • encapsulating what they want to say, sentence by sentence
  • make simple additions, revisions and corrections to their own writing by:
  • evaluating their writing with the teacher and other pupils
  • re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
  • proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]
  • read aloud what they have written with appropriate intonation to make the meaning clear.

Writing – vocabulary, grammar and punctuation
Statutory requirements
Pupils will be taught to:
  • develop their understanding of the concepts by:
  • learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)
  • learn how to use:
  • sentences with different forms: statement, question, exclamation, command
  • expanded noun phrases to describe and specify [for example, the blue butterfly]
  • the present and past tenses correctly and consistently including the progressive form
  • subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
  • the grammar for year 2
  • some features of written Standard English
  • use and understand the grammatical terminology

Year 1 Maths Curriculum

At Highbury, we use White Rose Maths as the basis for our curriculum delivery.

Working mathematically

By the end of year 1, children begin to solve simple problems involving addition and subtraction in familiar contexts such as going shopping, using a range of hands-on equipment, symbols, images and pictures. They begin to use what they know to tackle problems that are more complex and provide simple reasons for their opinions.

Number:

  • Counting and understanding numbers

 Children will identify and represent numbers using objects, pictures and models, such as the number line, and use ‘equal to, more than, less than (fewer), most and least.’ Children will accurately count numbers to, and across, 100 forwards and backwards from any given number with increasing understanding. They count, read, write and order numbers in numerals up to 100 and from 1 to 20 in words. When given a number, they can identify one more and one less. They can count in multiples of twos, fives and tens.

  • Calculating

Children will understand known addition and subtraction facts within 20, including zero. They will demonstrate an understanding of multiplication and division through grouping and sharing using hands-on resources, pictorial representations and arrays (2, 5 and 10). They understand doubling and halving small quantities.

  • Fractions

 Through play and hands-on resources, children will find and name half and one quarter of objects, shapes and quantities.

Measurement

Children will begin to measure using non-standard units (finger widths, blocks etc.) moving to standard units of measure (e.g. cm) using tools such as a ruler, weighing scales and containers. They will begin to record and compare measurements such as lengths and heights, mass and weight, capacity and volume using language such as long / short; heavy / light; full / half-full / empty. They will tell the time to the hour, half past the hour and be able to sequence events in chronological order using precise language (for example, before and after, next, first, today etc.). Children will recognise and know the value of different denominations of coins and notes.

Geometry

Children will recognise and name common 2-D shapes, e.g. rectangles (including squares), circles and triangles, and 3-D shapes, e.g. cuboids (including cubes, pyramids and spheres) in different orientations and sizes. They will describe position, direction and movement, including whole, half and three quarter turns.

Statistics

In preparation for year 2, children will begin to compare, sort and classify information, including through cross curricular links e.g. science – sorting materials into groups according to their properties. They will also begin to construct simple pictograms and tables.

Year 2 Maths Curriculum

At Highbury, we use White Rose Maths as the basis for our curriculum delivery.

Working mathematically

By the end of year 2, children will solve problems with one or a small number of simple steps. Children will discuss their understanding and begin to explain their thinking using appropriate mathematical vocabulary, hands-on resources and different ways of recording. They will ask simple questions relevant to the problem and begin to suggest ways of solving them.

Number:

  • Counting and understanding numbers

 Children will develop their understanding of place value of numbers to at least 100 and apply this when ordering, comparing, estimating and rounding. Children begin to understand zero as a place holder as this is the foundation for manipulating larger numbers in subsequent years. Children will count fluently forwards and backwards up to and beyond 100 in multiples of 2, 3, 5 and 10 from any number. They will use hands-on resources to help them understand and apply their knowledge of place value in two digit numbers, representing the numbers in a variety of different ways.

  • Calculating

 Children learn that addition and multiplication number sentences can be re-ordered and the answer remains the same (commutativity) such as 9+5+1= 5+1+9. They learn that this is not the case with subtraction and division. They solve a variety of problems using mental and written calculations for +, -, x, ÷ in practical contexts. These methods will include partitioning which is where the number is broken up into more manageable parts (e.g. 64 = 60 + 4 or 50 + 14), re-ordering (e.g. moving the larger number to the beginning of the number sentence when adding several small numbers) and using a number line.  Children will know the 2, 5 and 10 times tables, as well as the matching division facts (4 x 5 = 20, 20 ÷ 5 = 4) and can recall them quickly and accurately. They apply their knowledge of addition and subtraction facts to 20 and can use these to work out facts up to 100.

  • Fractions including decimals

 Throughout year 2, children will develop their understanding of fractions and the link to division. They explore this concept using pictures, images and hands-on resources. They will solve problems involving fractions (e.g. find 1/3 of the hexagon or ¼ of the marbles) and record what they have done. They will count regularly and fluently in fractions such as ½ and ¼ forwards and backwards and, through positioning them on a number line, understand that some have the same value (equivalent) e.g. ½ = ¼.

Measurement 

Children will estimate, choose, use and compare a variety of measurements for length, mass, temperature, capacity, time and money. By the end of year 2, they will use measuring apparatus such as rulers accurately. They will use their knowledge of measurement to solve problems (e.g. how many ways to make 50p). They extend their understanding of time to tell and write it on an analogue clock to 5 minute intervals, including quarter past / to the hour. They will know key time related facts (minutes in an hour, hours in a day) and relate this to their everyday life. 

Geometry 

Children will identify, describe, compare and sort common 2-D and 3-D shapes according to their properties (sides, vertices, edges, faces) and apply this knowledge to solve simple problems. They develop their understanding by finding examples of 3-D shapes in the real world and exploring the 2-D shapes that can be found on them (e.g. a circle is one of the faces on a cylinder). Children begin to describe position, direction and movement in a range of different situations, including understanding rotation (turning through right angles clockwise and anti-clockwise). They use their knowledge of shape in patterns and sequences.

Statistics 

Children sort and compare information, communicating findings by asking and answering questions. They will draw simple pictograms, tally charts and tables.

Year 1 Science Curriculum

Plants
Statutory requirements
Pupils will be taught to:
  • identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
  • identify and describe the basic structure of a variety of common flowering plants, including trees.

Animals, including humans
Statutory requirements
Pupils will be taught to:
  • identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
  • identify and name a variety of common animals that are carnivores, herbivores and omnivores

Everyday materials
Statutory requirements
Pupils will be taught to:
  • distinguish between an object and the material from which it is made
  • identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
  • describe the simple physical properties of a variety of everyday materials
  • compare and group together a variety of everyday materials on the basis of their simple physical properties.

Seasonal changes
Statutory requirements
Pupils will be taught to:
  • observe changes across the four seasons
  • observe and describe weather associated with the seasons and how day length varies.

Year 2 Science Curriculum

Living things and their habitats
Statutory requirements
Pupils will be taught to:
  • explore and compare the differences between things that are living, dead, and things that have never been alive
  • identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
  • identify and name a variety of plants and animals in their habitats, including micro-habitats
  • describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

Plants
Statutory requirements
Pupils will be taught to:
  • observe and describe how seeds and bulbs grow into mature plants
  • find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

Animals, including humans
Statutory requirements
Pupils will be taught to:
  • notice that animals, including humans, have offspring which grow into adults
  • find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
  • describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Uses of everyday materials
Statutory requirements
Pupils will be taught to:
  • identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
  • find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

Art Curriculum Key Stage 1

Pupils will be taught:

  • to use a range of materials creatively to design and make products
  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

 

Computing Curriculum Key Stage 1

Pupils will be taught to:

  • understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • create and debug simple programs
  • use logical reasoning to predict the behaviour of simple programs
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • recognise common uses of information technology beyond school

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

Design Technology Curriculum Key Stage 1

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].
When designing and making, pupils will be taught to: Design

  • design purposeful, functional, appealing products for themselves and other users based on design criteria
  • generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make

  • select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
  • select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

  • explore and evaluate a range of existing products
  • evaluate their ideas and products against design criteria

Technical knowledge

  • build structures, exploring how they can be made stronger, stiffer and more stable
  • explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

Cooking and nutrition

As part of their work with food, pupils will be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Pupils will be taught to:

  • use the basic principles of a healthy and varied diet to prepare dishes
  • understand where food comes from.

Geography Curriculum Key Stage 1

Pupils will develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.
Pupils will be taught to:

Locational knowledge

  • name and locate the world’s seven continents and five oceans
  • name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge

  • understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

Human and physical geography

  • identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
  • use basic geographical vocabulary to refer to:
  • key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
  • key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical skills and fieldwork

  • use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
  • use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
  • use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
  • use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

History Curriculum Key Stage 1

Pupils will develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.
In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.
Pupils will be taught about:

  • changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
  • events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]
  • the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]
  • significant historical events, people and places in their own locality.

Music Curriculum Key Stage 1

At Highbury, we use Music Express as the basis of our curriculum delivery

Pupils wil be taught to:

  • use their voices expressively and creatively by singing songs and speaking chants and rhymes
  • play tuned and untuned instruments musically
  • listen with concentration and understanding to a range of high-quality live and recorded music
  • experiment with, create, select and combine sounds using the inter-related dimensions of music.

PE Curriculum Key Stage 1

At Highbury, we use GetSet4PE  as the basis of our curriculum delivery.

Pupils will develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.
Pupils will be taught to:

  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • participate in team games, developing simple tactics for attacking and defending
  • perform dances using simple movement patterns.

Religious Education

This school is non-denominational and our teaching of religious education is based on the local education authority Agreed Syllabus. RE is concerned about learning about religions and learning from religion and it is not the practice of this school to preach to or convert the children. The faith background of both the staff and the child's family is respected at all times. Care, respect and wonder form the basis of our school life together. Aspects of RE thus permeate all areas of our school life.

We believe that collective worship both supports and strengthens what we aim to do in every aspect of school life. Our caring ethos, and the value that we place on the development of the whole child; spiritually, morally, socially, culturally and intellectually is reflected in our worship. We value this special time in the school day for the space it gives children to develop a reflective approach to life and the ability to express their reflections in traditionally religious ways or any other appropriate manner .In this school we combine our acts of worship with assembly.

Parents are entitled to withdraw their children from religious education, and/or collective worship and any parents wishing to do so should consult the Head.

PSHE

At Highbury, we use Jigsaw as the basis for our curriculum delivery.

Personal, social and health education and citizenship enable children to become healthy, independent and responsible members of society. We encourage pupils to play a positive role in contributing to the life of the school and the wider community. In so doing, we help develop their sense of self worth. We teach them how society is organised and governed. We teach them about rights and responsibilities. They learn to appreciate what it means to be a positive member of a diverse multicultural society.

Extra curriculum

At Highbury we run a variety of extra Curricular clubs. Newsletters will inform you of what is currently on offer. They are mainly for years 1 and 2 and may include,

  • French
  • Football
  • Art
  • Drama
  • Multi-Sports
  • Yoga

Teachers will send home half-termly class newsletters with more details of curriculum aspects that are being followed.

If you require more details about the school's curriculum, please contact the office.


British Values

Click here to download information on how we promote British Values.

Standhill Road, Hitchin, Hertfordshire, SG4 9AG

Tel: 01462 630500

E-mail: admin@highbury.herts.sch.uk

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