Curriculum Principles

We aim for every member of our school community to view themselves as a successful learner.  This ensures that all learning has relevance and is empowering.  

At Windmill, we believe that developing excellent skills and competencies in English, Maths, Science and IT are crucial to equipping young people to become lifelong learners.

We are committed to achieving this through promoting a culture of high aspiration and determination.  “We can’t do it” becomes “you can’t do it YET” or “WHEN you learn how to do X, you will be able to do Y”.

Learning at Windmill advances understanding and sustains interest.

All learning will:

  • expose children to high quality models of learning and expected outcomes
  • accelerate progress of all learners, in particular Middle Attainers and disadvantaged pupils
  • cater for challenge and greater depth as core
  • promote a language rich environment and climate
  • incorporate times for solution-focused reflection


All records of children’s learning should demonstrate pride, ownership and self-reflection.  This is our main source of evidence for tracking progress and celebrating success.

Our wider curriculum comprises of five main themes for learning which relate to discrete subject areas.

Underpinning these are explicit learning opportunities which promote British Values, Health and Well-being.

This learning will be promoted through rich and engaging projects with authentic outcomes that ensure our children develop passion for the subject alongside knowledge and skills.


Grow Create Discover (English
Investigate (Maths
PE Art History Science
IT DT Geography IT - Problem Solving
  Music MfL and Reasoning


At Windmill we follow the 'Letters and Sounds' phonics scheme, please click below to view this scheme.

Letters and Sounds


British Values, Health and Well-being.

Principles of Learning

First and foremost, children will be taught to believe in themselves as Readers and Writers.

Children will be exposed to the highest quality texts and language models which excite and engage all learners.

Clear connections between reading, writing, grammar, punctuation and spelling will be created so that skills are transferable to raise standards in all aspects of English.

Children will be given creative opportunities to communicate clearly and effectively, using and understanding a rich variety of language.

Children will be:

  • writers who can inform, entertain and immerse readers
  • fluent readers who can infer, deduce and understand
  • effective and creative verbal communicators
  • equipped with skills in phonics, spelling, grammar and punctuation which they can use and apply accurately

Mechanisms for Achievement

All learning must be linked to high quality texts in a range of genres: novels, non-fiction, visitor guides.

Learning outcomes should be explicitly modelled to the highest standards with end of KS2 expectations always in mind.

Short, discrete phonics and GPS sessions (10 – 15 mins) will be delivered daily and echoed in main English sessions and other curriculum areas.

Reading: purposeful Guided reading and reading interventions e.g. Reciprocal Reading, will be planned for daily.

Writing: extended writing opportunities with emphasis on the editing process – modelling and exploiting this.

Resources: high quality language must displayed in linguistic context and accessible in the classroom.

Working walls will provide models of the learning process and expected outcomes.

Excellent writing which is the best it can possibly be, will be displayed to promote pride in learning and achievement.

Attractive reading zones will promote enjoyment of reading.


Principles of Learning

First and foremost, children will be taught to believe in themselves as Mathematicians and problem solvers.

Secure understanding of, and ability to use technical vocabulary, will be core to all mathematical learning.

Children will be able to apply the four prime areas of maths fluently.

Confidence in problem solving and reasoning about number in a wide range of contexts and real-life applications is a core priority of all maths teaching and learning.

Working systematically and with consideration should be reflected in children’s workbooks.

Misconceptions are always treated positively, as learning opportunities.

Emphasis is on process as well as outcome.

Children will be able to apply a wide range of approaches to communicate processes.

Mechanisms for Achievement

Focus 15 daily basic skills session will concentrate on recall of multiplication and division facts, other number facts and mathematical reference points.

Daily planning will show clear emphasis on reasoning: Answer Prove Explain.

Evidence of problem solving at least twice per week will be explicit in L.O.s and planning.

Differentiation will ensure accelerated progress to ARE and beyond.

Staff will consider resources to help children to visualise and make generalisations or to identify patterns.

Clear modelling of reasoning and application processes and systematic working will be shared with the children.

Concrete experiences which lead into more abstract learning will underpin learning sequences.


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