We aim to provide opportunities for learning that develop the children's ability to become effective communicators through skills such as listening, speaking, reading and writing and phonics. The teaching of Literacy is also done through the topics the children are learning in order to make it creative, fun and meaningful.

At Weelsby Academy we aim to immerse children in a rich reading environment and to give them the opportunity to explore a wide range of quality texts. This provision supports phonics, word recognition, comprehension and vocabulary development.

Alongside the teaching of phonics, there is also an important focus on comprehension and reading for enjoyment in our school. To encourage this, a variety of books are available to pupils of all ages. Other methods we use to support children in learning to read include: looking at pictures, considering the context, reading ahead, and looking at word shape. At Weelsby Academy we use the Read, Write, Inc. phonics programme and children will work at developing their phonic skills in both Foundation Stage and KS1. ‘Talk for Writing’ is used to teach writing and children are introduced to a variety of different texts. They internalise the language and go through three stages: imitation, innovation and independent application.


We provide opportunities for children to make sense of maths and enjoy investigating numbers and solving problems to develop the children’s mathematical understanding and confidence. Children also learn to apply these number concepts, interpret data, study shape and space and explore measurement through practical investigations and problem solving activities.

Maths at Weelsby Academy follows the Same Day Intervention model.

The Same Day Intervention Strategy is a trust-wide approach to develop fluency, reasoning and problem solving skills in maths.  It takes place every day across two sessions, each lasting approximately 30 minutes.  This approach to mathematics teaching aims to ensure that no pupil is left behind, built on a culture that everyone can achieve.  The lesson is structured to allow marking and assessment time in the middle of the session, in order to provide appropriate intervention immediately to address any misconceptions as well as appropriate challenge.

SDI: During the same day intervention, pupils who fully achieved the age related expectation are given related tasks to further embed their understanding. Those that need extra support work with the class teacher in a guided group, and can also be supported by the Teaching Assistant. This lasts for approximately 20 minutes. During their independent tasks, children who are ‘green’ are able to Fast-Track by self- marking their work in order to move on to the deeper learning tasks (Gold). Our aim is to get as many children as possible to the Gold level.


At Weelsby Academy we foster the children's natural curiosity and help them to develop an understanding of themselves and the world around them. We aim to develop their scientific knowledge, by means of exploration, questioning and investigation as well as providing opportunities for them to communicate and reflect upon their ideas in a variety of ways. This instils an awareness of how science relates to their everyday lives. 

Physical Education

Physical Education comprises of Dance, Games and Gymnastics. Children are involved in the process of planning, performing and evaluating their performance. Health related exercise is also part of this curriculum. Children learn about the changes that occur to their bodies as they exercise and the importance of a healthy and active lifestyle. In Year 4 all children receive two weeks of swimming tuition and all pupils in Year 5 receive annual Bikeability. 


Computing is taught as a discreet subject but it also supports learning and teaching across the curriculum. There are interactive whiteboards in each classroom and children have access to laptops and I-Pads. The school is well resourced with appropriate hardware and software. It also has Internet provision with an appropriate educational filtered system being used. 


History develops the children’s understanding of the past. We aim to develop their curiosity about historical events and the achievements of some of the people who lived in the past. This enables the children to learn how past events influence their lives today. Children learn about the changes in their own lives, their families and about the changes in their local environment. 


We aim to stimulate children’s interest in their surroundings and in the variety of human and physical conditions on the Earth’s surface. Children have the opportunity to study weather, landscapes and map work. They will also gain an understanding of people and places in more distant areas, so they can begin to realise the great and rich variety of our world. We also aim to help children to begin to develop an informed sense of responsibility about the quality of their immediate environment. 


Art is an integral part of our school curriculum. It is used as a stimulus, creative responses for topics, and to illustrate work children have done in other subjects. The children learn both practical skills, and knowledge and understanding of art. Knowledge and understanding allows the children to reflect on their own and others’ work alongside learning about other artists and genres. Children have the opportunity to experiment with a variety of media or learn about specific skills and techniques. The range includes sculpture, printing, painting, drawing, textiles and clay. 


From an early age children experience music in various forms; for example – nursery rhymes, background music, songs and games. We aim in school, to nurture and build on these experiences in order to develop an understanding and enjoyment of music. Children are given opportunities to sing, play a variety of simple percussion instruments, explore sounds, compose, perform and listen to music from a range of times and cultures. 

Design and Technology

Children learn how to think imaginatively and talk about what they like and dislike when designing and making. They build on the experience gained in the Early Years through investigation and play. They explore how familiar things are designed and how they work. They talk about, draw and model their ideas. The children learn how to use tools safely, to use I.C.T. as part of their design and making and to consider the health and safety aspects of food technology. 

Religious Education

The school follows the agreed local East Riding , North Lincs and North East Lincs Agreed syllabus which encourages children to respect the religious, spiritual and moral values of others and to consider thoughtfully their own values and beliefs. The teaching of Religious Education in this academy is non-denominational. It is informing children about world religions and is not about imparting a faith. Although based mainly on Christian beliefs, other world religions are studied so children develop a greater understanding of other cultures and global diversity. All the children share a collective worship time each day.

Parents have the right to withdraw their child from the teaching of Religious Education: if this is the case then they are asked to contact the Principal.

Spiritual, Moral, Social and Cultural Understanding

All pupils have planned opportunities to explore beliefs and experience; recognise right and wrong; understand consequences; use social skills in different contexts; work well with others; understand how to stay safe through planned learning opportunities; appreciate cultural influences; participate in culture opportunities; understand, accept, respect and celebrate diversity. 


Assessment of your child is an integral part of teaching. It is used to identify the next steps in learning and to monitor the progress that children make. Assessment is about informed observation, monitoring of work and effective questioning, which enables us to note what each child can do and what they need next in their learning.

Children are also engaged in self-assessment at an age-appropriate level, so that they can explain what they have done well and how they can improve their work even more.

Children are also assessed in line with statutory requirements. An Early Years Foundation Stage Profile is completed at the end of their Reception year and Statutory Assessment Tests are administered at the end of Year 2 & 6. Phonics screening also takes place at the end of Year 1.

Open evenings are held termly, when a child’s achievements and targets for improvement are shared with the parents/carers. 

Sex and Relationship Education

This is included as part of Science and Health Education topics in school and is introduced informally where it is felt there is a natural link with other parts of the curriculum. Any questions that may be asked by the children are answered in an honest and sensitive way, appropriate to the age of the child. In Year 5 & 6, more formalised sessions are taught to allow the pupils to understand the changes they are going through.

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