At Pinner Park Primary School, we aim to have a high quality curriculum, which matches the needs of our pupils, and inspires all children; optimising their social, emotional, creative and academic outcomes. We believe that our children deserve the very best education and experiences. Alongside this, we also work hard to ensure that our children develop positive relationships and have a strong understanding of the world around them.
As a newly amalgamated school, we are currently in the process of reviewing our curriculum across the primary school, drawing on the best aspects of the Infant and Junior Schools' approaches.
Information about the curriculum during this transition year are contained in our 'Parent Guides'. Other useful curriculum information can be found on the pages under the curriculum menu item.
Below is a brief summary of our curriculum in each subject area.
Phonics
At Pinner Park Primary School we teach phonics using the 'Letters and Sounds' programme. This is proven to be a very effective and engaging way to teach children letters and sounds enabling them to develop their reading and writing skills. Further information about our approach to phonics can be found on our phonics page.
Reading
At Pinner Park Primary School we believe children should learn to read in a way that motivates and inspires them. We recognise that getting children’s early reading experiences right are crucial to them growing into confident readers. Competence in reading is the key to independent learning and has a direct effect on progress in all other areas of the curriculum. We want our children to be ‘readers’, not just children who can read. Meek (1983) believes that, ‘Readers are made when they discover the activity is worth it.’
By the time they leave primary school they will have the knowledge, skills and enthusiasm to read widely to further their knowledge and for pleasure. They will read with confidence and talk confidently about their reading experiences and habits. Teacher and TA subject knowledge in phonics and reading enables all pupils to achieve their full potential Pupils have a wide vocabulary and a rich understanding of the meaning of words encountered.
Because of its central importance, reading is planned for carefully and systematically from the outset. Each English unit is well sequenced and develops incrementally. Reading for pleasure is promoted across the school. All children are given daily opportunities to read independently and to listen to stories read by adults. National events such as World Book Day and Summer Reading Challenge are promoted as are school specific challenges such as ‘book battles.’
In our culturally diverse community where many of our families do not have English as their first language, a vocabulary-rich curriculum is essential. Vocabulary is introduced across the curriculum and identified on planning formats. New vocabulary is discussed and displayed in classrooms. This is supported through our phonics teaching, and the use of 'Read, Write. Inc' spelling from Year 2.
Mathematics
The mathematics curriculum is planned in a sequenced way to build knowledge, skills, understanding and mathematical vocabulary from Early Years to Year 6. Maths is taught within three broad strands: fluency, reasoning and problem solving. The mathematics curriculum follows a mastery approach and equips children with a deep and embedded understanding of mathematical components. The five ‘ingredients’ of mastery are:
We aim for mastery learning at the expected level for all children in mathematics. This will be learning for all that is sustained over time. For higher attaining children we aim to provide a broader, richer and deeper experience of the work that others are doing.
The classroom culture is about developing understanding, uncovering errors and misconceptions, and discussing methods, strategies and techniques. Children are encouraged to view errors and misconceptions as key opportunities to learn.
Planning and teaching is informed by the principle ‘Concrete to pictorial to abstract’. Teachers use a range of concrete and visual resources when developing concepts. Teachers plan lessons to create deeper understanding rather than accelerate children to new content.
Science
Science teaching at Pinner Park Primary School aims to give all children a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them to think scientifically, to gain an understanding of scientific processes and the uses and implications of Science today and for the future.
At Pinner Park Primary School, scientific enquiry skills are embedded in each topic the children study and these are revisited and developed throughout their time at school. Topics, such as Plants, are taught in KS1 and studied again in further detail throughout KS2. This model allows children to build upon their prior knowledge and increases their enthusiasm for the topics whilst embedding this procedural knowledge into the long-term memory.
All children are encouraged to develop and use a range of skills including observations, planning and investigations, as well as being encouraged to question the world around them and become independent learners in exploring possible answers for their scientific based questions. Specialist vocabulary for topics is taught and built up, and effective questioning to communicate ideas is encouraged. Concepts taught should be reinforced by focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions.
Art and Design
Our curriculum for Art and Design develops creativity, sets challenges, engages and inspires children and equips them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. The curriculum has appropriate subject knowledge, skills and understanding to explore and investigate, create and evaluate artwork as set out in the National Curriculum and so will enable the children to reach and exceed their potential at Pinner Park Primary School. It enables pupils to create art work with a real purpose in terms when displaying and sharing the work they create and showcasing the skills and progress they have made.
Pupils at Pinner Park Primary School will develop an appreciation of and love for producing art works in a variety of media from a range of cultural backgrounds. Our curriculum for Art and Design provides a clear and comprehensive scheme of work that will show progression of skills across all key stages within the strands of Art.
The children will be given an opportunity to present their sense of vision through observation, experimentation and illustration. Pupils are encouraged to use their imagination through a wide variety of media and manipulative skills are developed as well as an awareness of colour, texture, design and dimension.
Because the children will have access to key knowledge, language and meanings, they will be able to apply this to their work in Art and across the wider curriculum. There will be, where applicable, links to develop the children’s learning experiences, which could take the form of whole school workshops or be linked to a wider cross curricular project.
Computing
A balanced computing curriculum at Pinner Park Primary School enables the children to develop their understanding and use of technology through practical and exploratory opportunities using deliberate practice to develop their understanding.
As they move through school, they develop an understanding of how technology and digital systems work. Children develop their digital literacy, showing that they know how to use technology respectfully and safely. Children engage and develop a deep understanding of computer science, knowing how to develop and create their programs for a range of purposes. The computing curriculum aims to develop children as computational thinkers to enable them to solve problems across the whole curriculum and life in general.
Design and Technology
At Pinner Park Primary School we want to encourage children to use their own and collective creativity and imagination to design and make products which solve a range of problems in real life contexts. The Design Technology curriculum draws on the knowledge and skills that children develop in other curriculum areas such as maths, science, computing and art.
Through the design process followed in the Design Technology curriculum children will learn increasingly to take risks, become resourceful and to be innovative, enterprising and capable citizens. To aid their own designs children will develop the skills to evaluate notable designers and existing products to inspire them to develop their own ideas and designs.
Geography
At Pinner Park Primary School, we aim for a high quality geography curriculum which should inspire in pupils a curiosity and fascination about the world and its people. Our teaching equips pupils with knowledge about places and people; resources in the environment; physical and human processes; formation and use of landscapes. We also want children to develop geographical skills: collecting and analysing data; using maps, globes, aerial photographs and digital mapping to name and identify countries, continents and oceans; and communicating information in a variety of ways. We want children to enjoy and love learning about geography by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits.
In ensuring high standards of teaching and learning in geography, we implement a curriculum that is progressive throughout the whole school. Geography is taught as part of a half-termly or termly topic, focusing on knowledge and skills stated in the National Curriculum. At Pinner Park Primary School, we ensure that geography has the same importance given to it as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences.
History
At Pinner Park Primary School we believe that children should learn about history in a way that inspires their curiosity to know more about the past. By the time they leave, primary school children need to have knowledge about the History of Britain and the wider world and a coherent understanding of historical concepts and historical enquiry. Children need to be able to use history to understand the world and society today and make links to British values.
At Pinner Park Primary School teachers plan sequences of learning that will challenge prior knowledge in order to construct a secure new understanding different aspects of history. In addition to this knowledge is developed through historical enquiry and interpretation. Within individual lessons and sequences prior knowledge is revisited before introducing new ideas. Misconceptions are identified and discussed. British values are carefully planned into units as appropriate to ensure opportunities to develop the understanding of these are maximised.
Languages
At Pinner Park Primary School we believe that children should be exposed to and given the opportunity to learn a foreign language in a relevant and engaging manner. We teach French in Years 3 - 6. The children should have developed the basic and essential vocabulary needed in order to communicate in French as well as an understanding of the grammar and structure of the language. The children will be given a balance of opportunities to speak and write the language. Through enquiry into the French culture, they will develop a knowledge of the cultural similarities and differences to their own, such as their food, celebrations and traditions.
At Pinner Park Primary School teachers follow the units set out in the “Salut” programme. This approach will teach French through themed units that aim to provide numerous opportunities to develop their substantive knowledge. The scheme provides opportunity for progression as the units in each year group will build on previous learning, developing the children’s disciplinary knowledge of French in logical way.
Music
A skills-based, spiral curriculum personalised for the school is used to ensure progression and provide links to other areas of the curriculum.
Musical skills and the inter-related dimensions of music are taught effectively through the curricular components of singing, playing instruments, composing and listening and reviewing. Music notation is taught with a real emphasis on the pedagogy of ‘sound before sight’ (musical concepts are taught and embedded aurally before being associated with visual representations).
We acknowledge that the vast majority of children come to school with musical experiences which have contributed to their aural memory, therefore we aim to ensure that their music lessons in school build upon their prior musical experience.
Physical Education
At Pinner Park Primary School we believe children should all learn to be physically literate through a wide range of traditional and non-traditional physical opportunities. By the time they leave primary school they should have secure knowledge of the wide ranging benefits of regular exercise and should have developed a passion and enthusiasm for one or more sports or forms of exercise. Children will be able to use PE to help regulate their physical and emotional health.
They will have learnt how to work and play alongside others following and implementing rules and tactics. They will have learnt to win and lose well showing respect to teammates, competitors, coaches and officials.
At Pinner Park Primary School we plan sequences of learning that will challenge prior learning and help children construct secure knowledge and understanding as well as develop and improve their skills. Each week children have opportunities to focus on indoor and outdoor PE and sporting activities which cover the full range of areas of study outlined in the National Curriculum. In Key Stage 2 most classes benefit from a specialist teacher for PE and sport.
Curriculum planning provides children with opportunity to learn and take part in a range of traditional (football, netball, quick sticks hockey, swimming) and non-traditional (boccia, dodgeball, golf) activities.
Prior knowledge is always revisited before introducing new ideas. Our curriculum offer is further enhanced through a wide range of opportunities for physical activity in our active playgrounds and through our range of extracurricular opportunities.
Religious Education
At Pinner Park, we teach RE in accordance with the Harrow Agreed Syllabus. The teaching of RE helps to celebrate the breadth of diversity within our local community, and to respect and understand beliefs (our own as well as those of others). Religious Education gives children opportunities to articulate and appreciate their beliefs and cultures, and understand how these beliefs and cultures have an impact on individuals, local communities and wider society.
In order to reflect the religious diversity in the local community, RE teaching draws on material from the religions and beliefs identified in the agreed syllabus. These include Christianity and also the Baha’i Faith, Buddhism, Hinduism, Islam, Jainism, Judaism, Sikhism and Zoroastrianism as well as Humanism as an example of an ethical, non-theistic belief system.
Personal, Social, and Health Education (PSHE)
PSHE Education is a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives – now and in the future. As part of a whole-school approach, PSHE Education develops the qualities and attributes our children need to thrive as individuals, family members and members of society.
Pinner Park Primary School follows the Jigsaw Programme to teach PSHE to our children. Jigsaw brings together PSHE Education, emotional literacy, mindfulness, social skills and spiritual development. A variety of teaching strategies are used and we are mindful of each child’s preferred learning style.
As well as the broad and balanced 'academic' curriculum, covering the National Curriculum, we aim to develop other key areas:
Ready, Respectful, Safe and Kind
We aim to create a culture of exceptionally good behaviour - for learning, for community, for life - to ensure that all children are treated fairly, shown respect and to promote good relationships.
Our approach to teaching behaviour and relationships is rooted in our behaviour code Ready, Respectful, Safe and Kind.
Sport, Physical Activity and Play
In addition to class-based Physical Education as part of our curriculum, we aim to provide a wide range of additional activities for sport, physical activity and play. In recognition of the wide range of activities provided, and the promotion of sport and physical activity, the school has been awarded the School Games Mark Gold for three successive years. The award recognises our commitment to sporting competition across schools and into the community, as well as providing opportunities for students to participate in sport and physical activity.
We recognise play as an important part of the day's learning at school. We recognise that play, especially outdoor play, is at the heart of healthy, full development in all children. From early years, through to year six we aim to enhance opportunities for children’s play that is ‘freely chosen, intrinsically motivated and self directed’. Play is a right of children in Article 31 of the United Nations Convention on the Rights of the Child. We are working with 'Outdoor Play and Learning' (OPAL) to enhance and develop the play opportunities for children in our school.
Music and the Creative Arts
This section to follow
Pinner Park Experiences
As children move through our school we aim to give 'real life', first hand experiences which enhance and support their learning across the curriculum. These experiences range from a walk to the local post box to post a letter in Reception, through to a week-long, adventure-packed, residential visit for our Year 6 children. Other experiences include themed days (such as a Viking day or a Roman day), visits within the local area, visits to museums and places of interest, author visits, visiting speakers, and acitivities which support local, national or international charities.
Rights Respecting
Using the UN Convention on the Rights of the Child (UNCRC) as our guide, creating a safe and inspiring place to learn, where children are respected, their talents are nurtured and they are able to thrive. We aim to embed these values in daily school life and gives children the best chance to lead happy, healthy lives and to be responsible, active citizens.
As a newly amalgamated school, we are currently in the process of reviewing our curriculum across the primary school, drawing on the best aspects of the Infant and Junior Schools' approaches.
Information about the curriculum during this transition year are contained in our 'Parent Guides'. Other useful curriculum information can be found on the pages under the curriculum menu item.
Below is a brief summary of our curriculum in each subject area.
Phonics
At Pinner Park Primary School we teach phonics using the 'Letters and Sounds' programme. This is proven to be a very effective and engaging way to teach children letters and sounds enabling them to develop their reading and writing skills. Further information about our approach to phonics can be found on our phonics page.
Reading
At Pinner Park Primary School we believe children should learn to read in a way that motivates and inspires them. We recognise that getting children’s early reading experiences right are crucial to them growing into confident readers. Competence in reading is the key to independent learning and has a direct effect on progress in all other areas of the curriculum. We want our children to be ‘readers’, not just children who can read. Meek (1983) believes that, ‘Readers are made when they discover the activity is worth it.’
By the time they leave primary school they will have the knowledge, skills and enthusiasm to read widely to further their knowledge and for pleasure. They will read with confidence and talk confidently about their reading experiences and habits. Teacher and TA subject knowledge in phonics and reading enables all pupils to achieve their full potential Pupils have a wide vocabulary and a rich understanding of the meaning of words encountered.
Because of its central importance, reading is planned for carefully and systematically from the outset. Each English unit is well sequenced and develops incrementally. Reading for pleasure is promoted across the school. All children are given daily opportunities to read independently and to listen to stories read by adults. National events such as World Book Day and Summer Reading Challenge are promoted as are school specific challenges such as ‘book battles.’
In our culturally diverse community where many of our families do not have English as their first language, a vocabulary-rich curriculum is essential. Vocabulary is introduced across the curriculum and identified on planning formats. New vocabulary is discussed and displayed in classrooms. This is supported through our phonics teaching, and the use of 'Read, Write. Inc' spelling from Year 2.
Mathematics
The mathematics curriculum is planned in a sequenced way to build knowledge, skills, understanding and mathematical vocabulary from Early Years to Year 6. Maths is taught within three broad strands: fluency, reasoning and problem solving. The mathematics curriculum follows a mastery approach and equips children with a deep and embedded understanding of mathematical components. The five ‘ingredients’ of mastery are:
- Small steps,
- variation,
- mathematical vocabulary,
- problem solving and
- representation and structure.
We aim for mastery learning at the expected level for all children in mathematics. This will be learning for all that is sustained over time. For higher attaining children we aim to provide a broader, richer and deeper experience of the work that others are doing.
The classroom culture is about developing understanding, uncovering errors and misconceptions, and discussing methods, strategies and techniques. Children are encouraged to view errors and misconceptions as key opportunities to learn.
Planning and teaching is informed by the principle ‘Concrete to pictorial to abstract’. Teachers use a range of concrete and visual resources when developing concepts. Teachers plan lessons to create deeper understanding rather than accelerate children to new content.
Science
Science teaching at Pinner Park Primary School aims to give all children a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them to think scientifically, to gain an understanding of scientific processes and the uses and implications of Science today and for the future.
At Pinner Park Primary School, scientific enquiry skills are embedded in each topic the children study and these are revisited and developed throughout their time at school. Topics, such as Plants, are taught in KS1 and studied again in further detail throughout KS2. This model allows children to build upon their prior knowledge and increases their enthusiasm for the topics whilst embedding this procedural knowledge into the long-term memory.
All children are encouraged to develop and use a range of skills including observations, planning and investigations, as well as being encouraged to question the world around them and become independent learners in exploring possible answers for their scientific based questions. Specialist vocabulary for topics is taught and built up, and effective questioning to communicate ideas is encouraged. Concepts taught should be reinforced by focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions.
Art and Design
Our curriculum for Art and Design develops creativity, sets challenges, engages and inspires children and equips them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. The curriculum has appropriate subject knowledge, skills and understanding to explore and investigate, create and evaluate artwork as set out in the National Curriculum and so will enable the children to reach and exceed their potential at Pinner Park Primary School. It enables pupils to create art work with a real purpose in terms when displaying and sharing the work they create and showcasing the skills and progress they have made.
Pupils at Pinner Park Primary School will develop an appreciation of and love for producing art works in a variety of media from a range of cultural backgrounds. Our curriculum for Art and Design provides a clear and comprehensive scheme of work that will show progression of skills across all key stages within the strands of Art.
The children will be given an opportunity to present their sense of vision through observation, experimentation and illustration. Pupils are encouraged to use their imagination through a wide variety of media and manipulative skills are developed as well as an awareness of colour, texture, design and dimension.
Because the children will have access to key knowledge, language and meanings, they will be able to apply this to their work in Art and across the wider curriculum. There will be, where applicable, links to develop the children’s learning experiences, which could take the form of whole school workshops or be linked to a wider cross curricular project.
Computing
A balanced computing curriculum at Pinner Park Primary School enables the children to develop their understanding and use of technology through practical and exploratory opportunities using deliberate practice to develop their understanding.
As they move through school, they develop an understanding of how technology and digital systems work. Children develop their digital literacy, showing that they know how to use technology respectfully and safely. Children engage and develop a deep understanding of computer science, knowing how to develop and create their programs for a range of purposes. The computing curriculum aims to develop children as computational thinkers to enable them to solve problems across the whole curriculum and life in general.
Design and Technology
At Pinner Park Primary School we want to encourage children to use their own and collective creativity and imagination to design and make products which solve a range of problems in real life contexts. The Design Technology curriculum draws on the knowledge and skills that children develop in other curriculum areas such as maths, science, computing and art.
Through the design process followed in the Design Technology curriculum children will learn increasingly to take risks, become resourceful and to be innovative, enterprising and capable citizens. To aid their own designs children will develop the skills to evaluate notable designers and existing products to inspire them to develop their own ideas and designs.
Geography
At Pinner Park Primary School, we aim for a high quality geography curriculum which should inspire in pupils a curiosity and fascination about the world and its people. Our teaching equips pupils with knowledge about places and people; resources in the environment; physical and human processes; formation and use of landscapes. We also want children to develop geographical skills: collecting and analysing data; using maps, globes, aerial photographs and digital mapping to name and identify countries, continents and oceans; and communicating information in a variety of ways. We want children to enjoy and love learning about geography by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits.
In ensuring high standards of teaching and learning in geography, we implement a curriculum that is progressive throughout the whole school. Geography is taught as part of a half-termly or termly topic, focusing on knowledge and skills stated in the National Curriculum. At Pinner Park Primary School, we ensure that geography has the same importance given to it as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences.
History
At Pinner Park Primary School we believe that children should learn about history in a way that inspires their curiosity to know more about the past. By the time they leave, primary school children need to have knowledge about the History of Britain and the wider world and a coherent understanding of historical concepts and historical enquiry. Children need to be able to use history to understand the world and society today and make links to British values.
At Pinner Park Primary School teachers plan sequences of learning that will challenge prior knowledge in order to construct a secure new understanding different aspects of history. In addition to this knowledge is developed through historical enquiry and interpretation. Within individual lessons and sequences prior knowledge is revisited before introducing new ideas. Misconceptions are identified and discussed. British values are carefully planned into units as appropriate to ensure opportunities to develop the understanding of these are maximised.
Languages
At Pinner Park Primary School we believe that children should be exposed to and given the opportunity to learn a foreign language in a relevant and engaging manner. We teach French in Years 3 - 6. The children should have developed the basic and essential vocabulary needed in order to communicate in French as well as an understanding of the grammar and structure of the language. The children will be given a balance of opportunities to speak and write the language. Through enquiry into the French culture, they will develop a knowledge of the cultural similarities and differences to their own, such as their food, celebrations and traditions.
At Pinner Park Primary School teachers follow the units set out in the “Salut” programme. This approach will teach French through themed units that aim to provide numerous opportunities to develop their substantive knowledge. The scheme provides opportunity for progression as the units in each year group will build on previous learning, developing the children’s disciplinary knowledge of French in logical way.
Music
A skills-based, spiral curriculum personalised for the school is used to ensure progression and provide links to other areas of the curriculum.
Musical skills and the inter-related dimensions of music are taught effectively through the curricular components of singing, playing instruments, composing and listening and reviewing. Music notation is taught with a real emphasis on the pedagogy of ‘sound before sight’ (musical concepts are taught and embedded aurally before being associated with visual representations).
We acknowledge that the vast majority of children come to school with musical experiences which have contributed to their aural memory, therefore we aim to ensure that their music lessons in school build upon their prior musical experience.
Physical Education
At Pinner Park Primary School we believe children should all learn to be physically literate through a wide range of traditional and non-traditional physical opportunities. By the time they leave primary school they should have secure knowledge of the wide ranging benefits of regular exercise and should have developed a passion and enthusiasm for one or more sports or forms of exercise. Children will be able to use PE to help regulate their physical and emotional health.
They will have learnt how to work and play alongside others following and implementing rules and tactics. They will have learnt to win and lose well showing respect to teammates, competitors, coaches and officials.
At Pinner Park Primary School we plan sequences of learning that will challenge prior learning and help children construct secure knowledge and understanding as well as develop and improve their skills. Each week children have opportunities to focus on indoor and outdoor PE and sporting activities which cover the full range of areas of study outlined in the National Curriculum. In Key Stage 2 most classes benefit from a specialist teacher for PE and sport.
Curriculum planning provides children with opportunity to learn and take part in a range of traditional (football, netball, quick sticks hockey, swimming) and non-traditional (boccia, dodgeball, golf) activities.
Prior knowledge is always revisited before introducing new ideas. Our curriculum offer is further enhanced through a wide range of opportunities for physical activity in our active playgrounds and through our range of extracurricular opportunities.
Religious Education
At Pinner Park, we teach RE in accordance with the Harrow Agreed Syllabus. The teaching of RE helps to celebrate the breadth of diversity within our local community, and to respect and understand beliefs (our own as well as those of others). Religious Education gives children opportunities to articulate and appreciate their beliefs and cultures, and understand how these beliefs and cultures have an impact on individuals, local communities and wider society.
In order to reflect the religious diversity in the local community, RE teaching draws on material from the religions and beliefs identified in the agreed syllabus. These include Christianity and also the Baha’i Faith, Buddhism, Hinduism, Islam, Jainism, Judaism, Sikhism and Zoroastrianism as well as Humanism as an example of an ethical, non-theistic belief system.
Personal, Social, and Health Education (PSHE)
PSHE Education is a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives – now and in the future. As part of a whole-school approach, PSHE Education develops the qualities and attributes our children need to thrive as individuals, family members and members of society.
Pinner Park Primary School follows the Jigsaw Programme to teach PSHE to our children. Jigsaw brings together PSHE Education, emotional literacy, mindfulness, social skills and spiritual development. A variety of teaching strategies are used and we are mindful of each child’s preferred learning style.
As well as the broad and balanced 'academic' curriculum, covering the National Curriculum, we aim to develop other key areas:
Ready, Respectful, Safe and Kind
We aim to create a culture of exceptionally good behaviour - for learning, for community, for life - to ensure that all children are treated fairly, shown respect and to promote good relationships.
Our approach to teaching behaviour and relationships is rooted in our behaviour code Ready, Respectful, Safe and Kind.
Sport, Physical Activity and Play
In addition to class-based Physical Education as part of our curriculum, we aim to provide a wide range of additional activities for sport, physical activity and play. In recognition of the wide range of activities provided, and the promotion of sport and physical activity, the school has been awarded the School Games Mark Gold for three successive years. The award recognises our commitment to sporting competition across schools and into the community, as well as providing opportunities for students to participate in sport and physical activity.
We recognise play as an important part of the day's learning at school. We recognise that play, especially outdoor play, is at the heart of healthy, full development in all children. From early years, through to year six we aim to enhance opportunities for children’s play that is ‘freely chosen, intrinsically motivated and self directed’. Play is a right of children in Article 31 of the United Nations Convention on the Rights of the Child. We are working with 'Outdoor Play and Learning' (OPAL) to enhance and develop the play opportunities for children in our school.
Music and the Creative Arts
This section to follow
Pinner Park Experiences
As children move through our school we aim to give 'real life', first hand experiences which enhance and support their learning across the curriculum. These experiences range from a walk to the local post box to post a letter in Reception, through to a week-long, adventure-packed, residential visit for our Year 6 children. Other experiences include themed days (such as a Viking day or a Roman day), visits within the local area, visits to museums and places of interest, author visits, visiting speakers, and acitivities which support local, national or international charities.
Rights Respecting
Using the UN Convention on the Rights of the Child (UNCRC) as our guide, creating a safe and inspiring place to learn, where children are respected, their talents are nurtured and they are able to thrive. We aim to embed these values in daily school life and gives children the best chance to lead happy, healthy lives and to be responsible, active citizens.