We love Reading at The Carlton Junior Academy! We believe that having excellent Reading skills is the key to a bright and happy future. Learning to read is an adventure that takes children to new and exciting places, helping them to understand the world. We endeavour to work in partnership with parents/carers to ensure that every child is a competent reader who understands and loves books.

Each child is given a book by school to take home to enjoy reading with a parent/carer. The book will have a colour sticker to indicate the level and appropriate challenge. Please read everything and anything else you like to at home – from newspapers to recipes. Please read little and often and sign the organiser, giving comments about how your child is doing with Reading at home.

We reward children who read at home with a chance to win a ‘Book Worm’ award. If a child manages to read three times a week for ten weeks, they will receive this award and be celebrated in our weekly Awards’ Assembly. Book tokens are also awarded to pupils who make improvements and extra effort at home with Reading.

At The Carlton Junior Academy, we intend to develop in every child a positive and confident attitude towards Mathematics. Children and staff share a real enthusiasm towards the subject. With the new and changing views of Mathematics, we have taken on the Shanghai-inspired approach of Mastery Maths. This new approach enables children to spend longer on Mathematical topics, focusing on deep sustained learning that focuses on small steps to learning. This allows all children to access the curriculum at the relevant year, pushing those that need challenge and supporting those that have found Maths difficult in the past. With explicit times to teach and to complete independent activities, it gives children the confidence to access the curriculum and work in talk partners to build vocabulary and understanding.

With such importance lying on the fluency of Mathematical skills, we have embedded fluency within our daily lessons. This year, a large focus will be on improving children’s times tables and the school has purchased Times Tables Rock Stars. This is an amazing resource as it encourages children to learn their times tables in an exciting and fun way. The children can battle other students and classes while inadvertently improving rapid recall skills. Please encourage your children to access this at home.


Useful Links

Here are some useful websites for your children to access at home:

BBC Bitesize Maths


Learn Your Tables

Who wants to be a mathionaire?

Moon Maths

Math Brain

IXL (This has lots of fun games based on multiplication as
well as addition and subtraction) (your child’s login should be in their organisers, don’t
hesitate to contact us if there is a problem about this) (helpful guidance on all ks2
topics) (different
times tables games for your child to try) (a good step by step approach to improving
times tables knowledge) (lots of Maths games based
on all the different topics) (hands on approach to learn tables) (Who wants to be a Mathionaire?) (a selection of Maths games)


Calculations Policy

Please find out Calculations Policy available to download below:

Calculation Cover

Leader : Beth Hunter


We recognise that all pupils need to be highly skilled and competent in computing and online safety to achieve success in the digital world. The subject not only stands alone, but is also woven into the whole curriculum and is an integral part of all learning. Online Safety is part of the culture of safeguarding and is embedded in all we do. The children will explore the impact that technology has on health, well-being and lifestyle. Computing, in general, is a significant part of everyone’s daily life and children should be at the forefront of new technology, with a thirst for learning.  Computing within school can therefore provide a wealth of learning opportunities and transferrable skills explicitly within Computing lessons and across other curriculum subjects. Children will become equipped with a wide range of fundamental lifelong skills, knowledge and understanding to become digitally literate and participate fully in the modern world. We want our children to become creators of digital content rather than simply consumers of it, creating their own digital masterpieces. Children must be exposed to ‘Computational Thinking’ in order to provide them with the essential knowledge that will enable them to participate effectively and safely in the digital world beyond our gates. We also empower pupils to teach and support each other by using Online Safety Leaders and we give the children the opportunity to talk about and celebrate their work. We will continue to embrace our responsibility within the wider school community, supporting parents with Online Safety and computing skills.

Our curriculum for Computing is based on the Nottinghamshire Computing Framework 2014. The Curriculum Framework covers the National Curriculum objectives which are as follows:

  • To design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems and solving problems by decomposing them into smaller parts.
  • To use sequence, selection, and repetition in programs and work with variables and various forms of input and output.
  • To use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
  • To understand computer networks, including the internet, how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration.
  • To use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
  • To select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
  • To use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; and identify a range of ways to report concerns about content and contact.

These objectives are organised into three strands:

Communication, Finding Out and Computing. In addition to these three strands, there is a section on Online Safety. This is used alongside Education for a Connected World. Online Safety should not be seen as a separate strand but should be embedded in all aspects of the academy community.

Each of the three strands are further broken down into specific areas for all year groups. Different skills and concepts are taught to each year group. This offers a clear picture of how these skills and concepts progress in each area. This supports differentiation and the development of personalised learning.


Curriculum – The Computing Curriculum is taught weekly in one hour lessons with a specialist Computing Teacher. It is taught as a discrete subject so that the pupils achieve high level skills in using ICT, which they can then apply across the curriculum. Teachers are continually embedding computing skills with the children when they use ICT to support learning in other subjects. Work is carried out in classrooms on mobile devices so that opportunities for learning are more flexible and immediate. The school has 30 laptops and 16 iPads for pupils to use.

Learning is recorded against learning objectives on our tracking system EazMag. This data is then used to identify strengths and weaknesses so that actions can be implemented to address them and continually drive forward attainment.

Language – The children will learn to use the correct vocabulary and terminology linked to Computing. They will use language linked to Computational Thinking so they can: break a problem into smaller parts; recognise and find patterns; and develop instructions to solve a problem. There will be opportunities to talk about their experiences and achievements.

Links to School Context –

Online Safety

At The Carlton Junior Academy, we have an up-to-date understanding of the risks that exist online for our pupils and tailor our teaching and support to the specific needs of our pupils. We also offer parents relevant advice and guidance when new risks arise.

Touch Typing

Children arrive at The Carlton Junior Academy with minimal keyboard skills. In Year 3/4 we address this by teaching touch typing skills. This is a life skill and will equip pupils with the confidence and skills to use keyboards throughout their lives.


At the Carlton Junior Academy, we are always trying to raise the aspirations of our pupils. Coding strengthens logical thinking and problem solving which are vital in many areas of life from science and engineering to medicine and law. The number of careers that require coding is set to increase dramatically in the future and there is already a shortage of good coders. If our pupils learn to code, then the digital world is theirs for the taking.


Our values are embedded through teaching children to be empowered, build resilience and effect positive culture change online. We promote the development of safe and appropriate long term behaviours and give the children strategies for maintaining positive relationships in online communities. The children also explore the impact that technology has on health, well-being and lifestyle.

Try some of these links they are great fun for learning Programming.

Do you want to try and make a podcast? Try this free software.

BBC Dance Mat is a great website if you want to improve your touch typing.

Computing Policy

Computing Policy 2019

Sport Outside of School

Many of our children take part in sports and physical activities outside of school and their achievements are celebrated in school times.  Several of our children excel at gymnastics and dance, having won competitions individually and as part of a group.  We have several children that compete in swimming competitions outside of school. Many children play for local football teams and one child has taken part in regional trampolining competitions!


Dear Parents/Carers,

I am keen to find out more about what sports children take part in out of school.  Please email if your child competes for a sports club or team out of school.

Mr Schofield – PE Leader


Autumn Term Sports Clubs

Autumn 1

Year 3/4/5/6 Girls’ Football Club ✓

Year 3/4 Handball Club ✓

Year 5/6 Tag Rugby Club ✓

Year 3/4/5/6 Table Tennis Club ✓


Autumn 2

(All clubs 3:15-4:15)

Year 3/4/5/6 Dodgeball Club – Mondays with Mr Huskinson

Year 5/6 Sportshall Athletics Club – Tuesdays with Mr Huskinson

Year 3/4/5/6 Girls’ Football Club –  Thursdays with Mr Huskinson

Year 3/4/5/6 Table Tennis Club – Tuesdays with Mr Schofield


Sports Competitions/Festivals

(Please find events already completed with a tick)

Here are some of the competitions we will be taking part in for the year 2018/2019.  Confirmation of some dates are to follow:


Year 5/6 Football League

Please find below the details for our involvement in the 2019/20 Y5/6 Gedling football league competitions:


Year 5/6 Boys will play home and away matches against:

  • Burton Joyce
  • Lowdham
  • Parkdale
  • Sacred Heart
  • Colwick St John
  • St Peters


Year 5/6 Girls will play home and away matches against:

  • All Hallows
  • Arnold Mill
  • Arnold View
  • Netherfield
  • Parkdale
  • Richard Bonnington


Cross Country

Saturday 24th November 2019 – Year 5/6 Cross Country League Meeting


Saturday 7th December 2019 – Year 5/6 Cross Country League Meeting


All cross country league meetings will be held at Sherwood Pines with the first race starting at 10.00am.


Table Tennis:

For the second year ever, we hope to take part in in the Carlton Le Willows’ Table Tennis League.  Dates are yet to be announced but fixtures usually run from February through to June.


Pathway Events:

Pathway Events (Competitions) that we will take part in during the year are as follows (several dates TBC):

  • Basketball
  • Tennis
  • Boccia
  • Cricket
  • Cross Country
  • Pop Lacrosse
  • Sportshall Athletics
  • Multi-Sports
  • Hockey
  • Handball
  • Rounders


We also plan to take part in festivals in: adaptive sports, dance, orienteering and ‘Change4Life’.

Please see Mr Schofield for any further details about the competitions and festivals.


Healthy Lifestyle Links:

Physical Education is an integral part of our inclusive and engaging curriculum. We believe that Physical Education plays a vital role in the development of the whole child and is vitally important to securing life-long well-being and health.  We regard it to be of equal importance, and complementary, to other subjects. Pupils develop the knowledge, skills and competence to excel in a broad range of sports and physical activities. We aim to deliver high-quality teaching and learning opportunities that will enable all pupils to achieve their personal best and grow a love for sport and an active lifestyle.

Pupils participate in competitive sport and show determination to pursue personal excellence, develop positive and respectful relationships and have a responsibility to display good sportsmanship. We aim for all children to be physically active for sustained periods of time and be able to make informed decisions to lead healthy and active lives.

Swimming is an important life skill; we aspire for all children to leave primary school being able to swim at least 25 metres.

Our curriculum for PE aims to ensure that all children:

  • Develop competence to excel in a broad range of physical activities.
  • Are physically active for sustained periods of time.
  • Engage in competitive sports and activities.
  • Ultimately, lead healthy and active lives.
  • Enjoy communicating, collaborating and competing with each other.
  • Learn how to evaluate and recognise their own success.

As well as in class PE lessons, children have the opportunities for a wide range of after-school sports clubs, such as football, street dance, table tennis and fencing.  We have various school teams who take part in inter-school competition and we have a successful history when competing in these events.

Leader : Georgina Tait


It is our intent for Geography to inspire pupils with a curiosity about the world and its people that will remain with them for the rest of their lives. Teaching will equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

We want our pupils to gain confidence and practical experiences of geographical knowledge, understanding and skills that explain how the Earth’s features, at different scales, are shaped, interconnected and change over time.

We want pupils to enjoy and love learning about Geography by gaining knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits.

Our curriculum for Geography is based on the National Curriculum’s Programme of Study and aims to ensure that all pupils:

  • Develop contextual knowledge of the location of globally significant places
  • Gain knowledge and understanding of places in the world (including both political and physical geography); and to increase their knowledge of other cultures.
  • Learn respect and understanding of what it means to be a positive citizen in a diverse, multi-cultural country.
  • Learn graphic skills, including how to use, draw and interpret maps
  • Understand environmental problems at a local, regional, national and global scale.
  • Explore people’s emotional, cultural and spiritual connections with places; the role of places in their own feelings of identity, sense of place and belonging; and the ways they experience and use places.


  • Curriculum – The Geography National Curriculum is planned for and covered in full within the KS2 school curriculum. We make sure that children learn additional skills, knowledge and understanding in accordance with the gaps in learning of the children in our catchment.
  • Language – The promotion and use of an accurate geographical vocabulary is essential to the successful acquisition of knowledge and understanding in geography. This is visible in planning and is displayed in classrooms.
  • 2 Year Cycle– Our curriculum is taught on a two year cycle (cycle 1 and cycle 2) and within phases (Year 3/4 and Year 5/6) some with a Geographical theme.
  • Key Question Each lesson provides the pupils with the opportunity to investigate and explore a key question which will work towards a ‘mastery project’ therefore consolidating all their learning across the topic.
  • Mastery – Pupils are encouraged to take care and pride in their work and select the format in which they would like to present their learning.
  • On occasions, pupils may well be asked to research geographical aspects of the theme independently. This allows the pupils to have ownership over their curriculum and lead their own learning in geography.
  • Basic skills –High quality English, Maths and ICT skills are taught throughout Geography. They will acquire a variety of other skills, including those of enquiry, problem solving, computing, investigation and how to present conclusions in the most appropriate way. They will collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes. In addition to this, they will investigate the structure and functioning of environments as systems: of weather, climate, hydrology, geology and soils.
  • Experience – We plan regular visits, visitors and involvement in the community activity to provide first-hand experiences for the pupils to support and develop their learning. We recognise that to have impact the planned cultural capital must be clearly linked to the statutory geographical knowledge to be acquired and provide the opportunity for pupils to better understand the knowledge or apply what they already know.

Try some of these links because they are great fun for learning more about Geographical skills…

Google Earth

Nottingham maps

How to teach mapping skills

Ordnance Survey Map Skills website for kids

National Geographic for Kids

Leader : Georgina Tait


At the Carlton Junior Academy, we aim for a high-quality History curriculum which inspires pupil’s fascination about Britain’s past and that of the wider world.

The History curriculum develops learning through termly units of work, focused on a Humanities topic and results in the acquisition of knowledge and skills, enabling pupils to enquire, research and analyse in a variety of historical contexts.

We provide a broad and balanced curriculum which promotes the development of the whole child. We develop our pupils to have a holistic set of values that prepares them to be responsible citizens for life in the modern world in a diverse and ever-changing community and work place.

Our curriculum for History is based on the National Curriculum’s Programme of Study and aims to ensure that all pupils:

  • Gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past.
  • Develop an understanding of British history as a chronological narrative, from ancient times to the present day. It focuses on how British people have been influenced by the rest of the world, and how they have made their own influence felt.
  • Have a growing understanding of the essential events and features of the history of the world as a whole, focusing on the earliest civilisations, most powerful empires, and the ways in which humanity has succeeded and failed.
  • Understand the methods of historical enquiry, learn to ask perceptive questions, think critically, weigh evidence, and develop perspective and judgement.
  • Have the opportunity to study wider historical concepts such as: continuity and change, cause and consequence, similarity, difference, and significance.
  • Begin to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time using primary and secondary sources.
  • Are introduced to historical perspectives, by considering contexts such as location, economics, politics, religion, and key points in time.
  • Develop the behaviours pupils need to succeed in the world such as concentration, perseverance, responsibility, respect, imagination, co-operation, the enjoyment of learning and self-improvement.



  • Curriculum – The History National Curriculum is planned for and covered in full within the KS2 school curriculum. We make sure that pupils learn additional skills, knowledge and understanding in accordance with the needs of the pupils in our locality.
  • Language -. The promotion and use of an accurate and rich historical vocabulary is essential to the successful acquisition of knowledge and understanding in history. This is visible in planning and is displayed in classrooms. Language skills are also developed through reading a variety of historically themed texts in English lessons.
  • 2 Year Cycle– Our curriculum is taught on a two year cycle (cycle 1 and cycle 2) and within phases (Year 3/4 and Year 5/6) some with a historical theme.
  • Key Question – Every lesson begins with a question which will then be investigated and explored throughout the lesson. At the end of the lesson, the question is reviewed to see how they can now answer the question. They will work towards a ‘mastery project’ which will consolidate all their learning across the theme.
  • Mastery – Pupils are encouraged to take care and pride in their work and select the format in which they would like to present their learning.
    • On occasions, pupils may well be asked to research historical aspects of the theme independently. This allows the pupils to have ownership over their curriculum and lead their own learning in history.
  • Basic skills –High quality English (particularly reading), Maths and ICT skills are taught throughout History. Pupils will make connections, draw contrasts, analyse trends, frame historically valid questions, and create their own structured accounts, including written narratives and analysis. They will recognise the importance of evidence when putting forward historical opinions. This also includes thinking about why some people interpret events or facts differently.
  • Experience – We plan regular visits, visitors and involvement in the community, to provide first-hand experiences that enhance learning, therefore promoting a deeper understanding and retention in their long-term memory of Historical learning. We recognise the need to build cultural capital so that it clearly links to the statutory historical knowledge to be acquired, thus providing the opportunity for pupils to better understand historical concepts or apply what they already know.

Try some of these links because they are great fun for learning more about different periods in history…

BBC History website for kids

National Geographic History pages for kids

Woodlands Primary History pages – lots of information for research on different periods in history

The British Museum

National History Museum

At Carlton Junior Academy we have a heavy emphasis on Art and Design and this is reflected in our eye-catching displays around school.

We follow the National Curriculum for Art at Key Stage 2 to ensure all students receive the best teaching for a broad and balanced curriculum.

The National Curriculum states:
Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Pupils should be taught:
• To create sketch books to record their observations and use them to review and revisit ideas
• To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (for example, pencil, charcoal, paint, clay)
• About great artists, architects and designers in history

All children receive a sketch book when they begin their journey with us. This sketch book then gets passed through the years so the children collate their work over their time in school. The Art curriculum runs alongside our topics and always focuses on a famous artist. The end of the topic always ends with the children completing a final piece of work based on the focus artist.

Every year we take part in The Carlton Academy’s Art Exhibition which allows us to showcase our best work from all the year groups. The children and staff love taking part in this and year-on-year this then gets displayed within school for the year.

With the world being so fast paced and technology advancing at an alarming rate, Design & Technology is a vital subject for children to learn. Lots of jobs are turning technologically based and all new inventions had to be designed by someone. In The Carlton Junior Academy we try to give children different experiences based around our school curriculum.

We follow the National Curriculum for Design & Technology at Key Stage 2 to ensure all students receive the best teaching for a broad and balanced curriculum.

The National Curriculum states:
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment]. When designing and making, pupils should be taught to:


• Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
• Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design


• Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
• Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities


• Investigate and analyse a range of existing products
• Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
• Understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

• Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
• understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
• Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
• Apply their understanding of computing to program, monitor and control their products

Restorative Practice is a process that resolves conflict. It promotes telling the truth, taking responsibility and acknowledging harm. At The Carlton Junior Academy, we use restorative approaches to create a harmonious learning environment where pupils are able to self-regulate their own behaviour.

Restorative approaches are based on three key features:

– RESPECT: for everyone by listening to other opinions and learning to value them

– RESPONSIBILITY: taking responsibility for your own actions

– REPAIR: developing skills to identify solutions that repair harm and ensure behaviours are not repeated

Restorative approaches when implemented in a whole school approach:

Develop – emotional literacy, conflict resolution skills, truth recognition, accountability & responsibility

Improve – behaviour, attendance, learning & teaching

Increase – empathy, happiness & positive life skills

Reduce – conflict, bullying & need for sanctions

When faced with a conflict, the following questions will be used with the children to reach a resolution.

To ask the harmer:

What happened?

What were you thinking about at the time?

What have your thoughts been since?

Who has been affected by what you did?

In what way have they been affected?

What do you think needs to happen next?

To ask the harmed:

What happened?

What were you thinking about at the time?

What have your thoughts been since?

How has this affected you and others?

What has been the hardest thing for you?

What do you think needs to happen next?

By using these restorative questions participants will:

Develop – truth telling skills, responsibility & accountability

Learn about – real impact of actions & consequences

Be able to – make amends, show remorse, change behaviour & agree a way forward

Benefits of using restorative approaches to the person who has been harmed.

The person who has been harmed will:

~ Have an opportunity to participate in a process that they are central to

~ Have their say

~ Take back some control of their situation by choosing to participate

~ Ask any questions

~ Have an apology

Benefits of using restorative approaches to the person who was responsible for the harm

The person who has caused the harm will:

~ Learn about the harm they caused

~ Acknowledge that harm

~ Explain what happened

~ Have the opportunity to apologise

~ Attempt to repair the harm caused

~ Reduce  re-offending

So in school we hope that Restorative Practice will help pupils resolve conflict, build trust and prevent harm.

Watching this video will let you see some school children explaining what Restorative Practice is.

In June 2020, all schools and academies in England will be required to administer an online Multiplication Tables Check (MTC) to Year 4 pupils.

The National Curriculum specifies that pupils should be taught to recall the multiplication tables up to and including 12 × 12 by the end of Year 4.

The check consists of 25 questions and pupils have 6 seconds to enter a response to the question. Once the question is answered, there will be a 3 second pause before the next question appears.

The purpose of the MTC is to determine whether pupils can recall their multiplication tables quickly and fluently, which is essential for future success in mathematics. It will help schools to identify pupils who have not yet mastered their multiplication tables, so that additional support can be provided.

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