Curriculum

Computing skills are essential in every aspect of our lives, and at Sherborne House, we strive to provide an inspiring, high-quality and challenging computing curriculum, which equips all of our children with the skills and knowledge to maintain their understanding of our ever-changing world of technology. We strive to prepare our children for life beyond Sherborne House with vital skills for life and jobs in the future. By the time our children leave Sherborne House, they will have gained key knowledge and skills in all areas of Computing: Computer Science, Digital Literacy, Use of Technology & E-Safety. We ensure that the children are provided with plenty of opportunities to link their learning and skills across other subject areas, such as PSHE, Mathematics and Science. This allows children to make links and transfer their computing skills across the curriculum, and promotes deeper thinking and understanding whilst enabling and encouraging them to become digitally literate learners. We aim to ensure that all pupils:

• Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation/collection.
• Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
• Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
• Are responsible, competent, confident and creative users of information and communication technology.

At Sherborne House, our PE and Games curriculum is built around a ‘Sport for All’ philosophy. We believe every child should have the opportunity to develop a lifelong love of physical activity and wellbeing.

Sport at Sherborne House goes beyond physical fitness — it nurtures social skills, mental wellbeing, resilience, and teamwork. We recognise that the benefits of sport extend far beyond the pitch or court.

Our aim is to develop pupils who are resilient, determined, and supportive — the kind of individuals others are proud to have on their team.

Our goal is simple: to equip children with the skills, confidence, and passion they need to lead a healthy and active lifestyle for life.

A Broad and Balanced Curriculum

Our pupils enjoy a wide range of sports that not only develop physical skills but also encourage teamwork, resilience, and confidence. Sports covered in PE lessons include:

• Tennis
• Gymnastics
• Athletics
• Functional Movement Skills
• Netball
• Dodgeball
• Basketball
• Tag Rugby
• Volleyball

This broad curriculum ensures pupils are exposed to a variety of skills, tactics, and challenges, setting them up for long-term engagement with sport and healthy living.

Weekly PE & Games Provision

• Reception – Year 2
  Pupils enjoy 2 hours of PE each week, delivered across two 1-hour lessons.
• Years 3 – 6
  Pupils in Key Stage 2 receive 4.5 hours of PE and Games each week, made up of two 1-hour PE lessons and a 2.5-hour afternoon of Games.In addition, Year 3 pupils take part in a term of swimming lessons, helping them to build confidence and develop essential water safety and swimming skills as part of our commitment to a well-rounded physical education.

Our Games Programme

Games afternoons are structured around seasonal sports, with pupils grouped into boys’ and girls’ teams.

• Boys’ Games
  • Autumn Term – Football
  • Spring Term – Rugby
  • Summer Term – Cricket
• Girls’ Games
  • Autumn Term – Netball
  • Spring Term – Hockey and Football
  • Summer Term – Cricket

Fixtures and Competitions

Sherborne House pupils regularly compete against other independent schools in the local area and take part in ISA (Independent Schools Association) competitions, where they perform with skill, determination, and sportsmanship.

At Sherborne House, we believe every child should have the opportunity to discover and develop a lifelong appreciation for music, drama, and performance.

The Performing Arts at Sherborne House go far beyond the stage — they nurture confidence, communication, empathy, and imagination. We recognise that the benefits of creative expression reach far beyond the rehearsal room or concert hall.

Our aim is to equip children with the skills, confidence, and passion they need to express themselves and find joy in the performing arts throughout their lives.

Music Mission Statement

At Sherborne House, our aim is to deliver a thematic and inspiring Music curriculum that nurtures creativity, curiosity, and confidence in every pupil. Our approach is underpinned by four core objectives, ensuring that all children leave the school with:

• A secure knowledge and understanding of the eight key elements of music forms a strong foundation for further musical study and enjoyment.
• The ability to read music and play from the stave empowers pupils to become independent and confident musicians.
• A broad and deep appreciation of a wide range of musical genres, exploring different composers, cultures, and periods in music history.
• An understanding and love of live performance, developed through a variety of opportunities to experience and engage with live music.

Drama Mission Statement

At Sherborne House, we aim to deliver a creative and engaging Drama curriculum that inspires imagination, builds confidence, and nurtures self-expression in every pupil. Our approach is underpinned by four core objectives, ensuring that all children leave the school with:

• A secure understanding of the key skills and techniques of performance, including voice, movement, characterisation, and stagecraft.
• The ability to interpret and perform a range of dramatic works, from scripted plays to devised pieces, demonstrating creativity and collaboration.
• A broad and deep appreciation of theatre and dramatic traditions, exploring different genres, playwrights, and performance styles from a variety of cultures and periods.
• An understanding and appreciation of live theatre, developed through opportunities to watch, critique, and participate in live performances.

Curriculum Time Allocation – Performing Arts

Pre-Reception

• ½ hour of Music per week

Reception and Year 1

• ½ hour of Music per week
• ½ hour of Singing per week

Year 2

• ½ hour of Music per week
• ½ hour of Singing per week
• ½ hour of Drama per week

Years 3–6

• 1 hour of Music per week
• ½ hour of Drama per week

Whole School Singing Assembly

• Every Friday at 8:30 a.m.

Our school library plays a vital role in supporting children’s learning and development. From Reception to Year 6, every child has their own library account, enabling them to borrow and return books that spark their interest on a regular basis. By providing regular access to a wide range of books, the library encourages reading for pleasure and allows children to explore texts that inspire curiosity, creativity, and a deeper understanding of the world around them.

We are proud to be connected to the Hampshire School Library Service, which provides us with an exciting selection of external books throughout the year. This partnership helps us keep our collection fresh, diverse, and engaging for all our young readers. Excitingly, we will soon be welcoming a brand new library cabin; a cosy, inviting space designed to help children get lost in a book and enjoy the magic of reading in a calm and inspiring environment.

At Sherborne House School, we believe that developing a love of reading and writing is at the heart of successful learning. Our English curriculum is designed to inspire and engage children through a wide range of rich, diverse, and high-quality texts that reflect the world around them and open up new possibilities.

We aim to instil in every child a lifelong enjoyment of reading for pleasure, while also equipping them with the skills and confidence to become articulate, thoughtful communicators. Through drama, discussion, and collaborative learning, our pupils explore language in creative and meaningful ways, deepening their understanding and appreciation of literature.

Our teaching of writing encourages children to find their voice as authors, writing for a range of purposes and audiences. Grammar, punctuation, and spelling are taught systematically and in context to support strong, fluent, and accurate writing. Weekly spellings and verbal reasoning activities help to reinforce key language and vocabulary skills.

We enrich our English curriculum with a termly Book Clubs,, where pupils can share recommendations, explore new genres, and celebrate their reading journeys. Children are also invited to take part in competitions such as poetry and short story writing, providing wonderful opportunities to showcase their creativity and talent.

By fostering passionate and competent readers and writers, we empower our pupils to access the full curriculum, express themselves with confidence, and develop the tools they need to thrive both academically and beyond.

Humanities lessons combine the teaching of history, geography and RE, so that children are taught to make links between these areas of learning, to develop engaged, motivated and curious learners that can reflect on the past and make meaningful links to the present day. Teachers are encouraged to be creative, developing links between existing curriculum topics, but also taking the learning in a direction of the children’s choosing, so that they remain inspired and engaged in their learning.

Humanities learning is skill-based, so whilst children are gaining a broader knowledge, they are simultaneously building on their ability to access learning in a meaningful way. Skills coverage in each year group has been considered so that it is progressive during children’s time at Sherborne House. Whilst the learning content can be flexible, teachers must ensure they are covering the key skills appropriate for their year group so that each child is prepared for subsequent learning and skills to be covered in the following year. This allows children and teachers alike the flexibility and freedom to carry their learning where they choose, within a framework that ensures children are making progress.

Mathematics is a creative and interconnected discipline that has been developed over centuries. It has provided the solution to some of history’s most intriguing problems. It is essential to everyday life; critical to science, technology and engineering; necessary for financial literacy and most forms of employment. A high-quality mathematics education, therefore, provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

At Sherborne House, we aim to teach Maths in a way that is fun and accessible for all our children, which will foster a positive attitude towards the subject now and in the future. We use a mastery approach to maths teaching, which is research-driven. We have designed our own bespoke curriculum by adapting the White Rose Education scheme of learning for Maths.

Maths Curriculum Implementation

All children will develop into confident, articulate communicators.

• We focus on a vocabulary-rich environment, where oracy in maths is a key learning tool for all pupils. Our Maths vocabulary progression ensures consistency in this approach. Classroom working walls display vocabulary and sentence stems to support quality Mathematical enquiry.
• Through careful teacher modelling and opportunities for explanations evident throughout the lesson, pupils become more confident to explain mathematically within the context of the three strands: fluency, reasoning and problem solving.
• Concrete and pictorial references scaffold and strengthen understanding and allow children to verbalise their explanations more clearly.

All children will be challenged.

• The Maths Skills Progression sets out expectations and the progression of skills covered in each year group, and this document informs the planning by class teachers, ensuring that prior learning is built upon.
• We follow a Maths Mastery approach supported by the White Rose scheme. Pupils spend significant time on each block or unit of teaching in order to master the areas of learning before moving on. A greater proportion of time is spent on the application of Maths skills and deeper thinking.
• Pupils move through the units of learning at broadly the same pace. Pupils who grasp concepts rapidly are challenged through rich and sophisticated problems, deepening their understanding before any acceleration through new content.
• Children are encouraged to demonstrate perseverance and resilience when faced with mathematical challenges, ensuring a growth mindset (“I can’t do this…yet”).

The content of our Curriculum will be varied, immersive and engaging.

• Our Maths curriculum is divided into three strands: fluency, reasoning and problem solving.
• Children are taught concepts through pictorial representations with exposure to visual modelling. Children then move on to abstract concepts to secure their understanding.
• Children are taught fundamental skills before applying their understanding to different content.
• Our curriculum provides pupils with opportunities to work practically, collaboratively and independently to master each area of Maths before moving on. Wherever possible, we contextualise learning and ensure that the interests of the children are reflected.

All children will use their creativity.

• Pupils are exposed to a broad range of resources and strategies they can use to solve problems. Wherever possible, they self-select their methods and tools.
• When appropriate, pupils are given open-ended tasks which they can pursue at their own pace using strategies and resources to support their thinking.
• Pupils are challenged to solve problems in different ways and consider what the most efficient method is.

All children will become happy, empathetic and confident citizens.

• Wherever possible, pupils are given real-world problems and scenarios to interpret using their maths skills.
• Throughout our Maths curriculum, we seek opportunities for pupils to ask and answer questions; openly share their ideas, building on one another and learning from their mistakes.
• Throughout lessons, pupils are encouraged to self-assess their learning, reflecting on what they are finding challenging and what their strengths are, using the RAG rating self-assessment tool.

Science at Sherborne House aims to develop confident young Scientists of the future who are engaged and curious about the world around them and to provide a solid foundation for further Secondary school study.  We increase the children’s knowledge and understanding by working scientifically, a key skill we embed in Key Stage 1 through developing the core skills of asking questions, making predictions, identifying and classifying, making observations and gathering and recording data to answer questions. The breadth of study will include Living things and their habitats, Plants, Animals including humans and Uses of everyday materials.

Through Key Stage 2, these investigative skills are embedded further in the children’s learning experiences through topics as diverse as Materials and their properties to Forces, Light and sound, Electricity and Evolution and inheritance. Through these studies, children not only learn to work scientifically but also to increasingly think scientifically as they develop across the School, ensuring they can reflect critically on their own experiments, including predictions, results, conclusions, fair testing and how they can develop further investigations.  As we learn about the Science of the human body, we strengthen and complement our PSHE programme covering puberty and relationships education.  And wherever possible, we will seek to enrich Scientific learning through School trips and wide-ranging activities across the School to celebrate National Science Week in March.

Our Science curriculum will also be rigorously supported by our Forest Schools programme, where our dedicated Forest School Teacher will deliver a bespoke outdoor education programme suited to each year group, making the most of our forest school area located amongst the mature trees of our beautiful grounds.  What better way for our children to begin their journey as young Scientists and play their role in tackling climate change in the future than by learning to love the outdoors and develop a deep awareness of how precious our natural world is.  And our Wellbeing garden and pond, and close proximity to Hiltingbury Lakes, provide a few among many opportunities for our newly formed Eco Committee as our School Eco Reps aim to raise environmental awareness and take positive action both within and outside of our School community.

At Sherborne House,  we teach French throughout, from Nursery to Year 6, and we introduce Spanish alongside French from Year 4. If possible, some basic German will be taught in the last half term in Year 6.  We aim to prepare the children for senior schools, but also to be tolerant, open-minded, and respectful citizens of the world. Our school community is rich in its diversity, and we want to make children of all backgrounds and cultures feel seen and valued. Speaking another language is an incredible skill, as well as a fantastic adventure. We want to take every opportunity to enjoy the children and their families’ expertise.

Introducing children to a foreign language in a way that is fun and stimulating will develop their interest and curiosity in learning languages and in their own language. It will also develop their confidence and creativity, as well as their growth mindset.

We aim to provide a wide range of activities to cater for all the learning styles of our children. Children will have opportunities to take part in dialogues, read texts, write their own short sentences and paragraphs, listen to and sing songs, play games, and listen to stories. They will be encouraged to take part in a safe environment to play around with the language, recycle previous knowledge and take risks, culminating with writing to children in a French school when in Year 6, as well as spending 5 days in Normandy.

Making language learning relevant is crucial in engaging children. For that reason, Language teaching will be topic-based and will generally involve children talking/ writing about an aspect of their own lives.

Aims and objectives of Language teaching:

• to foster an interest in learning other languages
• to introduce young children to another language in a way that is enjoyable and fun
• to make young children aware that language has a structure, and that the structure differs from one language to another
• to help children develop their awareness of cultural differences in other cultures
  countries
• to develop their speaking and listening skills
• to gain a sense of pride and enjoyment in their achievement
• to develop children’s sense of identity
• to help them reflect on their own language
• to embrace and explore every opportunity

The main aim of teaching Languages is that all children at Sherborne House School are given the opportunity to acquire everyday vocabulary and expressions in French and later in Spanish in order to understand and communicate in the target language.

By teaching each child French and Spanish, we aim to help them become citizens of the world, ready to face any challenges.

The following four skills will be developed: listening, speaking, reading and writing.

Not only will children become more proficient in another language, but the teaching of foreign languages will also support and develop their literacy and numeracy skills. We aim to develop their understanding of their own language as well as the language being learnt, and to get children to make links between the various languages they know.

Together with their language knowledge, they will develop skills essential in our modern world, such as inferring meaning, effective communication, research, accuracy, tolerance and acceptance of differences.

Each child will also be encouraged to obtain an understanding and awareness of French and Spanish culture.

PSHE (Personal, Social, Health and Economic Education) and RSHE (Relationships, Sex and Health Education)
At Sherborne House School, PSHE, RSHE (Relationships and Health Education) and SMSC (Spiritual, Moral, Social and Cultural Development) are embedded throughout school life. Each child has a dedicated form tutor who provides pastoral care, supporting pupils to develop self-respect, self-esteem, and well-being, while helping them take responsibility for their actions and understand their impact on others and the wider world. The Fundamental British Values are also actively promoted across the school.

From Year 1 to Year 6, pupils have a weekly timetabled PSHE and Relationships lesson. However, PSHE and RSHE are not taught in isolation—they are woven throughout school life, with learning taking place across all subjects, including Science, Games, Religious Education, Humanities, ICT and Maths.

All staff in our school family —teachers, learning support assistants, and other support staff—contribute to the delivery of PSHE and RSHE, both directly and indirectly. As positive role models, we foster pupils’ personal development and well-being not only through lessons, but also in assemblies, playtimes, trips, performances, and sporting events.

PSHE at Sherborne House follows a progressive structure—a ‘spiral’ curriculum—with topics revisited and developed each year. Planning is proactive rather than reactive. The school primarily uses the SCARF Coram Life Education scheme (www.coramlifeeducation.org.uk) alongside resources such as the University of Birmingham’s Character Education Jubilee Resources, PSHE Association resources and Growth Mindset resources. This approach aligns with the PSHE Association Programme of Study and promotes mental health and well-being through half-termly themes: Me and My Relationships, Valuing Difference, Keeping Myself Safe, Rights and Responsibilities, Being My Best, and Growing and Changing. Detailed statements of progress can be accessed here.

Year 1 Learning Focuses

Learning also takes place through current events, whole-school themes, charity initiatives, and national campaigns such as Internet Safety Day, Children’s Mental Health Week, and Anti-Bullying Week.

Parents can request that their child be withdrawn from lessons that include non-statutory sex education, but cannot withdraw from Relationships Education, Health Education or Science lessons. Parents choosing to withdraw their children from any sex education outside Relationships Education, Health Education, or Science should put their requests for withdrawal in writing to the Headteacher.

PSHE RSHE policies are on our website in the policies section.

At Sherborne House School, the well-being of our pupils is a central focus, and we are delighted to have been awarded the AcSEED accreditation at the end of 2023, recognising our commitment to emotional well-being and mental health. We are proud to be the first independent school in Hampshire to receive this award. AcSEED is a charitable initiative dedicated to promoting high-quality emotional well-being and mental health support in UK schools, founded by young people with lived experience of well-being challenges. The award recognises schools that demonstrate a strong whole-school approach to wellbeing, including support for pupils, staff, and families.

Our children benefit from dedicated Wellbeing Ambassadors, elected by their forms, who help promote positive mental health and organise initiatives such as Tea and Talk sessions with children and a loved one, and Sit, Smile and Story for a While breaktime sessions run by our Wellbeing Ambassadors for their peers, thus fostering open conversations and connection. We also provide ELSA (Emotional Literacy Support Assistant) provision, offering targeted support for children with emotional or social difficulties, alongside a variety of spaces to promote wellbeing, including our Wellbeing Garden for outdoor learning and a safe, reflective area for children to use during break times.

Sport and physical activity are also key to wellbeing at Sherborne House. Pupils are encouraged to take part in a wide range of sports during school, with additional weekend sporting activities arranged in collaboration with parents and children to promote fun, fitness, and teamwork. These opportunities complement our broader wellbeing provisions, helping pupils develop resilience, confidence, and social skills in an enjoyable and supportive environment.

Wellbeing at Sherborne House extends to the whole school community, with the mental health of staff and parents prioritised alongside that of our pupils. The AcSEED accreditation recognised our comprehensive range of mental health and wellbeing provisions, our close collaboration with external wellbeing organisations, and our strong ethos of support and care. Through our initiatives, spaces, sporting activities, and culture of openness, we ensure that every member of our school family feels valued, supported, and able to thrive.

Character Education encompasses all activities—both explicit and implicit — that help young people develop positive personal traits, known as virtues. These virtues form the foundation of a well-rounded individual, equipping children to be ethically upright, intellectually capable, and responsible members of society. At Sherborne House, we embed these values — the Golden Thread — throughout school life.

Virtues

Virtues fall into four key categories:

Intellectual Virtues: curiosity, critical thinking, open-mindedness, intellectual honesty, humility, and a love of learning.

Moral Virtues: compassion, honesty, integrity, courage, justice, gratitude, and respect.

Civic Virtues: Civility, community awareness, service to others, volunteering, tolerance, and concern for the common good.

Performance Virtues: determination, resilience, perseverance, confidence, motivation, and leadership.

These virtues are developed across all stages of the school. From Early Years through Lower and Upper School, our curriculum and pastoral care embed these values in everyday learning. To ensure high-quality Character Education, some staff have received specialist training via the University of Birmingham’s Jubilee Centre, and a range of the Jubilee Centre’s resources are being integrated into our curriculum to support structured development of virtues across subjects.

We recognise that developing good character is a shared responsibility, and that families, schools, and communities all have a role to play. By working together and combining expert guidance with practical activities, our Sherborne House family prepares our children to become confident, thoughtful, and well-rounded citizens of the future.