Location & Contact Details


Hagley Primary School, Park Road
Stourbridge, West Midlands

Contact Number

01562 883280

Email Address

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Term Dates

Academic Year 2023 - 2024

TED DayMonday 4th September
TED DayTuesday 5th September
Autumn Term StartsWednesday 6th September
Autumn Half Term BreakMonday 30th October - Friday 3rd November
Christmas HolidaysMonday 25th December - Friday 5th January
TED DayMonday 8th January
Spring Term StartsTuesday 9th January
Spring Term StartsTuesday 9th January
Spring Half Term BreakMonday 12th February - Friday 16th February
Easter HolidaysMonday 25th March - Friday 5th April
Summer Term StartsMonday 8th April
TED DayFriday 24th May
Summer Half Term BreakMonday 27th May - Friday 31st May
TED DayMonday 22nd July
Summer Holidays StartsTuesday 23rd July

Academic Year 2024 - 2025 (without TED Days)

Autumn Term StartsMonday 2nd September
Autumn mid termMonday 28th October - Friday 1st November
ChristmasMonday 23rd December - Friday 3rd January
Spring mid-termMonday 17th February - Friday 21st February
EasterMonday 14th April - Friday 25th April
Summer mid-termMonday 26th May - Friday 30th May
End of summer termMonday 21st July

Core Subjects

Believe, Achieve, Together We Succeed


Reading at Key Stage 1
At Hagley Primary, we value the importance of early reading. We actively promote reading for pleasure and encourage parental engagement with this. Children take part in both guided and individual reading sessions and have regular story times to develop a love of reading. Children take home books matched to their phonic knowledge alongside a library book to share with adult support.
Phonics and Spelling
We follow the RWI phonic scheme to ensure a systematic approach to teaching phonics. Children are set according to their phonic knowledge and assessed regularly to ensure progress. In Year 1, phonics is taught through discrete daily lessons and in Year 2 the RWI spelling scheme is introduced. This allows for phonic knowledge to be reinforced and embedded whilst the focus is now shifted to spelling patterns. For children who need further support with their phonic knowledge, interventions are in place.
Writing at Key Stage 1
English units are planned around a high quality text that engages the children. This sits within a wider topic and allows for writing across the curriculum. Sequences of learning teach both reading and writing skills including speaking and listening, vocabulary and grammar. Please see the progression grids for a breakdown of skills taught in teach year group.
Reading for pleasure

A useful sources of recommended reads for children of all ages to inspire a love of reading for life.  Look here for support in helping your children to choose appropriate books and also find information on exciting competitions and activities to further support reading at home.

The following website (click the image above to access) is a fantastic resource for independent reading. It is regularly updated with new titles and contains reading lists and suggestions for individual year groups as well as phases. A new feature is #BookMatch which provides children with a range of similar authors to encourage readers into a wider range of authors and titles.


Attached are the statutory word lists from the National Curriculum. The children will be tested on these regularly as part of in class work and also competitions within school. These words may also form part of the basis of each child’s writing assessment. 

Year 1 and 2 common exception words

Year 3 and 4 common exception words

Year 5 and 6 common exception words


At Hagley Primary School, we strive to ensure that all children enjoy mathematics and have the confidence to apply their knowledge and skills to their everyday lives. Our mathematics teaching is fun and engaging, fosters positive ‘can-do’ attitudes and develops fluency, reasoning and problem solving skills.

To achieve this, we believe that all pupils should develop a deep understanding of the mathematics they are learning as opposed to accelerating through curriculum content. As a result, we are committed to spending a longer time exploring key concepts, especially number, to develop fluency, promote mathematical reasoning and encourage pupils to make connections in their learning. In order to support this, we adopt a concrete-pictorial-abstract model, in most cases, which gives all children the opportunity to explore key ideas and build a solid understanding of the mathematics that they are learning.

As a school, we believe that the vast majority of pupils can master the key ideas in mathematics and we have the confidence to take learning at a steadier and deeper pace in order to achieve this. In our lessons, the whole class work together on the same key area of mathematics with appropriate support challenge and scaffolds in place. During every lesson, we assess the children’s understanding and plan greater depth activities and teacher-led support to ensure all children make progress. We focus on all children having a deep and sustainable understanding of their year group targets and not accelerating beyond this. In this way, we believe pupils will become true masters of mathematics, applying and reasoning with new knowledge and skills in multiple ways.


Science is a part of the curriculum where children can develop their skills of enquiry and extend their knowledge of the world around them and beyond. It stimulates excitement and curiosity about phenomena and events in the past, present and future.

At Hagley Primary School, we use a range of teaching methods in science lessons and encourage our children to question and explore their understanding of different concepts, working as scientists: planning, undertaking practical investigations and reflecting through making conclusions and evaluations.

In the Early Years Foundation Stage, activities are planned through the “Understanding the World” area of the Foundation Stage curriculum. We encourage children to make predictions and discuss what is happening and why. The activities are planned in a cross curricular way through topic areas that are interesting and enjoyable. Children’s progress and achievements are assessed against the Early Learning Goals at the end of Reception.

During Key Stages 1 and 2, Science is taught through cross curricular topics and also discreet subject lessons. Wherever possible, links are made between science and other subjects, particularly English, Maths, DT and ICT. Activities are planned to cover the relevant key science skills and knowledge, with importance placed on children working practically so that they can make discoveries for themselves. Work is recorded in a variety of ways including drawings, charts, graphs and photographs.

In Key Stage 1, our children observe, explore and collect evidence to answer questions and begin to consider whether tests or comparisons are fair.

At Key Stage 2 they learn about a wider range of living things, materials, physical phenomena and their own health. They make links between ideas and explain things using simple models and theories. Children consider the effects of scientific and technological developments on the environment and in other contexts. They carry out more systematic investigations, working on their own and with others.

By Upper Key Stage 2, children are able to plan, carry out and then write up their full investigations. They communicate conclusions using a wide range of scientific language, conventional diagrams, charts, graphs and ICT and also carry out repeat tests to check results.

As a school, we also feel that it is important that our children learn from the very best thinkers and scientists across history. This includes individuals of different race, gender and cultural background. We aim to create a broad ‘Science capital’ so that the stereotypical ideas about science, and careers in science, are challenged and that all children can engage with the subject, potentially continuing with their studies in the future.


At Hagley Primary School, we understand that a high-quality computing education is essential for all pupils to be confident digital citizens who have the knowledge, skills and understanding to use technology safely, creatively and effectively. In both key stages we use the ‘Teach Computing’ scheme to ensure our children receive a balanced computing curriculum between the three computing strands (Computer Science, Information Technology and Digital Literacy). Key Stage 1 will link the units to their topic sessions and teach computing in a cross-curricular way. However, Key Stage 2 children will be taught the ‘Teach Computing’ scheme explicitly by our specialist computing teacher. When skills have been taught, children may have the opportunity to apply these skills in a cross-curricular way through topic sessions drawing on aspects of their learning. We have a progression of skills document which highlights the skills the children will be developing through the Teach Computing scheme of work. Key Stage 2 will also explore a range of coding languages so that they can apply their programming skills and become confident coders. Additionally, we have a keyboard skills unit where all children from Reception to Year 6 will learn how to use different keys on the keyboard.

Today’s society, and the importance of mental health and wellbeing, means we have a separate Online Safety progression of skills document and these skills are taught by the class teacher during “Get Connected Weeks” throughout the year. This allows the whole school to focus on digital safety alongside regular messages in class discussions, assemblies and other curriculum areas (such as PSHE). We use the ‘Education for a Connected World’ framework to support our Online Safety curriculum. A skills overview document ensures that there is clear progression between year groups and that specific skills are being taught. The Computing curriculum allows teachers to have the flexibility to link computing skills to topic lessons and therefore create a more in-depth understanding of what children are learning.

Children at Hagley Primary school enjoy computing lessons. They find them challenging yet rewarding. Pupil Voice meetings show that children can talk about what they have been taught. They enjoy using Seesaw (an online children’s blog), both for their lessons and as a platform for home school communication, and they understand why they need to be taught computing and how computing fits in to the world of work.

High expectations are set in all lessons. Children are taught to try and fix their own problems before asking for help. This approach enables children to develop their computational thinking skills and learn more about how we use technology and equipment. Learning activities are adapted for children who require additional support or need to be challenged. There are also open-ended tasks in lessons to stretch and challenge those pupils who have understood the concept.

The long-term plan for Computer Science considers the skills children have already been taught. Teaching time is used effectively so that the information children are learning is embedded into long term memory. We have retrieval practice so that children are revisiting key skills once they have been taught e.g. through quizzes at the beginning of a lesson. Teachers are also encouraged to make links to previous lessons and concepts and support children in justifying their responses with evidence from what they have previously learnt. Additionally, we allow children to work with the information they have been given through partner talk, debating or writing down their responses to the topic or question. Using these strategies enables children to access the information they have been given and store it in long term memory through regular and repetitive retrieval.

Staff training sessions are run to support teachers with understanding the computing curriculum and support is given with planning. In addition, regular updates and resources are provided to ensure staff receive support with digital safety. This includes lesson plans, websites, videos and safeguarding updates. Children’s work is recorded through Seesaw journals and individual log ins for laptops. As part of our curriculum, the children are taught how to use this personal area, including security and organisational features. Additionally, we create a scrap book in each year group to use as a memory aid to recap on last lesson’s learning.

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