Safeguarding Notice

Royton Hall Primary School is committed to safeguarding and promoting the welfare of all children.
We expect all staff and visitors to share this commitment.
For more information, please click here to visit our Policies page.
You must accept our Safeguarding Policy to continue to browse our website.

Home Page

Curriculum Statement

Our Curriculum

'Memorable experiences lead to memorable learning'

At Royton Hall a project curriculum approach has been adopted in order to create realistic contexts for learning and different learning pathways so that learning can be more personalised.  We endeavour to ensure that our curriculum is fully inclusive and is delivered in a way that makes it accessible for all pupils including those with disabilities or special educational needs.  

The key basic skills of English, Maths, ICT and PE are taught well through tightly focused discreet lessons. However this teaching is supported by challenging cross - curricular work through the projects which encompasses the foundation subjects of the National Curriculum.

English work includes Reading, Writing, SPaG (spelling, punctuation and grammar) and Phonics. We use the Oxford Reading Tree scheme alongside a wide range of ‘real’ books and texts which are book banded. Our phonics work is based on the resource 'Letters and Sounds' and is supplemented by Phonics Play which you can access on line at

If you have any questions about English you can speak to our English leaders: Miss Roberts or Mr Charnock.

We teach maths using the White Rose Hub scheme of learning.  We aim to immerse the children in engaging, hands-on, practical activities to develop a deep understanding of maths which will improve their reasoning and problem solving skills. If would require any further information about White Rose Hub maths or any other issue regarding maths you can contact Mrs Bradley, our Maths leader.


The curriculum is regularly monitored and evaluated and the outcome of this is a coherent curriculum where learning opportunities and progression ensure breadth and balance in realistic contexts whilst instilling a love of learning.


The curriculum is grounded in the following aims, purposes and principles:

The curriculum will have a transformational effect on children's lives hooking them into learning.

Children's social and emotional needs must be met to enable them to access learning and to feel safe out of their comfort zone thus raising aspirations.

Opportunities must be provided for children to explore the issues associated with being future citizens.

Learning is strengthened by essential experiences and realistic contexts within and outside the curriculum.

The curriculum is built on essential experiences and key skills whilst ensuring skills progression across subjects. 'Profound' rather than 'shallow' learning is promoted through a cycle in which concepts are applied in different contexts.

Motivating children and providing enjoyable learning through active involvement and cooperation is key to developing a positive attitude to learning as well as deepening the work that is carried out in maths and English.

ICT should be used to develop deep learning across the whole curriculum.

Children need to strive to understand the nature of learning and how to become better learners whilst feeling empowered to take risks.


'There is always one moment in childhood when the door opens and lets the future in'

Grahame Green, The Power and the Glory


In addition to the key skills that we aim to teach our children we also implement the Oldham Pledge, which promotes opportunities for children to develop key character traits supporting every child to be school ready, life ready and work ready. The Oldham Pledge highlights the importance of supporting every child to grow into well rounded confident citizens who can succeed as individuals and contribute to their society.


The Pledges

The key character traits will be developed by offering a breath of experience through the 14 Pledges. The 14 Pledges are:

  • PLEDGE 1 To attend regular enrichment within your place of learning
  • PLEDGE 2 To attend regular enrichment activities beyond your place of learning
  • PLEDGE 3 To take responsibility for your own health and wellbeing
  • PLEDGE 4 To actively look for and pursue reading opportunities
  • PLEDGE 5 To actively engage in the world of work and to be moneywise
  • PLEDGE 6 To actively engage in fundraising events
  • PLEDGE 7 To actively engage in an outward bound activity or residential
  • PLEDGE 8 To take part in a presentation or performance to an audience
  • PLEDGE 9 To attend sporting and creative events
  • PLEDGE 10 To be involved in a volunteering or leadership role in or beyond your learning place
  • PLEDGE 11 To be involved in a cultural or international experience
  • PLEDGE 12 To contribute to environmental sustainability
  • PLEDGE 13 To be involved in a democratic process
  • PLEDGE 14 To use digital technology to enhance learning