Buxton Infant school offers “A Smiling Start”: an environment to grow and learn in, in which “no stone is left unturned to ensure that every child reaches their potential”

We believe that every child is equally valued, regardless of their starting point in life or barriers to learning. We provide a warm, caring and secure environment in which children can learn and thrive.

Our curriculum is designed to underpin this ethos. It is broad, balanced and creative, enabling every child to be nurtured and inspired to reach their potential. With the addition of our parallel curriculum we teach children to be safe, healthy individuals who support each other and their community whilst attaining highly across a wide variety of different subjects. We aim to create a language rich environment and prioritise the teaching of specific vocabulary to enable children to have the ability to recall, use and apply the knowledge they learn.   Our children have the opportunity to shape the curriculum and we promote beyond the classroom experiences to enhance their time in school. We believe that reading gives children the key to access learning and our aim is to foster a love of books and reading across our school.  We use Little Wandle to teach phonics, supported by decodable reading books at each phase from  Collins Big Cat.

See our Curriculum Policy pages under Policies.


Our carefully devised curriculum balances the National Curriculum expectations and a wide range of creative and cultural experiences allowing our children to flourish both academically and socially and emotionally. Clear planning allows the curriculum to be progressive and continuous in all aspects but with flexibility built in, ensuring that it fits both the context of the school and children’s needs and interests. Age related expectations combine the acquisition of knowledge and development of skills to create a purposeful and exciting learning journey for every child. We aim to deliver real experiences for our children by providing varied opportunities to learn beyond the children’s usual classroom, through focus weeks, working with outside professionals and school visits offsite. Our curriculum has high expectations to blend transferable skills, demonstrate a breadth of vocabulary and develop strong cross curricular links.

Inviting classroom environments stimulate and engage quality learning and foster a love of language and books. Explicit daily, weekly and medium term planning is responsive to children’s needs; incorporating holistic approaches to teaching and learning.

Children have opportunities to learn and work individually, in pairs or small groups and as a class. Teaching groups are flexible and closely matched to children’s needs. Targeted feedback and marking are used to ensure that all children make progress and understand the next steps in their learning.  We ensure that parents are kept up to date with their child’s progress so that they can support learning at home.

Click on the links below to see our progression documents for each subject area.

Progression document Art,  Progression document Computing,  Progression document DT,  Progression document Geography, Progression document History , Progression document Mapping Skills,  Progression document MFL,  Progression document Music,  Progression document P.E, Progression document PHSE , Progression document Science,  Progression document Working Scientifically, Progression document Parallel Curriculum


We use rigorous monitoring systems throughout the course of the year to gauge the impact of our curriculum. Curriculum planning and delivery is monitored regularly by senior leaders, including governors and subject leads. Observations, discussions and questionnaires are completed by teachers, children and parents to help us highlight areas for development and move our practice forward. Termly pupil progress and moderation meetings are held between Senior leaders, including the SENCO and class teachers in year groups; ensuring that there is a clear understanding of individual pupil progress. This enables us to set targets, adjust planning and provide support and intervention thus accelerating and maximising progress. Progress and attainment is analysed against individual, school and national data targets. Our children rise to the high expectations that we have of them both academically and personally and socially.

Children enter school with attainment which is typically below national standards in Communication and Language and Personal and Social and Development. Our creative, caring and context based curriculum enables them to develop a love of learning and the belief and security in themselves to achieve. We prepare our children for their onward journey in education and their next steps in life.