Hunter’s Bar Infant School

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Important Information & Documents


Children learn to communicate and understand themselves and the world in which they live through the four main areas of language: speaking, listening, reading and writing.

We place great emphasis upon the development of these skills which are central to the curriculum, not only in dedicated Literacy sessions, but through the linking of learning with other subject areas too.

Children bring home reading books daily to share with parents and carers. Each child has a Reading diary offering them an opportunity to work toward achieving a specific ‘Reading Challenge’ - both children and parents gain a great deal of enjoyment from working toward this challenge and are rightly proud of gaining special Reading Challenge certificates during weekly ‘Celebration’ assemblies.

The school also has a library. All classes visit the library regularly to browse, research, borrow and return books.

School uses Debbie Hepplewhite's 'Phonics International' scheme, which is linked to Oxford Reading Tree's 'Floppy's Phonics'. This scheme uses a systematic programme of teaching which incorporates handwriting and spelling. The Alphabetic Code is used consistently throughout school. See the following links for more information:

School uses a variety of reading schemes such as Oxford Reading Tree, Ginn, Rigby Star and Collins, which are organised in a book banding system. Here is a link to a simple guide:


Our aim is for all children to be enthused and challenged through an active and first-hand experience in mathematics. 
At Hunter’s Bar Infants, we teach mathematics so that all pupils develop their understanding and skills across the mathematics curriculum. Mathematics is taught in a structured way following the 2014 National Curriculum. Throughout their time at Hunter’s Bar Infants, children will have the opportunity to explore the mathematics curriculum using a range of resources and methods. All learning is put into a real-life context where possible to help children understand the role of mathematics in the world around them.
The national curriculum for mathematics aims to ensure that all pupils:
 become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
 reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
 can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions
At Hunter’s Bar Infants, we use a variety of teaching and learning styles in our Mathematics lessons. Our principal aim is to develop children’s knowledge, skills and understanding in a practical and skills based manner.
Differentiation, Mastery and Special Educational Needs 
Through differentiated questioning, resources and activities, we ensure that all children are able to access the learning. In all classes there are children of differing mathematical ability. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies – in some lessons through differentiated group work and in other lessons by organising the children to work in pairs or groups on open-ended problems or investigations. We use classroom assistants to support some children and to ensure that work is matched to the needs of individuals.
Children with specific learning needs in mathematics take part in intervention programs such as ‘Talk 4 Maths’, ‘First Class @ Number’, precision teaching and consolidation groups. These are all run by specialist teachers and teaching assistants. Children are placed in these groups after discussions with the class teacher and SENCo. Each intervention is monitored and tailored to the groups’ specific needs. Additionally, children who do not have English as a first language are pre-taught any specific vocabulary prior to any maths topic.
Teaching of Mathematics 
Mathematics is taught daily throughout the school and includes the teaching of number, calculations, problem solving and weekly investigations. We follow the National Curriculum 2014 to ensure requirements of the programmes of study are covered. We ensure that there is progression throughout each week and year group, as well as throughout the school.
Early Years: 
Mathematics is taught in the school from Foundation Stage through to Year 2. In Early Years Foundation Stage, plans are taken from the Foundation stage of the National Curriculum. The mathematical aspects of the children’s work are related to the objectives set out in the Early Years Learning Goals. All the children are given the opportunity to develop their understanding of number, measurement, pattern, shape and space through a rich curriculum involving a variety of indoor and outdoor learning, allowing them to explore, enjoy, practice and talk confidently about mathematics. Mathematical language is introduced and encouraged from the beginning of their learning to support their understanding and to help them discuss their own learning.
Key Stage One: 
In key Stage One, our medium term plans give the main teaching objectives for each week. They ensure an appropriate balance and distribution of skills across each term, allowing children to progress throughout. The weekly plans list the specific learning objectives and give further details on the coverage in each lesson.
Early morning work gives the opportunity for children to practice their arithmetic skills.
Displays and Resources 
There are a wide range of resources to support the teaching and learning in mathematics across the school. All classrooms have a range of apparatus appropriate for the learning they will undertake, with further resources available for the whole school to use. Children are encouraged to select the resources they may need to encourage them to become confident and independent mathematicians.
Within each class mathematical vocabulary, relevant to the year group, is displayed and referred to regularly during mathematics lessons. Displays are used to promote a positive and inquisitive attitude towards mathematics in the school.
Home Learning 
Maths is regularly included in the home learning menu.  Tasks will often be linked to the learning from that half term but may also be an opportunity to review and apply skills from previous topics.
Assessment and Recording
Ongoing formative and summative assessments take place alongside teacher moderation. Teachers meet with the Senior Leadership Team regularly to examine pupil progress. Structured feedback is given to children to both acknowledge their successes and provide extra challenge so that they are clear in their next steps.


In Foundation Stage, the children follow the Early Years Foundation Stage (EYFS) curriculum. We teach science in reception classes as an integral part of the topic work covered during the year.   The majority of the science work covered within the Foundation stage falls into the Knowledge and Understanding of the World theme. In Foundation stage children have an opportunity to explore science activities independently in the setting both indoors and outdoors. The children often work in small focus groups with an adult to develop their scientific predictions and observational skills. The majority of the work will be oral, encouraging the children to use comparative language and gain an understanding of relevant scientific vocabulary. The children also experience science on their regular park visits and trip to the farm.

At KS1 children develop their knowledge of animals (including humans), plants, everyday materials, living things and their habitats and seasonal change. Working scientifically during years 1 and 2, children observe, explore and ask questions.  They work together to collect evidence to help them answer questions and to link this to simple scientific ideas. This may involve performing simple tests and evaluating the results. They are asked to consider whether tests or comparisons are fair. Using reference materials to find out more about scientific ideas the children share ideas and communicate them using scientific language, drawings, charts and tables with the help of computing if it is appropriate. The majority of science topics are taught within the year group’s termly topic areas. These are supported by extra- curricular activities in the school grounds, at our local park, on trips to the Butterfly House in Year 1 and to the Yorkshire Wildlife Park in Year 2. 

Whole school science mornings are organised each half term when children work on a question and feedback their findings to children in other year groups. Sometimes children work together in small mixed year groups on a challenge or they move from classroom to classroom to explore scientific ideas. These sessions often cover a broad range of science activities beyond those identified in the curriculum to develop the children’s ‘Science capital’, that is their exposure and knowledge of science.

We have 6 Science Ambassadors in year 2. The Ambassadors assist teachers and children with science around school, promote science to others, demonstrate in assemblies and meet regularly to carry out simple experiments themselves. Occasionally they attend outreach events such as the Science Ambassador’s Conference at Sheffield Hallam University. This project has been funded by the Ogden Trust, with whom we are working closely as a school and as part of a partnership of local schools.

Computing (ICT)

All classes have a weekly timetabled  computer lesson in the Media Suite, where they have access to 15 desktop  computers, 15 iPads, and various other technology/ICT devices. In addition, each Key Stage 1 has a timetabled iPad session, where they make use of a set of iPads  to enhance their learning. EYFS classes have access to iPads in their classrooms  each day, which have a range of educational apps available to use. 

In their weekly Computing lesson children look at three strands of the curriculum: Computer Science, Information Technology and Digital Literacy. 

Computer Science  is about using computational thinking to solve problems and make things for a given purpose., often through coding.  This may involves writing and debugging programs on Scratch or other coding software, or creating and testing flowcharts, such as on Flowol.

Information Technology  is about how technology and technological devices work. Children will learn about the different parts of a computer, the difference between input and output devices, when it is useful to use a computer but also when a computer isn't needed, and examples of the use of ICT and computing in 'real life.' 

Digital Literacy about the safe and responsible use of technology. Children learn about how they can stay safe online, about the appropriate use of ICT,  and where they can find help if they come across anything untoward owhen using the computer, and specifically the internet.  Digital Literacy is also about solving problems and making useful things, using digital tools, such as spreadsheets, video editing applications and so on.  Some examples of the work undertaken by our children include creating a slideshow presentation about a researched topic,  using a graphics app to create artwork, using a camera to create a collage of images, developing a short Stop Motion animation, using VR software to explore new locations, merging real life with digital images using Green Screen, or using music editing software to prepare a short piece of music.


We believe that Geography is a tool of learning and communication. Geography is essentially about the study of places, the human and physical processes which shape them, and the people who live in them.  Skills developed through Geography help pupils make sense of their surroundings and the wider world.  We aim to stimulate the children’s interest in and curiosity about their surroundings and foster a sense of wonder about the world.  We help them to develop a sense of responsibility for the environments and people of the world we live in and to understand the inter-dependence of people, resources and landscapes.  The school works hard to present children with positive images of people throughout the world.

The children will be taught Geography within a creative curriculum. The geography curriculum is supported by specific skills progression to develop and improve skills throughout EYFS and KS1 During geography lessons the children will have opportunities to apply geographical enquiry and skills within a real context.  The children have numerous opportunities to visit not only the school locality but some localities further afield too.  We also have a wonderful link with a school in Ethiopia, Africa called Elshadai Elementary School and we take part in various projects with them throughout the school year.  


At Hunter’s Bar Infants we have created a broad and enriched curriculum that promotes independent learning, enjoyment and achievement. In History we promote a well focused enquiry based approach where children become inquisitive learners and critical thinkers. We ensure cross curricular language and literacy through inspiring and meaningful history forms an integral part of our teaching.  History is not about finding the right answer, but more about interpretation and investigating an answer that could be credible based on sources available.  Children find things out themselves through enquiry.  Key questioning is fundamental to this and we encourage learners to create their own questions and equip them with the skills to do this.

In EYFS pupils build their concept of past and present through planned and purposeful play activities. In KS1 pupils develop an awareness of the past and learn where the people and events they study fit within a chronological framework. They identify, describe and recall significant events and compare and contrast similarities and differences between ways of life in different periods.

Where possible we always offer out of school trips and invite visitors into school to enhance the subject.  In Year 1 we recently went to Conisbrough Castle to explore what life was like in a medieval castle. In Year 2, we invited the Victorian classroom into school where the children were transported back to 1883. Children experienced life as a Victorian school child!  Such valuable experiences help create a high level of motivation and interest in a topic.  


We aim to develop children’s enjoyment and appreciation of music through dedicated weekly sessions delivered by the class teacher. Children also engage in year group or whole school singing sessions and the school choir is frequently asked to perform at local events. Children have opportunities to listen to music, work with visiting musicians from a variety of cultures and to explore instruments from many different countries. Musical activities are often linked to other curriculum areas in which the elements of listening, composing and performing are incorporated.

Children in Key Stage One have opportunities to learn how to play a musical instrument including the violin and recorder.

Art & Design

Art is a highly valued aspect of our curriculum. We try to develop each child’s confidence and pleasure in art and design through a range of activities and incorporate a rich variety of media and techniques through which children are encouraged to express their ideas, thoughts and feelings.

The school has strong links with the annual Sheffield Children’s Festival and a close association with several local artists who regularly work on projects with our children, both in and out of school.

Design and Technology

Children are offered a range of opportunity to develop the skills of Design and Technology throughout their time in the infant school.

They undertake projects in each year group which involve designing and making using a variety of materials, tools and techniques to produce such things as pop-up cards, puppets, musical instruments and moving models, toys or vehicles for instance. Food technology such as baking and cookery is also an element of design and technology.

The school has a dedicated children’s kitchen and all children have regular opportunities in which to make use of its facilities - often to prepare and cook the fruit and vegetables grown in the school’s own garden.

Physical Education

All classes in Key Stage One have two timetabled sessions of Physical Education weekly incorporating aspects of gymnastics, games and dance. Our commitment to at least two hours of quality PE weekly has gained the school national recognition in the award of ‘Activemark’ and local recognition in the award of the ‘School Sports Partnership Gold Award.’

The whole school take part in Kixx sessions where they are taught to; 

  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • participate in team games, developing simple tactics for attacking and defending

We also take our Year 2 children swimming for 6 weeks. the children are taught to 

  • swim competently, confidently and proficiently over a distance of at least 25 metres
  • use a range of strokes effectively [for example, front crawl, backstroke and breaststroke

Our school takes part in the 'Daily Mile' initiative. Each class aims to go outside and run, jog or walk for approximately 15 minutes most days, in addition to their normal PE sessions  and playtimes. 

Not only is full use made of the hall and outdoor areas around the school building, but children also have opportunities to access Endcliffe Park and the sports facilities of High Storrs School and, on occasion, the Institute of Sport and Don Valley stadiums.

Religious Education

At Hunters Bar Infant School we follow the agreed syllabus for Religious Education for Sheffield pupils.
We aim to teach children:
 To know about and understand a range of religions and world views.
 To be able to express their ideas and insights about religions and world views.
 To gain enquiry and investigative skills to help find out about key concepts and answer questions.

We provide opportunities for children to expand upon their spiritual and moral development and aim to increase their
self-awareness, recognise the needs of others and develop their values for life.
We strongly believe in building a tolerant and respectful atmosphere that reflects our diverse community.

Personal, Social, Health Education and Citizenship

At the core of the school curriculum is the personal development and well-being of each child.

The national SEAL programme (Social and Emotional Aspects of Learning) is integral to the Personal, Social and Health Education (PSHE) curriculum. SEAL involves work on a different theme each half term. The themes are: New Beginnings, Getting On and Falling Out, Say NO to Bullying, Going for Goals, Good to Be Me, Relationships and Changes. Each theme begins with a whole school assembly and is then developed into other aspects of school life.

Each class has a weekly, timetabled Circle Time during which children are supported in the development of their friendships, their relationships with others and the importance of excellent standards of behaviour.

Bullying is not tolerated in our school. Our anti - bullying policy focuses upon strategies to promote a friendship and respect ethos within school.

In support of the Citizenship curriculum, two children from each class act as representatives for the School Council. They attend regular meetings and, in addition to feeding back ideas from their own Class Council meetings, they are involved in key decision-making about school life at Hunter’s Bar Infant School. Many children have other opportunities to make a valuable contribution to the life of the school through the ‘Job Squad’ – taking on vital roles such as Playground Friends, Lunchtime Buddies and Rubbish Busters!

Sex and Relationship Education

Sex and relationships education is taught within our Personal, Social, Health and Emotional (PSHE) programme. It is covered within the themes of caring for others, friendship, family life, love and the people who care for us, along with personal safety. It is aimed at developing the children’s self -esteem and confidence.

Curriculum Enrichment Activities

Hunter’s Bar Infant School provides a truly rich and enriched curriculum. We include enrichment activities within the curriculum each term with visitors coming into school, year group and whole school events, visits outside the school, and more! Children also have access to a very varied programme of extra-curricular activities.

Lunchtime clubs are run daily. They change from time to time, to reflect both the staff expertise and knowledge and our children's interests. Many of these are run by our school staff, though some are run by external agencies such as Kixx and the french club. 

After-school enrichment clubs are offered by school and include activities such as sports, music and drama. 

A wide variety of activities also take place during the day - both in and out of school. These are designed to enrich the planned learning and to consolidate the half termly topic focus. 

Outside of school activities include visits to local galleries and museums, such as Western Park Museum and regular use is made of local amenities such as Endcliffe Park and the Botanical Gardens. Curriculum based trips vary depending on the topics being covered. In the past these have included Conisbrough Castle, Yorkshire Wildlife Park, Tropical Butterfly House, Bakewell and more.

Visitors into school are common and include authors, illustrators, artists, musicians, sports specialists and theatre companies.

In recent times, we have also had visits from Miss Sharp, the Victorian school teacher, the Gruffalo, The Gingerbread Man, the Space Dome, Space VR and much more.

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