Core Learning

Securing effective core ability in reading, writing and maths

We understand that having a secure ability in Reading, Writing and Maths is essential to our pupils’ ability to learn independently in their time at Bayside and into their future lives.


We want our children to be confident readers and see reading as a key to success: ‘If you read, you succeed!’

Throughout EYFS and KS1 we place a significant emphasis on the development of secure phonetical knowledge. We use the ‘Read, Write Inc.’ pedagogy to develop phonics, which is led by a member of our Senior Leadership Team. Expectations for each stage of development are set out, although we allow for children to develop at an accelerated pace. Similarly, pupils who are experiencing difficulty learning phonics are given additional support and monitored until we are confident that they have a secure knowledge.

Many of our children come to school with limited vocabularies and we aim to widen their language through exposure to high quality texts across all curriculum teaching, as well as through deliberate vocabulary teaching within our learning projects. This also includes the children reading a class text linked to their curriculum projects from Year 2 onwards. Children have reading lessons 4 times per week, where fluency and comprehension are both developed, and also have the opportunity to visit our school library at least once per week.

Children read banded books that match their reading ability, in order to avoid the disengagement that can result from reading texts that are too difficult. Reading is further promoted through the use of a school reading trophy and individual prizes for classes where pupils read regularly.

Any pupil identified as not making expected progress in reading in relation to expectations for their chronological age, will receive additional support which could include group intervention, 1:1 intervention or use of reading programs such as ‘Nessy’ or ‘Reading Plus’.


Our delivery of Writing is integrated into the teaching of our learning projects, in order to be relevant and based on the context of a child’s wider learning. For example, children learning about Anne Frank during ‘A Child’s War’ would write diaries following their reading and learning about this historical figure.

Grammar and punctuation learning is embedded into English teaching in order to ensure understanding of the relevant content based on the context of the genre that the children are learning about.

Spelling is taught daily through short, focussed sessions matched to the year group’s curriculum and based around ‘Read, Write, Inc.’ resources in order to effectively link to our phonics scheme. Children are also taught to self-correct their spellings: teachers will mark spellings but the pupils will edit them using existing knowledge and reference materials.


Maths is taught daily using the ‘Power Maths’ approach from Reception to Year 6, which is based around an investigative, problem solving methodology in line with the Singapore pedagogy. This approach bases learning on a concrete à pictorial à abstract (‘C.P.A.’) structure in order to ensure pupils’ understanding of key concepts and processes. Activities are frequently investigative, involving direct application of mathematical knowledge and skills, and pupils are required to describe and explain their learning.

%d bloggers like this: