At St. George’s Independent School, we believe Numeracy equips pupils with the uniquely powerful set of tools to understand and make sense of the world. These tools include logical reasoning, problem solving skills and the ability to think in abstract ways. Numeracy is important in everyday life. It is integral to all aspects of life and with this in mind we endeavour to ensure that children develop a confidence with numbers and enthusiastic attitude towards mathematics that will stay with them.

We focus on these main areas:

  • Number and Place Value
  • Addition and Subtraction
  • Multiplication and Division
  • Fractions, Decimals and Percentages
  • Statistics
  • Geometry
  • Measurement

Throughout the school every child is taught 5 hours of Numeracy a week. Here at St. George’s Independent School our curriculum is based on the National Curriculum and linked to Hamilton Trust plans.


At St. George’s Independent School, we believe that the development of language and literacy skills are fundamental to every child’s learning. Our staff are committed to delivering literacy lessons of a high standard ensuring that each child reaches their full potential. We aim to instil a love of literature, creativity in their writing and the ability to communicate clearly and effectively.

We focus on these main areas:

  • Independent writing – creative and other genres
  • Fluency of reading
  • Reading comprehension
  • Grammar and Punctuation
  • Spelling

Throughout the school every child is taught 5 hours of Literacy a week. These lessons have a focus for example a writing or comprehension task. Here at St. George’s Independent School our curriculum is based on the National Curriculum and linked to Hamilton Trust plans.


At St. George’s School our science education provides the foundations for understanding the world through three specific areas biology, chemistry and physics. We stimulate the children’s curiosity in finding out how things happen and why, we teach methods of enquiry and investigation, encourage the children to ask scientific questions and instil in them an appreciation of the way in which science affects them on a personal and global level.

At St. George’s Independent School, we base our science curriculum on the requirements of the National Curriculum and linked to the Hamilton Plans for science.

Enquiry Based Curriculum

Here at St. George’s Independent School we are constantly evaluating our practices and looking for new ways to challenge and enrich our pupils’ learning experiences. It was with this in mind that we introduced a new enquiry-based curriculum in September 2019. This is a cross curricular approach that we use across our foundation subjects, our core subjects (Literacy, Numeracy and Science) remain separate though can be linked where appropriate at the teacher’s discretion.

Why take an enquiry-based approach to learning?

  • It is planned around the distinctive needs the children.
  • It promotes curiosity.
  • It has a clear outcome, designed to raise standards.
  • It gives a real context for the application of basic skills.
  • It allows writing to be meaningfully embedded.
  • It is interesting for the teacher as well as the children.
  • It integrates empowering learning (learn to learn).
  • It is underpinned by leading research about quality learning and brain-based learning.

How enquiry-based learning works: The learning journey is explicitly shared with children in order to ensure they connect to the big picture of their learning, i.e. knowing what to expect. Each class has an Enquiry Working Wall display that includes a representation of the learning journey, which is referred to and added to as the unit of work progresses.

Example questions:

Willow – What if you were shrunk to a size of an ant?

Elm – What if you could design your perfect house?

Oak – What if there were no rainforests?

Hook into learning: Teachers provide an initial stimulus experience that helps children connect with the content and skills of the unit of work. These can take many forms, e.g. a visit from a Roman soldier, finding a message in a bottle, a video diary excerpt, strange foot prints on the classroom ceiling etc. etc.

Pupil Voice: Active planning input from the children is integral to enquiry-based learning; we want the children to feel that they are able to drive part of their learning journey. This is essential to ensure that the curriculum meets the ongoing varied needs and interests of the children. Pupil voice is used throughout the unit of work to steer learning by asking children to pose questions that they want to know more about. Teachers refer to children’s questions throughout the unit of work so that children can see that their contributions are valued and their questions drive their learning.

Outcome: Each unit of work has an agreed outcome that is shared with the children and may be negotiated with the children. e.g. art exhibition, PowerPoint presentation, class debate etc.

Reflection Activity, Review & Celebration of Learning: At the end of each unit of work there is a reflection and evaluation of learning. This focuses on what has been learnt and how it has been learnt; we want the children to become reflective learners.

Planning for Enquiry based Learning: Enquiry teaching covers the History, Geography, Art, DT and Music requirements of the curriculum, making links with other subjects where these can be meaningful. There is discrete teaching of English, Maths, Science, RE, Computing, PSHE, PE and French appropriate to the specific year groups.

‘ENQUIRY’ thematic planning is over a multi year cycle.