Berridge Primary and Nursery SchoolWorking Together to Achieve Success


Specific Areas




Comprehension, Word Reading and Writing

This includes both reading and writing. At Berridge, we emphasise enjoying reading and stories, and how to handle books, as well as teaching the children the skills to be able to read themselves. We always encourage the children to read for meaning, making sense of the words they have “decoded” and understand what they have read.  We encourage children to see themselves as writers, and have the confidence to make meaningful marks, eventually leading to writing that can be read by others.


By the end of reception we expect children to use phonic skills and tricky words to read simple sentences, demonstrating an understanding of what has been read to them and what they have read. Likewise we expect them to be able to write simple sentences spelling some simple words and some tricky words correctly, and using their phonic skills to have a go at longer words.


It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing).


Number and Numerical Petterns

At Berridge we give children the opportunity to develop their skills in counting and comparing numbers, we teach them the skills of calculation both as addition and subtraction, and describe and use shapes, spaces, patterns and measures.


By the end of reception we expect children to have a deep understanding of number to 10, understand the concepts of more and less, subitise, add and subtract with single digit numbers and solve simple problems involving numbers. We also expect children to talk about size, shape, patterns, length, capacity, time, position and money.


Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.

Understanding the World-

Past and Present, People, Culture and Communities and The Natural World

At Berridge we help children make sense of the world around them and their community by exploring and observing people, places  and the environment.


By the end of reception we expect children to know and talk about similarities and differences between themselves and others, in the past and now and talk about features of their own environment and other environments. We expect them to notice and comment on patterns and changes. And we expect them to know some similarities and differences between different religious and cultural communities.


Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.


Expressive Arts and Design-

Creating with Materials and Being Imaginative and Expressive

At Berridge we support children to explore and play with a wide variety of media and materials. We also encourage them to share their thoughts, ideas and feelings through art, dance, role play, music, movement and design and technology.


By the end of reception we expect children to sing songs and make music and dances, explore a variety of materials, tools and techniques when engaging in creative work. We expect them to use what they have learnt about media and materials in original ways and to represent their ideas in creative ways.


The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.