Curriculum

Our Early Years curriculum follows the statutory framework for children from birth to age five. It builds on each child’s previous experiences and is shaped through strong partnerships with parents, carers and earlier settings. We focus on developing Personal, Social and Emotional Development and Communication and Language, creating a nurturing environment where children learn through play, exploration and high-quality interactions.

We aim for all children to make strong progress from their starting points and move confidently into Year 1. From the outset, children are encouraged to develop positive learning behaviours such as independence, collaboration, resilience and making connections.

Curriculum Implementation

Each half term begins with a new topic to inspire learning, while allowing children to follow their interests. Learning combines child-initiated exploration with adult-led activities, supported by thoughtful questioning and opportunities to learn both indoors and outdoors, including weekly Forest School sessions.

Literacy and Phonics

Reading is central to our curriculum. Carefully chosen texts support story work, vocabulary and comprehension. We use Bug Club Phonics to teach a systematic synthetic approach, helping children to learn sounds, blend and segment words, and grow into confident early readers. Children also enjoy daily story time, library books, ERIC sessions and inviting reading areas.

Mathematics

We follow White Rose Maths, using practical resources, games and visual representations to build strong understanding, problem-solving and mathematical talk.

Wider Curriculum

Children learn through ‘Understanding the World’ and ‘Expressive Arts and Design’, with activities designed to spark curiosity and encourage subject-specific vocabulary. Our inclusive approach ensures all children learn together, with tailored support or additional challenge where needed.

Working with Parents and Carers

We value strong partnerships and keep families involved through Class Dojo updates, celebration assemblies, drop-in sessions, parents’ evenings and invitations to school events. We also offer meetings to support individual children when needed.

Assessment and Impact

Staff gather information from parents, previous settings and early observations to establish a clear baseline. Ongoing assessment informs planning and ensures children make steady progress. Phonics progress is monitored regularly, and at the end of the year the EYFS Profile assesses each child against the Early Learning Goals. This supports a smooth transition into Year 1, with children equipped with the confidence and skills to continue their learning journey.

Additional Programmes

We use NELI, an evidence-based language intervention, to support children who need extra help with oral language development.

Reading is central to learning at Overbury CE First School, helping children become confident, expressive and thoughtful communicators.

Phonics

We teach reading through Bug Club Phonics, a fast-paced synthetic phonics programme. Children learn letter–sound correspondences, practise blending to read and segmenting to spell, and quickly move on to reading words and simple sentences. A guide to pronouncing pure sounds can be found on the Oxford Owl website.

Early Reading

Children read fully decodable books matched to the sounds they know. They develop fluency through individual reading and build comprehension through group reading sessions. Bug Club books offer a wide range of fiction, non-fiction, comics, plays and poetry to support vocabulary development.

Reading for Pleasure

We nurture a love of reading by offering daily story time, ERIC sessions, library access, inviting book corners and chances to share favourite books in assemblies.

Phonics Screening Test

All Year 1 children take the statutory Phonics Screening Test in June. It includes 40 real and pseudo words to assess their ability to apply phonics knowledge to unfamiliar words.

At Overbury, we aim to ensure every child develops a confident command of English so they become fluent, imaginative and effective communicators. Literacy is taught across the curriculum through a wide range of texts, including fiction, non-fiction, poetry, reports, persuasive writing and plays. Teaching follows the National Curriculum focus on spoken language, reading, writing, spelling, vocabulary, grammar, punctuation and handwriting.

Reading

Reading underpins everything we do. Children have access to a wide range of books in class and in our library, with colour-coded reading levels and phonic books matched to their stage. Daily phonics (using Bug Club Phonics), guided reading, ERIC/ERIS and regular shared texts help build fluency, comprehension and a love of reading.
We further enrich reading through events such as the Christmas play, library visits, World Book Day, topic weeks, Arts Week and visits from authors. Children also enjoy story sacks, book corners and role-play areas.

Parents support reading at home through daily reading, weekly records, and online Bug Club books. Guided reading and targeted programmes, such as the Better Reading Programme, provide additional support when needed.

Writing

Writing enables children to express ideas, creativity and opinions. Our teaching sequences build skills progressively so children become confident, independent writers with strong transferable knowledge. High-quality texts inspire writing, while language-rich classrooms help pupils develop vocabulary and structure.

We use strategies such as story maps, sentence types and drama to support planning and composition. Daily spelling and grammar ensure children can apply skills accurately. Writing is embedded across the curriculum and includes real-purpose tasks such as anthologies, letters, diaries, competitions and contributions to school publications.

Why We Teach Maths This Way

At Overbury CE First School, we want children to experience both the practicality and the wonder of mathematics. Maths helps us understand everyday life—handling money, telling the time, predicting weather—but also expresses the fundamental principles of the universe. We aim for children to enjoy maths, feel confident with core skills and be able to tackle larger problems with curiosity and perseverance.

We build strong foundations through regular practice of key concepts before developing deeper conceptual understanding. Daily problem solving strengthens logic and reasoning, while explicit use of mathematical vocabulary helps children explain their thinking clearly. This focus on language is particularly important in closing gaps caused by COVID-related disruptions (Purves 2019; Outhwaite et al. 2017).

Implementation: What Maths Looks Like

Our curriculum follows White Rose Maths from EYFS to Year 5, ensuring concepts are sequenced logically and revisited for depth. Teachers also draw on resources such as NRICH, NCETM, I See Reasoning, and Maths No Problem! to meet pupils’ needs.

We use a structured approach—Teach it, Practise it, Do it, Secure it, Challenge it, Review it (Lomax 2020)—to build fluency, reasoning and problem solving. Each Friday, children explore a low-threshold, high-ceiling task so all learners can reason, generalise and apply their understanding.

Throughout the year we celebrate maths through themed days such as STEM Day, Puzzle Day, Pi Day, World Maths Day and Astronomy Day, helping children see how maths connects to real-world ideas.

Support is provided through Dynamo Maths, small-group tutoring and targeted interventions for pupils who need extra help.

Impact

By the time children leave Overbury, they should be confident in applying core maths skills, able to reason, justify and explain using mathematical language, and appreciate how maths shapes both everyday life and the wider world.

References

• Lomax, S. (2020): https://www.gloucestershire.gov.uk/media/2096923/glowmaths_mathematical_thinking_spr20.pdf

• Outhwaite et al. (2017): https://www.sciencedirect.com/science/article/pii/S0360131517300118

• Purves, M. (2019): https://cornerstoneseducation.co.uk/news/ofsteds-new-inspection-framework-what-can-primary-schools-expect/

At Overbury C of E First School, our science curriculum is designed to nurture children’s natural curiosity and help them make sense of the world through rich, hands‑on exploration. Rooted in our whole‑school ethos of “Discover, Nurture & Share God’s Gifts”, our approach encourages pupils to ask questions, investigate ideas, and build secure scientific understanding as they move through the school.

We provide meaningful learning experiences that develop children’s knowledge of key scientific concepts while strengthening their ability to think critically, observe closely, and communicate their findings. Our curriculum builds progressively, ensuring pupils gain the secure foundations needed for future learning, with strong links to mathematical skills such as collecting, presenting, and analysing data.

Learning spills beyond the classroom through opportunities to explore our beautiful rural setting and make real‑world connections to nature, seasonal change, and environmental responsibility. Visits, visitors, and outdoor learning enrich topics and help children understand the role of science in everyday life and the wider world.

Our aim is for every child to develop a sense of excitement, curiosity, and confidence in science, empowering them to explore, discover, and think like young scientists.

Our Approach to Computing

At Overbury C of E First School, we aim to equip every child with the knowledge, creativity, and confidence to thrive in an increasingly digital world. Rooted in our whole‑school ethos of “Discover, Nurture & Share God’s Gifts”, our computing curriculum encourages pupils to explore technology with curiosity, responsibility, and imagination.

We follow the Teach Computing Curriculum, a high‑quality, research‑informed programme designed by the National Centre for Computing Education. It provides expertly crafted resources—including lesson plans, slides, activities, and assessments—that give teachers a clear and coherent progression of skills from Early Years to Year 6. Each unit builds pupils’ understanding of computing systems, networks, programming, digital media, data handling, and online safety through structured, hands‑on learning experiences, grounded in the latest pedagogical research and organised within a thoughtful, flexible curriculum design.

Our inclusive school culture ensures computing is accessible and engaging for all learners, with high expectations that encourage every child to develop computational thinking skills such as problem‑solving, logical reasoning, and creativity. These foundations support them not only in computing but across the wider curriculum and in their lives beyond school.

ProjectEVOLVE and Online Safety

To ensure our pupils grow into confident, responsible digital citizens, we also use ProjectEVOLVE, a comprehensive online‑safety toolkit built on the UK Council for Internet Safety’s Education for a Connected World framework. ProjectEVOLVE provides rich, age‑progressive resources across eight key strands of online development—including online relationships, self‑image and identity, online bullying, privacy and security, health and wellbeing, and managing online information.

The platform contains hundreds of expertly designed activities, discussion prompts, and professional‑development materials, helping teachers deliver clear, meaningful online‑safety learning tailored to the needs of each class. Every statement from the national framework is supported by research, outcomes, and resources, ensuring thorough coverage and progression from Early Years onwards.

Our Approach to Music

At Overbury C of E First School, music is an essential and joyful part of our school life. Drawing on the village’s strong musical heritage and communal traditions, we ensure that every child has rich, inclusive musical experiences that inspire creativity, confidence, and self‑expression. Our bespoke music scheme has been designed to reflect our unique school context, our mixed‑age classes, and our belief that music brings our community together.

We use the award‑winning Charanga Musical School programme as the foundation of our curriculum. Charanga provides a high‑quality, fully resourced music platform that supports the National Curriculum for Music at Key Stages 1–2, offering week‑by‑week Schemes of Work, an extensive library of songs, and ready‑made lessons and creative tools. The platform is highly flexible and customisable, enabling us to tailor learning sequences to our mixed‑age structure and integrate material that reflects the musical identity of our school community. Charanga encourages a joined‑up musical learning experience that includes singing, playing, improvising, composing, and listening across a broad range of styles and traditions.

Teachers can blend Charanga’s Schemes, Freestyle resources, and instrumental tools with locally relevant material to create a bespoke learning pathway that suits our children and celebrates Overbury’s musical culture. The platform’s Scheme‑builder tool allows us to combine Charanga resources with our own teaching materials to create a truly personalised curriculum for our classes. This flexibility is essential for mixed‑age teaching, ensuring progression, challenge, and musical development for all pupils.

The curriculum is structured to develop key musical skills—listening, vocal work, instrumental playing, improvisation, and composition—with clear, supportive progression built into each unit. Charanga’s digital tools, including YuStudio™ (a beginner‑friendly digital audio workstation), also allow children to experiment with music technology and create their own compositions in an accessible, engaging way.

At Overbury, music is more than a subject — it is part of who we are. Our approach ensures that every child experiences the joy and power of music, builds essential musical knowledge and skills, and feels confident to perform, create, and share music within our school community and beyond.

As a Church of England school, we have very close links with the Worcestershire Diocese and St Faith’s Church in the village and hold special services there several times each year.   The school’s children also contribute actively to St Faith’s family services and other celebrations.    Our local vicar, Reverend Katryn Leclezio, is one of the school’s Foundation Governors, coming in regularly to lead school assemblies.

Religious Education Intent

The intent of Religious Education at Overbury CE First School is to enable pupils to become religiously literate so they can talk about and hold informed conversations about world views. Pupils are provided with the opportunities to explore issues within, and between, faiths enabling them to understand and respect different religions, beliefs, values and traditions.  Children will be enabled to develop their sense of identity and belonging, preparing them for life and giving them the ability to make reasoned and informed judgements on religious and moral issues.

School Approach to Religious Education

In-line with all church schools, this school has duty to provide accurate knowledge and understanding of religions and world views.

A wide range of imaginative teaching methods and pupil groupings ensure effective RE sessions. We appreciate the positive impact that local faith communities can have on pupils’ experience in RE. Therefore, this school encourages visits to places of worship and welcomes visitors from different faith communities. We recognise it is vitally important that teachers demonstrate respectful attitudes towards all faiths, modelling the attitudes and responses we would expect from our pupils.

As identified in the Statement of Entitlement, teaching and learning in RE in this school will provide:

• a challenging and robust curriculum based on an accurate theological framework
• an assessment process which has rigour and demonstrates progression based on knowledge and understanding of core religious concepts
• a curriculum that draws on the richness and diversity of religious experience worldwide
• a pedagogy that instils respect for different views and interpretations; and, in which real dialogue and theological enquiry takes place
• the opportunity for pupils to deepen their understanding of the religion and world views as lived by believers.

Art and Design is an important part of our curriculum and is woven into our wider topics, making learning creative, meaningful, and exciting. Children don’t just learn about art in isolation—they explore it through themes that connect to history, geography, science, and more, helping them see how creativity shapes the world around us.

We are proud to work in partnership with AccessArt, a nationally recognised organisation that supports schools in delivering an inspiring and progressive art curriculum. This ensures that every child builds their skills step by step—from experimenting with colour and texture in the early years to developing techniques in drawing, painting, sculpture, and digital media as they move through school.

Our approach to Art and Design encourages individuality and self-expression while introducing children to a wide range of artists, styles, and cultural traditions. Pupils learn about the varied work of artists, craftspeople, and designers from different times and cultures, and they have opportunities to work alongside visiting artists, explore galleries and museums, and even submit their own creations to exhibitions and competitions. These experiences enable children to express their creativity, develop technical skills, and appreciate art as a powerful form of communication and cultural heritage.

Our pupils work on individual and collaborative projects where they experiment with a range of tools and techniques and develop their own ways of representing their observations, ideas and feelings in the design and creation of images and artefacts.

Art and Design at Overbury First School

Arts week planning

Medium Term Plans
Tower Class
Even Year
Odd Year

Sheldon Class
Year 2 (Even year)
Year 3 (Even year)

Year 2 (Odd year)
Year 3 (Odd year)

Sundial Class
Year 4 (Even year)
Year 5 (Even year)

Year 4 (Odd year)
Year 5 (Odd year)

Design and Technology (DT) is a creative and practical subject that is closely linked to our topics wherever possible, helping children apply their learning in real-life contexts. Supported by Projects on a Page, our DT curriculum guides pupils through the full design process—planning, creating, and evaluating—while developing problem-solving skills and resilience.

As children progress through school, they work with a wide range of materials and techniques, from textiles and construction kits to electrical components and food technology. They learn to think beyond the immediate task, considering how products are used in daily life, exploring production steps, and linking DT with subjects such as maths and science. Every project encourages creativity, critical thinking, and the satisfaction of seeing ideas come to life.

Tower Medium Term Plans
Year 1 (Odd Year)
Year 1 (Even Year)

Sheldon Medium Term Plans
Year 2 (Odd Year)
Year 3 (Odd Year)
Year 2 (Even Year)
Year 3 (Even Year)

Sundial Medium Term Plans
Year 4 (Odd Year)
Year 5 (Odd Year)
Year 4 (Even Year)
Year 5 (Even Year)

Our Geography curriculum engages children in the study of the wider world, people, places & the environment. Children need to have a knowledge of the world– oceans, continents, major countries & cities, social and physical geography, the environment and sustainability. As our vision states, we seek to take care of each other, our community and the world in which we live. Being the first school to obtain the silver Global Neighbours award in September 2019 and then renewing our accreditation in July 2023 is a fantastic achievement for our school and show how passionate we are about the world around us.

Topics have been carefully chosen to ensure joyful learning and progression in knowledge and skills from Reception to Year 5 and to enable the use of the Overbury Estate and outdoor area to enhance children’s geographic knowledge. Please see our medium term planning documents for each year group and for each topic on our website.

Each year, the children progress through different topics focussing on different skills (geographical enquiry, direction/location, drawings, representation, understanding maps, scale, map knowledge and style of map).

The topics are designed so that knowledge taught previously can be revisited and built on e.g: ‘’Life on the farm’ to Our Locality’ to’ Overbury A Study’ to ‘Islands’ to ‘Bridges’ to ‘Our European Neighbours’. A selection of the topics are designed to utilise the immediate locality and area.  The topics are also designed to give the children a wider understanding of the world around us to ensure we develop an excellent knowledge of countries further away and develop our children’s global citizenship.

Easter Egg Hunt April

Progression of learning: Odd Year

Progression of learning: Even Year

Tower Class Medium Term Plans
Odd Year
Even Year

Sheldon Class Medium Term Plans
Odd Year
Even Year

Sundial Class Medium Term Plans
Odd Year
Even Year

At Overbury First School, we provide a high-quality history curriculum that helps children understand our rich local heritage and its place within the wider chronology of British history, as well as exploring past cultures and civilisations from around the world. Our topics are carefully chosen to inspire curiosity, engage pupils, and foster a lifelong love of learning.

Through history, children discover how the past influences the present and develop an understanding of the lives, beliefs, and cultures that shaped people’s actions. They build a chronological framework of significant events and learn to research, scrutinise evidence, and present reasoned arguments through historical enquiry. By comparing past and present, pupils learn empathy and gain insight into the experiences of men, women, and children across different eras.

We enrich learning through stories, artefacts, texts, museum visits, visitors, displays, and reconstructions, deepening knowledge and understanding. Children are encouraged to ask questions, think critically, and evaluate evidence, developing skills that go beyond the classroom. The study of history also helps pupils understand their own identity and the challenges, issues, and changes of the modern world.

Our planning is supported by Key Stage History resources, ensuring a progressive and engaging curriculum that brings the past to life.

Year 1 Reception Odd Year
Year 1 Reception Even Year

Year 2 Odd Year
Year 2 Even Year

Year 3 Odd Year
Year 3 Even Year

Year 4 Odd Year
Year 4 Even Year

Year 5 Odd Year
Year 5 Even Year

At Overbury, we teach French to give pupils a rich educational, social, and cultural experience. Learning a language develops communication skills, deepens understanding of how language works, and fosters an appreciation of different cultures, while preparing children for future study.

Our aims are to:

• Promote a joy of learning languages.
• Build confidence and competence through regular lessons and everyday use.
• Develop listening skills and phonological awareness, especially in the early years.
• Encourage positive attitudes and challenge stereotypes.
• Prepare pupils for Key Stage 3 and beyond.
• Enrich learning through cultural links and experiences.

From the early years, pupils enjoy songs, stories, and simple phrases to develop listening and speaking skills. From Year 2 onwards, structured lessons using Rigolo cover three French units each year, supported by language days, visiting specialists, and cultural activities. Our approach ensures every child leaves Overbury enthusiastic and ready to continue their language journey.

How Rigolo meets the aims of the National Curriculum
Overview of learning

Jigsaw PSHE and RSHE at Overbury CE First School

At Overbury CE First School, we use the Jigsaw PSHE programme to deliver a comprehensive, whole-school approach to Personal, Social, Health and Economic (PSHE) education, including statutory Relationships, Sex and Health Education (RSHE). Jigsaw is a mindful, inclusive and fully resourced scheme that supports children’s emotional wellbeing, social development and understanding of the world around them.

What is Jigsaw PSHE?

Jigsaw brings together PSHE education, emotional literacy, social skills, and spiritual development in a structured and progressive curriculum. It is designed to be taught across all year groups simultaneously, creating a shared learning experience and consistent language throughout the school.

Key Features of Jigsaw:

• Whole-school approach: All classes explore the same theme (called a “Puzzle”) each half term.
• Mindfulness embedded: Each lesson includes “Calm Me” time to help children develop self-awareness and emotional regulation.
• Inclusive and adaptable: Lessons are differentiated and designed to be accessible to all learners.
• Evidence-based: Supports mental health, behaviour, and academic progress.
• Fully resourced: Includes lesson plans, slides, songs, assemblies, and assessment tools.

The Six Jigsaw Puzzles (Themes):

• Being Me in My World – understanding identity and belonging
• Celebrating Difference – respecting diversity and anti-bullying
• Dreams and Goals – setting aspirations and overcoming challenges
• Healthy Me – physical and emotional health
• Relationships – building positive connections and understanding safe, respectful relationships
• Changing Me – growing and changing, including age-appropriate sex education

RSHE Through Jigsaw

Jigsaw fully incorporates the statutory RSHE curriculum, particularly through the ‘Relationships’ and ‘Changing Me’ units. These lessons are carefully designed to:

• Promote healthy friendships and family relationships
• Teach children about body autonomy, consent, and staying safe
• Introduce puberty and human reproduction in a factual, age-appropriate and sensitive way
• Support mental and physical health education, including hygiene, nutrition, sleep and emotional wellbeing

Jigsaw uses a spiral curriculum, meaning key concepts are revisited and built upon each year to ensure progression and reinforcement. The programme also includes clear safeguarding messages and encourages children to speak up if something feels wrong.

Working in Partnership with Parents

We believe that RSHE is most effective when delivered in partnership with families. Parents are informed ahead of sensitive content and are welcome to discuss any concerns. Jigsaw provides clear guidance and resources to support transparency and shared understanding.

As we have held the full Healthy School’s Status award from Worcester & District Health Authority on two successive occasions we are now permanently a Healthy School.   This is awarded for our comprehensive, co-ordinated approach to PSHE throughout the curriculum and within school life.

As part of our PSHE curriculum we have professionals visit us to enhance our learning, including the police.  We also take part in the annual NSPCC ‘Speak out, stay safe’ assembly.

Keeping fit is an essential life skill, and at Overbury we nurture a love of physical activity through a wide range of experiences. Our PE curriculum develops agility, balance, coordination, and confidence, while promoting safe exercise and healthy lifestyles.

We follow Real PE and Real Gym, an approach that places the learner at the heart of practice and focuses on physical literacy, emotional and thinking skills. This ensures all children feel valued, included, and challenged, while mastering fundamental movement skills—the building blocks for success in sport and life.

Every child enjoys two PE sessions each week, covering Real PE, Real Gym, swimming, dance, maypole, games, athletics, and outdoor activities. Our facilities include a dedicated sports hall, playground, and access to extensive playing fields.

Beyond lessons, pupils take part in Cluster School Events such as Multi-skills, Rugby, Cross-Country, Tennis, and Netball Festivals. We run a variety of sports clubs throughout the year with staff and external providers, and our annual Sports Day is a highlight of the summer term, combining fun team activities with traditional races. We also welcome visiting specialists and introduce new sports like fencing and Kinball, alongside intra-school competitions.

At Overbury, PE is about more than fitness—it’s about confidence, teamwork, and a lifelong enjoyment of being active.

Swimming is an essential life skill and we, therefore, teach swimming weekly at ‘Evesham Pool’,  during the Spring term for Years 2-5 and take pride in the fact that all of our children learn to swim.   The children are taught in groups by qualified instructors at the pool, working on ASA school awards under the Schools’ Swimming Charter.

Of course, learning is at the heart of all we do, but life at Overbury School consists of much more than the formal curriculum.  To give you a better understanding of what we mean by this, here are some of the extra events and activities we organise for both children and parents/carers.

Religious celebrations and events both at school and our local church as appropriate, including Harvest Festival, Carol Concert, Christingle, religious afternoons to learn more about religious festivals including Diwali, Sukkot and Pentecost

Sporting events including Bell Boating, Tag Rugby, Cluster Cross Country Event, Swimming Gala and Cluster sporting events

Fundraising-for-charity events including the Macmillan coffee morning, Children in Need, Teams4U, Devises collections, foodbank collections and Red Nose Day

Community Events including Fireworks, Carolling around the village, Discos, Pancake races and Maypole

We offer a rich variety of extra-curricular activities to inspire creativity and broaden experiences. These include singing, pottery painting, drumming and dance workshops, in-school competitions, a wide range of after-school clubs, and our popular Overbury Estate Day, which brings learning to life in the great outdoors.

Pupil organised events including global citizenship projects, Sundial Christmas Fayre, Grow £1 charity drive and the annual book sale.

Performance opportunities including School Play, Nativity, Overbury’s Got Talent and child-led services at church and in school.

Life skills development  We prepare children for life beyond the classroom through experiences such as Cycling Proficiency, First Aid, Disability Awareness, Internet and personal safety sessions with the police, and NSPCC workshops. Pupils enjoy residential trips to Condover Hall and Malvern, learn about global citizenship through our Malawi school link, and meet parents who share insights into different careers.

Parental participation events including weekly celebration worships, Monthly open parent sharing with your child, Termly ERIS (Everyone reading in school), evening workshops, supporting school through Friends’ activities and volunteering in school.

All classes enjoy trips that broaden and enrich the curriculum. These include visits to museums, historical enactments, castles, the seaside, butterfly farms, local area and farming experiences, as well as cluster sports events and music, drama, and dance activities. Every other year, pupils in Years 4 and 5 take part in a residential trip, providing exciting opportunities for independence, teamwork, and adventure.

British Values

At Overbury First School we actively promote the fundamental British values of democracy, rule of law, individual liberty and the mutual respect and tolerance of those from different ethnicities, social backgrounds, faiths and beliefs. This means that pupils at age appropriate stages:

• Challenge opinions or behaviours in school that are contrary to fundamental British values.
• Have a knowledge of democracy and how it impacts on their lives in modern Britain.
• Are able to distinguish right from wrong and respect civil and criminal law.
• Take responsibility for their behaviours and understand how they can positively contribute to school life, the lives of those in the locality and society in general.
• Promote tolerance and harmony between differing cultural traditions.
• Show respect for other people and understand that they should not discriminate or show prejudice.
• Are actively encouraged to be involved in artistic, sporting, linguistic and cultural activities.

Forest School originated in Scandinavia as a way for children to learn through outdoor experiences using natural resources. At Overbury, we are fortunate to have both a qualified Forest School Leader and an ideal woodland area just a short walk from school. Sessions are carefully structured to build skills and knowledge while giving children the freedom to explore, fostering confidence, independence, and teamwork.

Currently, Tower Class (Reception and Year 1) attend Forest School regularly, while Sheldon and Sundial Classes enjoy outdoor learning across the Overbury Estate to enrich the curriculum. Come rain or shine—though not in high winds!—our pupils embrace these opportunities, which have a hugely positive impact on their classroom learning.