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Longroyde provide a safe and clean environment for my child. The teachers connect well with every student to get the very best out of them. The school have a talent for recognising children’s strength and weaknesses to be able to focus on making children the best they can be. Excellent choice of extra curricular activities. Five stars all around.

Catherine Finch, July 2020


I currently have 2 children attending Longroyde and a 3rd child now in high school who also attended. I couldn't recommend this school any higher than I do, they truly are an amazing educational establishment and do everything they can to meet the needs of all pupils. I have also had the great opportunity of working with the school as a reading volunteer to provide one on one support to pupils to help advance their reading skills, this is just one of many provisions the school puts in place to help assist each individuals pupils needs to fill their full potential. The staff are amazing, from the teachers to the office staff to the caretakers and canteen team, they all go above and beyond to support pupils and parents alike. Fantastic school, could not imagine having my children in any other school. I highly recommend Longroyde Primary to any parents looking for a school for their child/children. 

Sammie Jade Richardson, July 2020


I cannot praise Longroyde enough. From the moment I looked around it was clear how child focused they are and how much they truly care about each child. The school has so many different activities and classes for the children to enjoy. My child has attended for the past 2 years and has an amazing relationship with each member of staff and loves every day. It is clear how passionate each staff member is about their roles within the school. Everyone is so welcoming and all the children appear so happy and content while at the school. You almost get a sense of the school being more like a family with the children being very proud of their school and feeling cared for by an amazing staff team. There is also a lot of opportunities for each child to receive rewards and praise. Even through a pandemic the staff reminded positive and supportive and put on a range of virtual activities that the children could take part in. Never have I regretted my choice of school and would recommend to everyone.

Roxanne Woolridge, July 2020 


Please refer to the sub-menus for content by subject and year groups.

Parents and public can find out more about the curriculum by contacting the School Office.

To view the Knowledge Organisers and Long Term Plans files please click the + on the headings below.

Knowledge Organisers 2022 / 2023


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Knowledge Organisers 2021 / 2022


The autolist folder CURRICULUM_/KNOWLEDGE_ORGANISERS_2021_2022 does not exist or has been moved.

 Long Term Curriculum Plans

Curriculum Intent Statement 2022/2023

At Longroyde Primary School the curriculum is designed to: recognise children’s prior learning, provide first hand learning experiences, allow the children to develop interpersonal skills, build resilience, become creative, critical thinkers, form tolerance for diversity and develop key life skills for winning at life.

Every child is recognised as a unique individual. We celebrate and welcome differences within our school community. Each year we organise a Diversity month that runs from EYFS to Year 6. Activities range from blind football in PE lessons to drama/role play that challenges stereotypes in English lessons. 

The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values. We constantly provide enhancement opportunities to engage learning and believe that childhood should be a happy, investigative and enquiring time in our lives where there are no limits to curiosity and there is a thirst for new experiences and knowledge. We promote School Values and British Values to develop positive attitudes to learning and the society we live in; these reflect the values and skills needed to promote responsibility for learning and future success. 

The community is an essential part of our curriculum. We want our children to become good citizens and therefore we encourage and celebrate children’s involvement in: charity work, local clubs, sporting and musical events. The children visit the local nursing home and are in contact with residents through letters and making crafts for them; they produce Christmas cards for the charity Home Instead, who distribute them to elderly people around Calderdale and pupils send cards to the local community and the elderly congregation of St Matthew’s Church. We also collect Harvest food and distribute this to the local community. 

Children leave the school with a sense of belonging to a tightly knit community where they have the confidence and skills to make decisions, self-evaluate, respect diversity and become lifelong learners. 

Curriculum Implementation

Longroyde Primary School engages all learning styles using a variety of resources including Early Years Outcomes, National Curriculum Statutory Guidance, PSHE Association’s Primary Planning Toolkit, 'Believing and Belonging' the new RE Agreed syllabus 2019 , Outdoor Learning and enhancement opportunities which support the teaching of the curriculum. 

Learning Research

The curriculum has been designed after consultation with staff, parents and children.

The school has recognised the use of clear, focused learning intentions and success criteria as an effective tool in gaining intended learning outcomes. Staff have had training to use effective questioning techniques to develop higher order thinking skills. They have built the curriculum around statutory guidance, as well as a clear focus on the building of key skills throughout Key Stage 1 and 2.

We have introduced Knowledge Organisers, having had recent consultations with our School Effectiveness Education Consultant. These are produced half termly and are used to encourage parents to take an active role in their child’s education through recommended reading, lists of key facts and skills and vocabulary the children need to learn. The children also refer to these during their lessons. 

We are also, at present, part of the EEF and Calderdale Partnership; Evidence Matters. This involves a combination of training and ‘ongoing wraparound’ support to increase the implementation of the evidence that underpins the teaching of literacy. 


At Longroyde Primary School we are committed to ensuring that all pupils are included in all aspects of school life.  We believe that all pupils have a right to a broad and balanced curriculum that is adapted to their personal needs, designed to engage and challenge them and that is developed to include all - irrespective of their needs.  We have high expectations of our SEND pupils and encourage them to make good progress, despite their level of need and the barriers to learning they may encounter. We want them to achieve the best that they can; through supportive working relationships with parents and close involvement of pupils in all aspects of their learning, this helps us to deliver the best opportunities for their future.

Subject Leaders

At Longroyde Primary we have subject leaders who oversee, develop, monitor and evaluate the effectiveness of their subject within school across all year groups and phases. Staff are committed to delivering high quality learning experiences throughout the curriculum. Each coordinator has invested time in planning a progression of skills for their subject, throughout KS1 and KS2, while addressing the national curriculum objectives. These ensure that teachers are clear of prior learning, present learning and the learning the children will move onto. 

Coordinators attend CPD training on their subject and disseminate the information back to teachers at staff meetings. 

Class Teachers

Year group teams work together, using the progression of skills for each subject and the national curriculum objectives, to plan lessons. These medium term plans firmly focus on the school’s intent (Resilience, Basic Skills and Winning at Life) in order to provide activities that challenge the children, develop their knowledge and skills and prepare them for the society in which we live. Class teachers are aware of the parent and pupil feedback, regarding our curriculum, and have addressed this in their plans. For example: KS2 parents requested more opportunities for outdoor learning and so this has been planned into the curriculum, where appropriate.


In Early Years children are assessed against Development Matters, to monitor their ongoing progress and inform their next steps for learning. In KS1 and KS2, English and Maths are formerly assessed three times a year (using NFER tests, writing moderation and Accelerated Reading). Year 2 and Year 6 use past SAT papers termly, to build resilience and ensure that they are familiar with the format of the test so it is not a barrier to their achievement. Phonics in Year 1 is assessed half termly, using previous phonics screens, and this information is used to target children for intervention and to inform planning. Summative assessments are used to inform future lesson plans.

At the start of a topic, children are asked what they already know and what they want to know. The children will add to this at the end of the topic, with what they now know. This will allow class teachers to monitor the impact. Subject coordinators will continue to provide assessment activities for science and foundation subjects. These, as always, will be taken in by coordinators, to allow them to monitor progress in their subject. All class work is marked on a daily basis and feedforward sheets are used, as well as marking to the objective. The feedforward sheets allow the teacher to record gaps in knowledge and skills, and this then feeds into the next day/week’s planning so misconceptions are addressed quickly and learning can move on.

The Educater school tracker is used weekly, to allow staff to update their children’s progress against the National Curriculum objectives in English and Maths. This informs planning and allows the teacher to monitor progress. 

Early Years Outcomes and National Curriculum

At Longroyde Primary School we have a one year cycle for our themed planning and follow a long term plan to ensure continuity and progression. Nursery and reception teach different topics throughout the year so they are not repeated, apart from autumn1 where we all cover the ‘All About Me’ topic as this enables us to really understand our children and gain a greater insight into their lives so that we can build upon and provide new experiences throughout the year. We plan half termly topics around core stories so that the children develop a love of reading. We plan activities around the stories that we feel will inspire the children’s curiosity, understanding and development and what we want them to experience, learn and be able to do. All seven main areas of learning are incorporated into our environment (indoor and outdoor). Throughout the curriculum we always incorporate children’s skills and development under the characteristics of effective learning.

All staff are involved in medium term planning (half termly) to ensure year groups are planning a wide range of exciting activities that are linked to the children’s ages and stages (Development Matters) and that they promote our core values of achievement, perseverance, community, manners and responsibility. We aim to have a cohort of happy, independent, confident and determined learners who are able to communicate well and have the ability to think critically and share their ideas and thoughts. We ensure essential skills are developed to specific planned activities and identify assessment opportunities, which in turns support the individual child to move forward in their learning.  

We pride ourselves in our creative curriculum which allows for many ‘I wonder’ moments as the children engage in many real life opportunities within an immersive environment.

Short term (weekly) planning includes specific plans for coverage of the daily communication, phonic, literacy, mathematics and topic whole class teaching sessions, where learning objectives are shared verbally with the children.  Adult led focus activities are also planned to develop and move children forward in all areas of their learning, again small targets are verbally shared to support progression in each child’s individual learning experience.  Invitations to learning are planned on a daily basis with the whole team to include opportunities for extension; child requested activities and further planned adult led activities. We also plan activities around their interests and have a balance of adult led and child initiated activities.

During independent learning time the children have their own ideas and take control of their own learning through play based opportunities. The children have independent access to a stimulating curriculum both indoors and outdoors on a daily basis. We are in the process of developing an outdoor environment that includes access to a forest area. This will help to further enhance the children's learning through exploring and gaining new learning experiences engaging with the outdoor environment whatever the weather.

Curriculum Impact

The impact of the curriculum is evident in the outcomes for all pupils.

Curriculum by Subject

For Subject Information Please Refer to the Curriculum Sub Menu Tab, (Hover Right) or the Full Curriculum Intent Statement 2022/2023 PDF Below.

Curriculum Intent Statement  2022/2023

Complete Curriculum Intent Statement 2022/2023.pdf