Our vision is to create a curriculum that encourages children to discover, explore and create. We want to help each child flourish into a caring, confident and resilient young person who has a love of learning. We will do this by upholding high aspirations through our innovative and inspiring approach to teaching and learning.

Cracoe & Rylstone Primary’s curriculum is closely designed around our vision statement and has been developed to support the individual needs of our community. Our curriculum is designed to encourage children to discover, explore and create. Encompassed within our vision, is the need for children to be exposed to a range of topics and experiences that broadens their understanding and equips them with the skills our children need to be confident, resilient, life-long learners who reach their full potential.

‘It is the supreme art of the teacher to awaken joy in creative expression and knowledge.’

– Albert Einstein

We have a cross-curricular topic approach to learning, planning enlivening and relevant topics which immerse the children in a variety of ways. A curriculum that is literacy and language rich is a must for our school if we are to open doors for our children. We therefore place a high focus on developing children’s vocabulary, using quality texts to do this.

We have spent a considerable amount of time looking at our long term curriculum and ensuring that it meets the needs of our pupils and that it allows them to secure relevant knowledge, skills and understanding over time.

As a maintained primary school we have to ensure that we teach the statutory content of The National Curriculum. However, we have an additional six core aspects that are part of our curriculum that we believe are important for the children in our schools.


As a Church school we ensure that reflection time in our RE sessions allows children to explore big questions and moral dilemmas. These sessions enable children to know they are of immense worth and that they can make a valuable contribution to their school community and the wider world.

Outdoor Learning

We look for opportunities to embrace our our local area, ensuring children to learn to understand and appreciate the wonders and beauty of nature. We want to spend time learning beyond the classroom; to explore and discover. Our aim is for each school within the federation to have their own allotment area in which children will look after. Producing fruits and vegetables that they will use in their food technology lessons. We also aim for children to spend time using the outdoor area to enhance the learning in their current topic – whether that is a trip down to the river or looking for bugs under stones!


Children have an opportunity to think and talk about learning every week in our weekly ‘Learnology’ sessions.

‘There appears to be a new notion that an appreciation of ‘how’ students learn is at least as important as ‘what’ they learn’. – Beere.

The sessions allow children to understand themselves as learners and to know about the process of learning. Children have opportunities to look at lifelong learning skills such as collaboration, empathy, resilience and many more…

Why it is important?

At the heart of Learnology is a fundamental belief that education is about preparing children for life beyond the walls of the classroom. It is about helping them to build up the mental, emotional, social and strategic resources so that they can enjoy challenges and cope well with uncertainty and complexity.

This is particularly relevant in a society that is full of change, risk, opportunity and complexity. Learnology is not a quick fix or a bolt on but should be seen as a way of refreshing our thinking about the culture in our schools.


We recognise the importance of preparing our children for life in modern Britain. We will continue to celebrate diversity through our inclusive community. We will forge strong links with contrasting communities and look for learning opportunities beyond The Dales.

At Cracoe & Rylstone we have a strong link with Horton Grange Academy in Bradford and meet with them twice a year to do joint learning projects.

Healthy Living

Promoting healthy living is a key feature within our schools. Through our excellence in sports, lessons in food technology and promoting a growth mindset, we are helping our children to develop healthy bodies and minds. We have a cookery teacher that works across the federation providing practical workshops for children and parents.

Every week our children have access to a PE specialist teacher, Mr Baines, who teaches a PE. In addition, key stage 2 pupils swim every fortnight at Upper Wharfedale. We take part in cluster sporting events.

In April 2019 our schools were the host schools for Compass Buzz – a mental healthy charity based in North Yorkshire who provide training for schools about supporting vulnerable children and families with mental health issues. Our future aim is to have a designated person within the federation who can be a point of contact for families in need.

Core Subjects

The core subject skills of reading, writing and mathematics are vitally important and are taught daily within the context of our personally designed ‘creative curriculum’. This curriculum, which is organised into topics, provides relevant learning opportunities for pupils of all ages, as part of which they develop independence, questioning skills, the ability to investigate and ask questions and a well-rounded appreciation of the world around them in addition to a sound grounding in the ‘3 Rs’.

We place great emphasis on our core subject teaching and knowledge as we believe that the skills and knowledge learnt in these lessons are vital to enable pupils to access the full range of opportunities available to them in later life. Mathematics, reading and writing are taught daily and pupils are given regular homework tasks that enable them to extend or consolidate the skills learnt in class.


Mathematics is taught as a subject daily in all classes as well as being taught as a tool across the curriculum. Pupils at all levels are given the opportunity to develop new skills and processes, investigate number patterns and rules, solve problems and puzzles, explore shape, space and measures and learn key facts by heart.

In The Foundation Stage, pupils learn mathematical processes and number facts through a range of play based and investigative activities. They learn songs that help with counting and recognising numbers and use the environment around them to learn more about shape and space.


Pupils in Key Stage 1 and 2 are encouraged to read daily to develop their independent reading and comprehension skills. We teach reading in a variety of ways. Our younger pupils read to an adult regularly to develop their ability to recognise common words, breakup unknown words into segments and begin to understand the texts that they are reading.

As pupils get older, they take part in ‘guided reading’ where the teacher works with a group of children reading at a similar level and, through setting focused reading and comprehension objectives, is able to help the group progress with their ability to read more challenging texts and comment on what they have read. Pupils in the Foundation Stage experience books in a range of contexts, listen to stories, retell stories using puppets and begin to recognise letter sounds and common words.


Writing skills are taught within our daily English lessons. Pupils are also given a wide range of opportunities to write for real purposes across the curriculum. A confident and skilled writer has the ability to write in a range of contexts such as letter writing, emails, reports,
persuasive texts and fiction writing. Our topic based curriculum provides many opportunities for children to develop their writing skills in real and relevant contexts. Pupils are taught spelling patterns and rules of grammar discretely and within literacy lessons.

Pupils in the Foundation Stage develop early writing skills by engaging in a range of gross and fine motor play activities. When ready, they develop their early writing skills on paper by learning letter formations and writing familiar words and short sentences.


Science is taught within our long term plan of topics. As part of our science teaching, pupils are given the opportunity to develop the following skills and processes:

• Observe and measure
• Classify and conclude
• Identify patterns and relationships
• Make predictions and explain results
• Devise and carry out investigations
• Handle equipment and a wide range of materials safely and effectively.


The children are taught to read using systematic synthetic phonics within Early Years and Key Stage 1.

They are taught to decode and blend words using the sounds they have learnt in Phonics and to use picture clues and syntax clues to help them when reading books.

Modern Foreign Languages

French is taught throughout the school, with a focus on the acquisition of spoken skills. This teaching is informal for younger pupils and consists of simple spoken commands, counting and the learning of phrases. For our older pupils, French is taught more formally and pupils are given the opportunity to develop early conversational skills.

Religious Education and Collective Worship

We follow the North Yorkshire Agreed Syllabus for RE teaching in Key Stage 1 and 2. Pupils are given the opportunity in RE lessons and as part of the wider curriculum to learn about aspects of the Christian faith and other major faiths as well as discuss feelings, values and moral issues that are pertinent to them.

All pupils take part in an act of daily collective worship which is broadly Christian in nature. These sessions are led by teaching staff and members of the local clergy. Parents can request in writing that their child does not take part in collective worship should they so wish.


In a world where computers, electronic communication, mobile phones and virtual learning environments are becoming a bigger part of daily life, it is vital that we prepare our pupils for the future in providing opportunities across the curriculum for them to develop ICT and programming skills.

We are well equipped to teach ICT skills as part of our wider curriculum and our pupils enjoy a range of opportunities to use ICT in the different subject areas.


In addition to music teaching within the school curriculum, all pupils have the opportunity of learning to play a musical instrument as part of the normal curriculum. More specialist tuition for voice, piano, strings, wind, brass and percussion instruments is available through the NYCC Music Service and peripatetic music teachers work weekly with pupils at the school. A fee is charged for this service from which parents on Income Support or in receipt of the Pupil Premium are exempted.

We also offer very popular accordion tuition through the Craven School of Music. Details of charges are available at school. We usually offer after school Band where children who are learning instruments can experience playing together.

PE and Sport

All children take part in PE. In Foundation/KS1the children are taught on site. The children in KS2 also travel to Upper Wharfedale School weekly to take advantage of their specialist sports facilities, including the swimming pool. If the weather is fine we will also make use of our outdoor areas. Children who wear earrings (stud-type only allowed in school) will be asked to remove them for PE, in accordance with safety standards in the County. For PE lessons, children wear black shorts and a red t-shirt, and do their work in bare feet or gym shoes. Out of doors, depending on how warm it is, they wear shorts or jogging trousers and gym shoes/trainers. We also have a specialist professional school team strip provided by the local Tarmac Quarry for use by pupils playing sports for the school in local and county championships.

If a parent should wish a child to be excused from PE due to illness or injury, children should bring a letter of explanation prior to the lesson. PE is a compulsory subject and every effort should be made for every child to participate in the lesson in some capacity. Those with special needs or disabilities will have the lesson objectives differentiated so that they may participate.

On occasions parents are asked to contribute towards the cost of transport.

Special Educational Needs

A child with special educational needs, whether gifted, with learning difficulties or behavioural problems, is cared for in the first place by the class teacher within the classroom. Agreed procedures are followed under the direction of the Special Needs Coordinator (SENCo).

If a child has a specific special need or disability, his/her needs will be met in consultation with parents, class teacher, SENCo and, where appropriate, Local Authority representatives.

School Policies
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Special Education Needs SEND REPORT
Our policy for special educational needs operates in accordance with the Code of Practice
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