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We still have spaces available for children to join us in Reception, Year 1, Year 2, Year 3 and Year 5.

 Please contact the school office for more information.

Curriculum Statements

The Axminster Curriculum 

Our Vision

Axminster Primary Academy is a school where the community is at the heart of what we do, working to enable children to grow creatively and to achieve their best in a happy and secure environment.



Core Values

Our high expectations extend to all aspects of the school's work: our values are clear: 

Each child in Axminster Community Primary is Unique - we will develop their learning to become resilient, confident and capable citizens of the community. We build upon and value our strong and positive Relationships with others - this will help them become independent and have a sense of belonging.  We have a school Environment which we care for and promotes stimulating opportunities and challenge for all children. These values added together will ensure that children develop and learn throughout the school. 

We live in a world that is increasingly culturally diverse and dynamically interconnected, it is important that our children, in Axminster, come to understand their world, past and present, and develop a capacity to respond to challenges, now and in the future, in innovative, informed, personal and collective ways.

Our curriculum and school plays an important role in harnessing pupils’ curiosity and imagination about the world they live in and empowers them to actively shape their lives; make reflective, informed decisions; value their belonging in a diverse and dynamic society; and positively contribute locally, nationally, regionally and globally.

In a world that is increasingly culturally diverse and dynamically interconnected, it is important that our pupils come to understand their world, past and present, and develop a capacity to respond to challenges, now and in the future, in innovative, informed, personal and collective ways.

English curriculum 

The study of English is central to the learning and development of all young children. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate and build relationships with others and with the world around them. The study of English plays a key role in the development of reading and literacy skills which help young people develop the knowledge and skills needed for education, training and the workplace. It helps them become ethical, thoughtful, informed and active members of society. In this light, it is clear that the Axminster Curriculum: English plays an important part in developing the understanding, attitudes and capabilities of those who will take responsibility for Britain’s future.

Great Britain is a linguistically and culturally diverse country, with participation in many aspects of British life dependent on effective communication in English. In addition, proficiency in English is invaluable globally. The Axminster Curriculum: English contributes to nation-building and to internationalisation.

The Axminster Curriculum: English also helps Pupils to engage imaginatively and critically with literature to expand the scope of their experience. Mutli-cultural citizens  have contributed to Axminster society and to its contemporary literature and its literary heritage through their distinctive ways of representing and communicating knowledge, traditions and experience. The Axminster Curriculum: British values, respects and explores this contribution. It also emphasizes our links to Europe.


Learning mathematics creates opportunities for and enriches the lives of all children. The Axminster Curriculum: Mathematics provides students with essential mathematical skills and knowledge in number and algebra, measurement and geometry, and statistics and Data. It develops the numeracy capabilities that all students need in their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built.

Mathematics has its own value and beauty and the Axminster Curriculum: Mathematics aims to instil in students an appreciation of the elegance and power of mathematical reasoning. Mathematical ideas have evolved across all cultures over thousands of years, and are constantly developing. Digital technologies are facilitating this expansion of ideas and providing access to new tools for continuing mathematical exploration and invention. The curriculum focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, reasoning, and problem-solving skills. These proficiencies enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.

The Axminster Curriculum: Mathematics ensures that the links between the various components of mathematics, as well as the relationship between mathematics and other disciplines, are made clear. Mathematics is composed of multiple but interrelated and interdependent concepts and systems which students apply beyond the mathematics classroom. In science, for example, understanding sources of error and their impact on the confidence of conclusions is vital, as is the use of mathematical models in other disciplines. In geography, interpretation of data underpins the study of human populations and their physical environments; in history, students need to be able to imagine timelines and time frames to reconcile related events; and in English, deriving quantitative and spatial information is an important aspect of making meaning of texts.

The curriculum anticipates that schools will ensure all students benefit from access to the power of mathematical reasoning and learn to apply their mathematical understanding creatively and efficiently. The Mathematics curriculum provides students with carefully paced, in-depth study of critical skills and concepts. It encourages teachers to help students become self-motivated, confident learners through inquiry and active participation in challenging and engaging experiences.

The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and Data. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.

History and Geography 

In a world that is increasingly culturally diverse and dynamically interconnected, it is important that our pupils come to understand their world, past and present, and develop a capacity to respond to challenges, now and in the future, in innovative, informed, personal and collective ways.

The Axminster Primary Academy Curriculum plays an important role in harnessing pupils’ curiosity and imagination about the world they live in and empowers them to actively shape their lives; make reflective, informed decisions; value their belonging in a diverse and dynamic society; and positively contribute locally, nationally, regionally and globally.

Thinking about and responding to issues requires an understanding of different perspectives; the key historical, geographical, political, economic and societal factors involved; and how these different factors interrelate. The curriculum in Yr 1- Year 6 (1-6), which encompasses the knowledge and understandings of history, geography, civics and citizenship, and economics and business, gives Pupils a deep understanding of the world they live in from a range of perspectives, past and present, and encourages them to develop an appreciation and respect for social, cultural and religious diversity.

The Axminster Primary Academy Curriculum for history and Geography empowers pupils to shape change by developing a range of skills to enable them to make informed decisions and solve problems. The subject provides Pupils with the skills, behaviours and capabilities that will equip them to face challenges in their lifetime and to participate in and contribute to the wellbeing and sustainability of the environment, the economy and society. Through studying this, pupils are given opportunities to develop their ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change.

Through the Humanities (History and Geography) pupils become well placed to contribute to Axminster Community Primary Academy ideas of a cohesive society, sustainable environment, productive economy and stable democracy.


Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social and economic lives. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems. Science aims to understand a large number of observations in terms of a much smaller number of broad principles. Science knowledge is contestable and is revised, refined and extended as new evidence arises.

The Axminster Academy Curriculum: Science provides opportunities for pupils to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science’s contribution to our culture and society, and its applications in our lives. The curriculum supports pupils to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science-related careers.

In addition to its practical applications, learning science is a valuable pursuit in its own right. Pupils can experience the joy of scientific discovery and nurture their natural curiosity about the world around them. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence-based conclusions using scientific methods. The wider benefits of this ‘scientific literacy’ are well established, including giving pupils the capability to investigate the natural world and changes made to it through human activity.

The ability to think and act in scientific ways helps build the broader suite of capabilities in pupils as confident, self-motivated and active members of our society.


Technologies enhance and influence the lives of people and societies globally. Pupils in Axminster Academy need to be enterprising individuals who can make intelligent decisions about the development and use of technologies and who can independently and collaboratively develop solutions to complex challenges and contribute to sustainable patterns of living. Technologies can play an important role in transforming, restoring and sustaining societies and natural, managed and constructed environments.

Within the Axminster Community Primary Academy Curriculum the subject - Technologies - ensures that all pupils benefit from learning about and working with traditional, contemporary and emerging technologies that shape the world in which we live. By applying their knowledge and practical skills and processes when using technologies and other resources to create innovative solutions, independently and collaboratively,
they develop knowledge, understanding and skills to respond creatively to current and future needs. The practical nature of the Technologies learning area engages pupils in critical and creative thinking, including understanding interrelationships in systems when solving complex problems. A systematic approach to experimentation, problem-solving, prototyping and evaluation instils in pupils the value of planning and reviewing processes to realise ideas.

All young citizens (especially those in Axminster) should develop capacity for action and a critical appreciation of the processes through which technologies are developed and how technologies can contribute to society. Pupils need opportunities to consider the use and impact of technological solutions on equity, ethics, and personal and social values. In creating solutions, as well as responding to the designed world, pupils consider desirable sustainable patterns of living, and contribute to preferred futures for themselves and others.

PE and health. 

In an increasingly complex, sedentary and rapidly changing world it is critical for every young child to not only be able to cope with life’s challenges but also to flourish as healthy, safe and active citizens in the 21st century. This is a strong investment in the future of the Axminster Primary Academy’s children.

We are acutely aware that technology and the media will continue to transform our lives and change the way we communicate. Some health issues will endure while new ones will emerge. New forms of physical activity will become available.
Pupils need critical inquiry skills to research and analyse knowledge and to understand the influences on their own and others’ health, safety, wellbeing and physical activity participation. They also need to be resilient, to develop empathy and
to be actively engaged in their own and others’ wellbeing, using health, safety and physical activity resources for the benefit of themselves and their communities.

In the Health and Physical Education curriculum, our pupils will develop the skills, knowledge, and understanding to strengthen their sense of self, and build and manage satisfying, respectful relationships. They learn to build on personal and community strengths and assets to enhance safety and wellbeing. They critique and challenge assumptions and stereotypes. Pupils learn to navigate a range of health-related sources, services and organisations.

At the core of Health and Physical Education is the acquisition of movement skills and concepts to enable Pupils to participate in a range of physical activities – confidently, competently and creatively. As a foundation for lifelong physical activity participation and enhanced performance, Pupils acquire an understanding of how the body moves and develop positive attitudes towards physical activity participation. They develop an appreciation of the significance of physical activity, outdoor recreation and sport in our society and globally. Movement is a powerful medium for learning, through which pupils can practise and refine personal, behavioural, social and cognitive skills.

Health and Physical Education provides pupils with an experiential curriculum that is contemporary, relevant, challenging and physically active.

Our Pupil at the end of Yr 6 in Axminster 

As a team we have discussed and formulased what we would like a child to leave Axminster Community Primary Academy as. The curriculum we have designed has taken a recognised framework and personailsed it for our own children. This document will identify and state what academic achievement is expected by the end of Yr 6 however there are skills that are intrinsic to our skills that we will develop as a child progresses through our school. 

  • Our children will be confident to question and challenge both what they know and what they do not know, this inquisitiveness and curiosity will fuel their love of learning.
  • By the end of Yr 6 our children will be efficient at analysing what is in front of them, their ability to study, inspect and examine will ensure that are rigorous in their expectations of themselves and others.
  • Through being confident researchers they will have depth to their learning. This ability to explore, scrutinize, and  investigate ensures that can assess what they have learnt. 
  • Being both evaluative and reflective gives the children skills to not rest on their laurels. By appraising their own work and those of others ensures the children develop their honesty and integrity. It also demonstrates their high expectations for themselves. 
  • A key skill for any citizen is the ability to communicate, it is how we build relationships with others and how we can demonstrate both respect and responsibility to ourselves and our community. It is a life skill that will ensure that children can convey meaning to others and express (with clarity their thoughts and feelings) 


By the end of year 6 we would like the children to have a plethora of memories that they can heartfeltly and fondly look back on that have formed the young adult they are becoming. We would like them to begin to understand themselves as young adults and to know the positive impact they can have on their community. Skills such as; independence, resilience, teamwork, empathy, honesty and an ethic of hard-work will be intrinsically taught and shown by our children.   


As confident writers and readers, our Year 6 pupils,  will understand how the use of text structures can achieve particular effects this will be evident cross-curricularly. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. As readers our children will be well rounded - they will have experienced a range of texts and will be able to independently select books that stretch and excite them.  When writing the children will be able to show this in a range of genres and multimodal texts (PPTs, Posters, presentations, authored books, NC reports, Newspaper reports ect) 

Being confident to compare and analyse information in different and complex texts is another set of skills that our Yr 6’s will demonstrate, explaining literal and implied meaning. They will select and use evidence from a text to explain their response to it. Through listening to discussions, clarifying content and challenging others’ ideas there will be a high level of competency to verbally communicate with their peers and others.  

A clear understanding of how language features and language patterns can be used for emphasis will be shown by pupils; they show how specific details can be used to support a point of view and they can justify how their choices of language features and images are used in a range of written and non-written outcomes. Using accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.

Opportunities will be taken to create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. Whilst demonstrating an understanding of grammar, and making considered vocabulary choices to enhance cohesion and structure in their writing our children will have the confidence to manipulate and play with language. 


Year 6 mathematicians will have confidence and accuracy in recognising the diverse properties numbers. By being able to describe the use of integers in everyday contexts, they will have solved problems involving all four operations with whole numbers. Connections between fractions, decimals and percentages as different representations of the same number will be evident in their work  as well as them solving problems involving the addition and subtraction of related fractions. As our children leave us they will make connections between the powers of 10 and the multiplication and division of decimals and describe rules used in sequences involving whole numbers, fractions and decimals. The connection between decimal representations to the metric system and the appropriate units of measurement to perform a calculation will be shown. Pupils will make connections between capacity and volume. They solve problems involving length and area. They interpret timetables. Students describe combinations of transformations. They solve problems using the properties of angles. Students compare observed and expected frequencies. They interpret and compare a variety of data displays including those displays for two categorical variables. They interpret secondary data displayed in the media. Pupils locate fractions and integers on a number line. They calculate a simple fraction of a quantity. They add, subtract and multiply decimals and divide decimals where the result is rational. Pupils calculate common percentage discounts on sale items. They write correct number sentences using brackets and order of operations. Students locate an ordered pair in any one of the four quadrants on the Cartesian plane. They construct simple prisms and pyramids. Students describe probabilities using simple fractions, decimals and percentages.

Yr 6 children will be able to reason and articulate their justifications using sound mathematical subject knowledge as a basis for this. 


Historians of Year 6 will explain the significance of an event, development in history and articulate the impact of both individuals and groups. Identifying and describing continuities and changes for different groups in the past, there will be a level of understanding of the impact this has had to modern day society.  By describing the causes and effects of change on society Yr 6 pupils will compare the experiences of different people in the past. As they sequence information about events and the lives of individuals in chronological order and represent time by creating timelines the children will understand chronology and their place within this. 

When researching, skills to develop appropriate questions to frame an historical inquiry will be shown. Identifying a range of primary and secondary sources and locating, collecting, organising and categorising relevant information the children will be more than competent in answering  inquiry questions. They analyse information or sources for evidence to determine their origin and purpose and to identify different perspectives. Pupils develop texts, particularly narrative recounts and descriptions. In developing these texts and organising and presenting their information, they use historical terms and concepts, and incorporate relevant sources.


Geographical skills and knowledge at the end of Year 6 will show that pupils can describe the location of places in selected countries in absolute and relative terms. By describing and explaining the diverse characteristics of places in different locations from local to global scales they will have gained an understanding of where their place is within the world. Children will describe the interconnections between people in different places, identify factors that influence these interconnections and describe how interconnections change places and affect people as well as identifying and comparing different possible responses to a geographical challenge.

Our pupils will have developed appropriate geographical questions to frame an inquiry. As they will have located, collected and organised useful data and information from primary and secondary sources. They record and represent data and the location of places and their characteristics in different graphic forms, including large-scale and small-scale maps that use cartographic conventions of border, source, scale, legend, title and north point. Skills such as interpreting maps, data and other information to identify, describe and comparing spatial distributions, patterns and trends, to infer relationships and to draw conclusions will be evident. Our children will present their findings and ideas using geographical terminology and digital technologies in a range of communication forms. Finally our children will propose an action/s in response to a geographical challenge and describe the probable effects of their proposal. All the time being mindful of the ever changing ecology of the world and the global footprint that each one of us tread. 

Axminster citizenship

Experience has taught us that our children do not feel a sense of belonging - By the end of Year 6 we want them to feel that they are part of a community.  They will demonstrate and explain the role and importance of people, institutions, and processes to Britain's democracy and legal system. They describe the rights and responsibilities of British citizens and the obligations they may have as global citizens - this will be shown in practice as they take up roles such as School counsellor and play leaders they will see that they have a role to play in supporting and educating their peers. 

Our yr 6 children will develop appropriate questions to frame an investigation about the society in which they live. They locate, collect and organise useful information from a range of different sources to answer these questions. They examine sources to determine their origin and purpose and describe different perspectives. They evaluate information to draw conclusions. When planning for action, they identify different points of view and solutions to an issue. They reflect on their learning to identify the ways they can participate as citizens in the school or elsewhere. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials and civics and citizenship terms and concepts.

£ and financial planning

Being financially intelligent is a key skill that we want our children to acquire whilst in Axminster Academy. By the end of Year 6, Pupils recognise why choices about the allocation of resources involve consequences. They explain why it is important to be informed when making consumer and financial decisions. They will identify the purpose of business and recognise the different ways that businesses choose to provide goods and services.

Pupils develop appropriate questions to frame an investigation about an economics or business issue, challenge or event. They locate and collect useful data and information from primary and secondary sources. They examine sources to determine their origin and purpose and evaluate evidence to draw conclusions. They interpret, organise and represent data in a range of formats using appropriate conventions. They generate alternative responses to an issue or challenge and identify the advantages and disadvantages of preferring one decision over others. They reflect on their learning to propose action in response to a challenge and identify the possible effects of their decision. They apply economics and business knowledge and skills to familiar problems. Pupils  present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials and economics and business terms.

Our children will be able to budget and plan for themselves understanding the consequences if they do not do this effectively, they will have an understanding of short term loss for a long term gain (saving) and experience of deferred gratification rather than immediate. 


By the end of Year 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another when generating electricity. They explain how natural events cause rapid change to Earth’s surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge helps us to solve problems and inform decisions and identify historical and cultural contributions.Pupils follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using appropriate representations and construct multimodal texts to communicate ideas, methods and findings.


By the end of Year 6, Pupils explain how social, ethical, technical and sustainability considerations influence the design of solutions to meet a range of present and future needs. They explain how the features of technologies influence design decisions and how digital systems are connected to form networks.

Pupils describe a range of needs, opportunities or problems and define them in terms of functional requirements. They collect and validate data from a range of sources to assist in making judgements. Pupils generate and record design ideas for specified audiences using appropriate technical terms, and graphical and non-graphical representation techniques including algorithms. They plan, design, test, modify and create digital solutions that meet intended purposes including user interfaces and a visual program. Pupils plan and document processes and resources and safely produce designed solutions for each of the prescribed technologies contexts. They negotiate criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas, solutions and processes. Pupils use ethical, social and technical protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.

By the end of Year 6, Pupils describe competing considerations in the design of products, services and environments, taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Pupils explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts.

Pupils create designed solutions for each of the prescribed technologies contexts suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Pupils record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce designed solutions.


By the end of Year 6, pupils use written and spoken French for classroom interactions and transactions, and to exchange personal ideas, experiences and feelings. They ask and answer questions in complete sentences in familiar contexts (For example, Est-ce que je peux … ? Tu peux..… ?), using appropriate pronunciation, intonation and non-verbal communication strategies. They use appropriate forms of address for different audiences, such as tu forms with friends and family members, and vous for teachers and other adults or when more than one person is involved. They gather and compare information from a range of texts. They identify key points and supporting details when reading and listening, and interpret and translate short community texts such as signs or notices. They create connected texts such as descriptions, conversations and picture books, using structured models and processes of drafting and re-drafting. They convey information in different formats to suit specific audiences and contexts. Pupils use present tense verb forms, conjunctions and connectives (such as et, mais, parce que, plus tard, maintenant), positive and negative statements (such as j’ai trois amis, je n’ai plus d’amis), and adverbs such as très, aussi, beaucoup, un peu and lentement. They recognise and use with support verb forms such as le futur proche (je vais + l’infinitif) and le passé composé (j’ai + regular forms of past participle) as set phrases. They identify l’imparfait when reading (for example, c’était, il était). They use possessive pronouns and adjectives with modelling and support, and prepositions to mark time and place (such as avant, après, devant, derrière).

Pupils identify differences between spoken and written forms of French, comparing them with English and other known languages. They identify differences in commonly-used text types (for example, greetings, instructions and menus), commenting on differences in language features and text structures. They use metalanguage for language explanation (for example, formal and informal language, body language) and for reflecting on the experience of French language and culture learning. They identify relationships between parts of words (such as suffixes, prefixes) and stems of words (for example, préparer, préparation; le marché, le supermarché, l’hypermarché). Pupils make comparisons between French and their own language and culture, drawing from texts which relate to familiar routines and daily life (such as la vie scolaire, la famille, les courses, les loisirs, la cuisine). They explain to others French terms and expressions that reflect cultural practices (for example, bon appétit, bonne fête). They reflect on their own cultural identity in light of their experience of learning French, explaining how their ideas and ways of communicating are influenced by their membership of cultural groups


By the end of Year 6, students explain how the elements of music are used to communicate meaning in the music they listen to, compose and perform. They describe how their music making is influenced by music and performances from different cultures, times and places.

Students use rhythm, pitch and form symbols and terminology to compose and perform music. They sing and play music in different styles, demonstrating aural, technical and expressive skills by singing and playing instruments with accurate pitch, rhythm and expression in performances for audiences.


By the end of Year 6, students explain how ideas are represented in artworks they make and view. They describe the influences of artworks and practices from different cultures, times and places on their art making.

Students use visual conventions and visual arts practices to express a personal view in their artworks. They demonstrate different techniques and processes in planning and making artworks. They describe how the display of artworks enhances meaning for an audience.

Religious Education 

To use specialist vocabulary in communicating their knowledge and understanding. Using appropriate religious vocabularies pupils identify and describe key features of religions, including beliefs, teachings and their describe the variety of practices and ways of life in religions and understand how these stem from, and are closely connected with, beliefs and teachings AT1 Religious practices and lifestyles 2:5 to identify and begin to describe the similarities and differences within and between religions AT2 Values and commitments 2:22 about the relationship between humans, their environment and other living creatures, including examples of religious teaching and practice AT2 Values and commitments 2:23 to reflect on ideas of right and wrong and their own and others’ responses to them AT2 Values and commitments 2:24 about religious codes of conduct and rules of living considering the effect of these on reflect on ideas of right and wrong and their own and others’ responses to them. Identify and describe religious practices and their meaning AT2 (Level 4) Ask questions and suggest own answers about the significant experiences of others, including religious believers

Christmas jumper Day 2021

10 Dec 2021

A big thank you for everyone who got behind Christmas jumper day today and helped raise some much needed money for Save the Children. It was great to see so much festive cheer in school with the child...

Remembrance Sunday

16 Nov 2021

A poignant shot of our wreath layers paying their respects and representing the school at Axminster War Memorial on Remembrance Sunday. WE WILL REMEMBER THEM!  

Anti Bullying Week 2021

15 Nov 2021

Great to see so many children and staff wearing odd socks today to kick of Anti-Bullying Week 2021. Across the week, our assembly focus will be anti-bullying and reinforcing the importance of kin...

Armistice Day

11 Nov 2021

A big thank you to our KS2 children who took part in Axminster's Armistice Day remembrance service alongside other local schools. The children laid crosses in the town's garden of remembrance bef...

New Playground Equipment

08 Nov 2021

A big thank you to our PTFA who have worked with our School Council and kindly supplied a range of new play equipment for both our KS1 and KS2 playgrounds. 

Harvest Celebration

20 Oct 2021

On Monday Axminster Community Primary Academy came together to celebrate Harvest with all donations this year going to the local food bank. Years 5 and 6 kicked things off with a beauti...

Forest School Area Community Day

18 Oct 2021

A huge thank you to every who gave up their time over the weekend to tidy and revamp our forest school area. The hard work has made a massive difference as we work towards developing our outdoor space...

Squid Game - Safeguarding Update

14 Oct 2021

We have had several KS2 children at school mention, quote and re-enact aspects of Netflix’s most recent viral show, Squid Game. We are concerned that children at school are watching this as...

Axminster Heritage Centre Visit

08 Oct 2021

This week, our KS1 children visited Axminster Heritage Centre as part of their local history work. Whilst they were there the children found out about the town's rich carpet making history and how dif...

Parent Forums

24 Sep 2021

Having held the first Governing Body meeting of the year this week we have planned a couple of parent forums on Monday 11th October. These will take place in the school hall at 9m and 6:30pm with refr...