At Ashton Hayes we nurture the potential of every child, developing enquiring individuals who embrace a love of learning and life.  Our family-orientated and inspiring environment provides inclusive learning opportunities for everyone.  At Ashton Hayes we, “Aspire to be Amazing!”

Core Values

  • Respect
  • Individuality
  • Creativity
  • Honesty
  • Empathy
  • Resilience

A RICHER experience.

A RICHER outlook.

A RICHER journey.

A RICHER curriculum for everyone.

Through our Richer Curriculum we aim...

To develop a love for learning that is lifelong.

For children to value themselves as individuals in a happy and caring atmosphere, where each member of the school family is known and respected.

To provide a rich and exciting curriculum for all, ensuring that it is broad, balanced and relevant, promoting creativity of thought and expression.

To develop empathy and an understanding of social, moral, spiritual and cultural values in a diverse world.

To nurture independent thinking and enquiring minds, developing a sense of resilience, honesty and a strong self-belief.

To work in partnership with parents, governors, other professionals and the local community, fostering a sense of belonging and responsibility in an environment where everyone feels safe, happy and secure.


At Ashton Hayes, we have adopted a thematic, topic approach, linking subjects together and using quality texts and first-hand experiences at the centre. We believe this brings all the curriculum subjects to life and also gives a sense of purpose to the children's learning. We promote a love of learning; where learning is fun, exciting, purposeful and engaging, and helps unlock the potential that lies within.

Please take the time to look at the different sections to get a flavour of what we are doing at Ashton Hayes. Click here to read our Curriculum and Learning Policy


Our Maths Curriculum is built around our core purpose: developing mathematical fluency through practical exploration, playing with numbers and supporting pupils to become critical thinkers through probelm solving and reasoning. Click here to see the age related expectations for each year group. You can access the school's Calculations Policy for the 4 main operations and for mental application. The policy includes steps, explanations and how practical apparatus is used to support the teaching of each strategy. The aim is that this will give parents the support when helping their child with their maths work at home.

Try logging on to MyMaths by clicking on the link below, which is full of support on teaching mathematical concepts, games and activities.

My Maths Username: ashton2  Password: divide43

When logging in as the pupil, please go to the My Portal section in the pink colour and input your child's username and password which will be 3 digits and 3 letters.


Learning to read is central to all learning in school. Everything else depends on it. We put a great deal of energy into reading skills starting from the moment the children enter our Reception Class  as we believe it is essential.

We want children to develop a passion for reading. We want them to be able to read for themselves. We aim to ensure that all children have a love of books as well as being able to read independently.

Children read across the curriculum and this is planned for at every level. 

We do this through:

Focused small group Phonics

Shared Reading

Guided Reading

Regular Independent Reading

  1. Individual
  2. Group and Paired
  3. Home / School Reading
  4. Hearing books read aloud on a regular basis
  5. Reading in the environment and throughout the curriculum


We start with a quality text.  By giving children examples of quality writing, linked to their topic or theme, we aim to inspire them to write and give them opportunities to achieve.  We often start by deconstructing model texts with our pupils and then allow them to use structures from well-known authors and adapt them to suit their own writing (sometimes ‘borrowing’ from others is useful!).

We use drama techniques to make texts/writing come to life such as Hot-Seating (where people take on the role of characters from a story and other people ask them questions) and Conscience Alleys (where one pupil walks through a tunnel of the other pupils and explores a dilemma faced by a character).

We use the shared and modelled writing to support children in the initial stages of writing through teacher demonstration, teacher scribing, supported composition and then independent writing.  We also use Guided Writing, which involves a group of pupils sitting with the teacher, rehearsing, questioning, clarifying and revising as each produces an individual piece of writing.

We create opportunities for critical reflection, where the children independently, or with support from their peers, look at their writing and make it even better.

Like reading, writing is an every day activity in school.  Providing opportunities for these activties at home will support children's development in these key areas.  

Grammar, Punctuation and Spelling (GPS)

 At Ashton Hayes, teachers actively teach these essential literacy skills as part of English lessons.

There is a great deal of terminology and language building blocks that children need to know and use when talking about GPS. For more information, see the End of Year Expectations and the Jargon Buster documents below.

How can parents help their children?

We often use slightly different and grammatically incorrect English when talking; that’s a natural part of informal speech. You can support your child in beginning to identify the differences between informal chat and the more 'correct' Standard Written English.


Our Science Curriculum is built around scientific enquiry and critical thinking.  We believe that children need to be supported to understand science and scientific phenomena through investigation and hypothesis.

The children learn through:

Observing over time –  E.g. the growth of a seed or bulb (Yr2).

Identifying, classifying and grouping – E.g. decide ways of grouping animals to what they eat (Yr3).

Pattern Seeking – observe and record phenomena, carry out surveys or collect data and then identify relationships between the data. E.g. bulbs get brighter if more cells are added (Yr4).

Comparative and fair testing – observe or measure the effect that changing one variable has on another whilst attempting to keep other variable the same. E.g. deigning and making a variety of parachutes to determine which designs are most effective (Yr5).

Researching – E.g. finding out about the work of palaeontologists such as Mary Anning (Yr6) and researching scientists.


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