Our Curriculum

Learning at Lanlivery 

Lanlivery is known for its welcome and friendly atmosphere where children's wellbeing and happiness is our key priority. We take great care to provide a happy, safe environment where children feel secure to play, have fun, explore, experiment, develop confidence and curiosity, and learn.

We are situated in a small village and many of our children attend from neighbouring towns and villages, including: Lostwithiel, Par, Bodmin, St Austell and Fowey. We have just under 80 children in school, ranging from 2-11 years. Our location lends itself wonderfully to outdoor learning, with our beautiful forest school behind the school grounds, and many of our topics and activities are linked to our proximity to farms, mines and moors.

We have strong links with the community and are always looking for ways to enhance learning and the experiences we offer the children in school.

• Teachers choose an enquiry-based question to engage pupils, based on their intimate knowledge of their class. Children have the opportunity to lead some of their leaning through questioning. This is guided by the curriculum objectives that have to be met by learners taken from our progression ladders .

• The children’s work is presented in a variety of ways: PSHE and RE is recorded in floor books to represent discussions and thoughts during sessions. Lower key stage 1 also use floor books in other learning. The use of floor books encourages pupil’s pride and aspiration to do their very best piece of work. Pupils are encouraged to actively engage with the floor books, which enables them to reflect on their learning, commit this to long term memory and enable the transfer of both skills and knowledge. Higher up in the school pupil use science and history/ geography books to record the progression in their work. 

• The progression ladders form the basis of our coverage of objectives, these allow teachers to monitor and ensure a broad, rich content as well as ensuring that skills and knowledge build as children move through the school. Teachers use the ladders to guide their planning once the children have help to generate their further questions which will shape the full unit. Pupils ongoing progress is recorded alongside these ladders and passed on to the next class teacher at the end of their time in the class. Pupil’s self-assessment through referring to the learning journey adds another dimension to the learning. They are asked the enquiry questions before the topic begins and again at the end to show the depth of their understanding.

• Visitors and trips enhance the curriculum and are used to provide first hand experiences which help support real life outcomes. Trips include: museums, the moor, local farms, the coast, places of worships and much more. 

• Children will feedback on their Learning Journeys to staff, guardians and Governors; ensuring that they are key drivers for improvement.

• Leaders review the curriculum regularly using pupil’s work, progression ladders and pupil conferencing to ensure it remains language rich, diverse and develops the whole child

To find out more about our curriculum, please see the documents attached below. Alternatively, more can be found out from your child's class teacher or by contacting the Head of School. 


We teach phonics using Letters and Sounds. Phonics is taught daily in Early Years and Key Stage 1. This is followed in Key Stage 2 by regular spelling lessons . (See below for more details about the teaching of phonics)
Spelling lists are given to pupils in year 1 - 6 every half term. 



Reading: Pupils follow the reading scheme in the early years and key stage 1 based on Rising Stars which is closely matched to their phonics. Pupils are encouraged to read daily in school and out of school. In school all pupils are taught the skills of reading using VIPERS (Vocabulary, Inference, Prediction, Explanation, Retrieval, Summarise/ sequence). Classes engage in regular guided reading sessions where pupils work in small groups or as a whole class with an adult to read texts together and engage in discussions and activities about the text. Pupils are rewarded for engaging in reading using our Karate Reading System - the more pupils, read the more bands they achieve.
We have a small library that pupils can access to explore and enjoy books. Most importantly - we want pupils to enjoy reading. We are fortunate to be a member of Cornwall library Service this gives us access to thousands of books to supplement of curriculum. 


This year we are continuing our new approach to writing. We are using an approach based on the Write Stuff approach. This approach to writing is rich in vocabulary and is focused on sentences. Sentences are the basis to meaning. Teachers model sentence to pupils in every lesson broadening their range of language and sentences structures that they can use. Children regularly get the chance to write independently to demonstrate the new skills that they have learnt. We use a range of high quality texts to engage pupils and where possible we try to link our writing to our wider curriculum to give it purpose. 


We use White Rose to structure the sequence of mathematics teaching. We all start the year by looking at Place Value as this is fundamental to the skills for calculation. We block our planning to build skills and knowledge. We plan mathematics to help pupils to master the skills. We achieve this by building through fluency activities to reasoning and problem solving.  To compliment our maths curriculum we use 99 Club. We run this weekly to develop number bonds, times table facts and mental arithmetic. All pupils in year 1 - 6 have 10 minutes to complete their activity. If they make no mistakes they move to the next club. Alongside the maths lesson pupils also have specific time to work on times tables and arithmetic as the recall of these facts has a huge impact on their wider maths work. 

Wider Curriculum 

We use skills progression ladders, which we have developed with the support of the Bridge Academy Trust. These ladders were developed by exploring successful curriculums, carrying our research and trialing ideas. The ladders show how skills and knowledge progress and develop over the years at Primary School. 

We start our learning with a question to engage pupils and give them a purpose for their learning. This then gives pupils the opportunity to devise their own questions to direct our learning. 

We plan our questions to be relevant, current and engaging. We also try to ensure a balance of local knowledge and broader knowledge. 

Our wider curriculum identifies key vocabulary that should be taught. 

The wider curriculum includes: Art and design, computing, DT, geography, history, French, music, PE, PSHE, RE and science. 

Forest School 

We believe the outdoors gives pupils the opportunity to develop responsibility, confidence, problem solving skills, learn from mistakes and find new interests/ skills. All pupils spend time in the forest school every week. 
We have extracted key areas from the curriculum that can be developed in the forest school including - design technology, maths, science, geography and literacy. 
Alongside this, pupils can also develop forestry skills including: fire making, knot tying, whittling and animal tracking. 


View the following documents within your web browser or download to read later

Art and Design.pdf
Art and Design.pdf
Geography .pdf
Geography .pdf
Little Foresters long term EYFS curriculum .pdf
Little Foresters long term EYFS curriculum .pdf



Modern Foreign Languages .pdf
Modern Foreign Languages .pdf


Our Values...



We are inspired by the awe and wonder of the world.



We are bold and innovative in our approach to find new solutions to the challenges we face.



We are the best we can be.



We take responsibility for our actions in an environment of mutual respect.



We overcome all barriers to reach our potential, developing a capacity to improve further.



We are passionate about learning.

© 2022 Bridge Schools trust is a company limited by guarantee, registered in England and Wales. Registration number 7736425. It is an exempt charity.