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Introduction
At Park Primary we aim for every child to develop the skills they need to become confident, fluent, independent readers, whilst igniting a life-long love of reading. We encourage the children to become enthusiastic and reflective readers through contact with challenging and relevant texts and to appreciate a wide range of authors and genres.
In order to achieve this, we use a systematic and developmental approach to teaching reading as outlined below.
1. Systematic Phonics Programme
The school uses the Read Write Inc. (RWI) Phonics Programme for our children who are learning to read and write in Key Stage One, and as a catch up programme for children who need extra support in Key Stage Two.
The RWI Programme breaks the words down into sounds and the children learn a new sound every day until they have developed a code for the 44 different sounds in English. As soon as the children recognise sounds they use them to blend words and to start reading stories at their level. Children in Reception, Year 1 and Year 2 have a daily RWI lesson with a focus on decoding (reading words) and comprehension skills. To find out more about the RWI Programme, please click on the following link.
2. Reading Time
The daily Reading Time session includes a range of activities that allow the children to develop and apply their reading skills. These activities include a weekly guided reading lesson with the teacher, an activity linked to the class text and an activity based on different genres.
3. Reading Books
Reading books are sent home every day.
Reception
Key word lists will be sent home and the children will be given new words as they show that they are secure with the previous ones. Children will be sent home with reading books as the teacher feels it is appropriate to do so.
Key Stage One
The children will bring home a book banded reading book. These are reading books that have been carefully levelled to ensure that they are the right level for the children. These books need to be recorded in a Reading Record and can be changed in school when the book is signed by a parent/carer. Children continue to take home Key Sight Words lists to learn. The children are also able to choose a book from their class book corner to take home and enjoy with their family members.
Key Stage 2
In Key Stage 2, when reading up to, and including, the white reading level, the children take home two reading books (one from the appropriate book band level and one from the Free Reader section which is a collection of fiction and non-fiction ‘real’ books that are not book banded). When children are beyond the white level, they may choose a Free Reader reading book which interests them or a reading book from the appropriate book banded level.
Order of the Book Band Levels
| Pink | Red | Yellow | Blue | Green | Orange | Turquoise |
| Purple | Gold | White | Lime/Lime & Brown | Silver | Sapphire | Magenta |
4. Teach comprehension every week so that the children work on skills to understand different types of text.
5. Have an English curriculum which really teaches children to appreciate and understand various texts. This includes knowing the author’s intention, understanding structure and increasing language and vocabulary.
7. Make sure that children regularly share a class text with their teacher through reading a class book together (one per fortnight in KS1 one per term in KS2). These books are shared, discussed and may provide stimulus for comprehension or writing sessions.
8. Have enticing book corners in all classrooms which encourage the children to read.
Reading News
Oxford Owl – There is useful advice and 100s of free ebooks, audio books and videos of stories being told by a storyteller. All you need to do is sign up, which is free of charge. Available on ipads too.
Ruthmiskin – please click on the link to view.
The Mayor’s Reading Guarantee – this report highlights the positive impact that the Read Write Inc one-to-one tuition has had on our pupils’ reading.
Please read the following presentation about our reading targets here at Park so you are able to help your child progress and achieve their reading targets.
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Important Information |
At Park we are really keen to ensure that the teaching of writing focuses on developing the children’s competence in both dimensions:
- Transcription (spelling and handwriting).
- Composition (articulating ideas and structuring them in speech and writing)
Writing down ideas fluently depends on effective transcription, that is on spelling quickly and accurately through knowing the relationship between sounds and letters and understanding the morphological (word structure) and orthographic (spelling structure) patterns of words. Writing also depends on fluent, legible and eventually speedy handwriting. Effective composition involves articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar.
In order to ensure the children are skilled we:
- Have a whole school systematic phonics programme (RWI).
- Have an English Curriculum which encourages fluent readers and writers who are skilled at manipulating their written text dependent upon the audience.
- Use the correct terminology at all times.
- Have a whole school handwriting scheme where children are given a Pen Licence once their handwriting is fluent, legible and correct in formation.
- Set targets for their improvement based upon their current attainment
and the next steps in their learning.
The non-negotiables are:
- Grammar is taught in context and even in the stand alone lesson at the start of a unit, the grammar element is still related to the unit’s context.
- Grammar is taught throughout and across the week and is referred to in writing lessons across the curriculum.
- Spelling words are sent home each week with a view to broadening vocabulary.
- Spelling strategies are taught once per week alongside the understanding of word derivations, root words and word classes.
Useful Resources
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Mathematics teaching at Park Primary School is geared towards enabling each pupil to develop within their capabilities, not only the mathematics skills and the understanding required for later life, but also an enthusiasm and fascination about mathematics itself.
At Park, our teaching of mathematics across the school is based upon the mastery approach. The Singaporean Maths – No Problem! scheme of work is currently being used to deliver the mathematics curriculum in Years 1 -4. This will roll out to Years 1 – 5 in 2018/19 and Years 1-6 in 2019/20.
Fluency in number is at the heart of our vision. This is developed through knowledge of place value, the rapid recall of times tables up to 12 (by the end of Year 4) and applying this to create related multiplication and division facts. We aim to increase pupil confidence in mathematics so the children are able to express themselves and their ideas using the language of mathematics with assurance.
The mastery approach to teaching involves:
- Whole class moving through content at the same pace
- Time to think deeply about the mathematics
- Building self confidence in learners
- Differentiation through depth rather than acceleration
The children achieve mastery through exploring, clarifying, practising and applying their learning over time. When a child can represent their learning in multiple ways; they have the mathematical language to be able to communicate related ideas and they can think mathematically with the concept so that they can independently apply it to a totally new problem in an unfamiliar situation, then the mathematical concept or skill has been mastered.
Further information and videos about the Maths – No Problem! scheme can be found here:
Maths – No Problem! Parent Videos
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Important Information |
Quick Navigation |
Maths Games for Developing Skills
Playing games is a great way to develop fluency skills; why don’t you give these games a go. If you find other examples of great maths games, let Ms Phelan know.
Topmarks Lots of fun games for children from Reception through to Year 6. These puzzles help to develop fluency.
7puzzleblog Daily number puzzles to challenge your thinking.
KhanAcademy Visit this website to learn more about all the different areas of maths.
WODB (which one doesn’t belong) Visit this site to develop your reasoning skills.
Knights of the Times Tables
Fluency in number through knowledge of place value, the rapid recall of times tables up to 12 (by the end of year 4) and applying this to create related multiplication and division facts is at the heart of our vision.
We aim to increase pupil confidence in maths so they are able to express themselves and their ideas using the language of maths with assurance.
We are continually aiming to raise the standards of achievement of the pupils in Park Primary School.
One way which we encourage children at Park to develop the key skill of number multiplication is with our times tables challenge called ‘Knights of the Times Tables.’ You can find help sheets to enable your child prepare for this challenge below.
| Knights of the Times Tables booklet | ||||||||
| x2 | x3 | x4 | x5 | x6 | x7 | x8 | x9 | x10 |
Please encourage your child to use the maths following resources to help them increase their confidence in maths and to help them progress in the key skills. (jump to Early Years or Developing Maths Skills)
Early Years
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Early Years Mathematics Songs:
Early Years Home Ideas
Developing Mathematics Skills
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Mathematics News
Have you got maths eyes?
Mathematics is all around us! We can apply the mathematics skills we learn in every aspect of our lives. Maths Eyes posters encourage us to ask mathematical questions about every day objects. Always look for opportunities to see the maths in the world around us, making it more real and meaningful.
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Maths Parents’ Workshop – Mastery
Maths Parents’ Workshop – Summer 2015 document
Maths Parents’ Workshop – Division document
Maths Parents’ Workshop – Multiplication document
Maths Parents’ Workshop – Subtraction document
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Important Information |
The National Curriculum, September 2013 states:
“Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.”
At Park, through the teaching of art and design, we therefore aim:
- To stimulate children’s creativity, imagination and independence by providing visual, tactile and sensory experiences.
- To develop children’s understanding of colour, form, texture, pattern and their ability to use materials and processes to communicate ideas, feelings and meanings.
- To explore the work of artists, crafts people and designers helping children to learn about the roles and functions of art craft and design in their own lives and in different times and cultures.
- To teach children how to evaluate and analyse creative works using the language of art and design.
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Under construction – please check again soon. Thank you.
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Important Information |
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In September 2014 a New National Curriculum was introduced for schools to adhere to.
In order to embrace some of the exciting changes that the new curriculum brings, Park has embarked on an exciting journey where topics are taught through a new ‘Learning Challenge’ curriculum.
The Learning Challenge Curriculum follows the programmes of study illustrated in the new curriculum but provides a highly motivating and engaging context for our pupils to learn. Topics are introduced as exciting challenges with many cross curricular links. Topics in science, history and geography are taught for 3 consecutive weeks enabling children to build upon their knowledge and understanding each day.
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Important Information |
In September 2014 a New National Curriculum was introduced for schools to adhere to.
In order to embrace some of the exciting changes that the new curriculum brings, Park has embarked on an exciting journey where topics are taught through a new ‘Learning Challenge’ curriculum.
The Learning Challenge Curriculum follows the programmes of study illustrated in the new curriculum but provides a highly motivating and engaging context for our pupils to learn. Topics are introduced as exciting challenges with many cross curricular links. Topics in science, history and geography are taught for 3 consecutive weeks enabling children to build upon their knowledge and understanding each day.
History teaching at Park Primary School aims to develop an interest in the past. Our teaching in History helps children to understand the past which then helps children to make sense of the present.
Through their learning in History we aim to develop core historical skills such as chronology, change and continuity, interpretation and empathy, use of sources and questioning.
Learning in History goes beyond the classroom with many of our year groups visiting historical sites to further enrich the children’s learning.
| Autumn | Spring | Summer | |
| Year 1 |
Changes within living memory-revealing aspects of change in national life
LC: Why is the wii more fun than Grandma and Grandad’s old toys? |
The lives of significant individuals in Britain’s past who have contributed to our nation’s achievements LC: Would the Beatles have won ‘ X Factor’? (3 weeks) |
The lives of significant individuals in the past who have contributed to national and international achievements. LC: Who was famous when my mum and dad were little? (3 weeks) |
| Year 2 |
The lives of significant individuals in the past who have contributed to national and international achievements. LC: How have Rosa Parks and Nelson Mandela helped to make the world a better place? (3 weeks) |
Events beyond living memory that are significant nationally or globally LC: What were the people who lived in our town like a 100 years ago? (3 weeks) |
Events beyond living memory that are significant nationally or globally LC: What was it like when the Queen came to the throne in 1953? (3 weeks) |
| Years 3/4 |
Stone Age to the Iron Age, including:
LC: Who first lived in Britain? (3 weeks) |
Focus on the Suffragette movement. LC: Who was Emmeline Pankhurst and why was she important? |
A study of Greek life and achievements and their influence on the Western world LC: Has Greece always been in the news? (3 weeks) |
| Years 5/6 |
A study of an aspect or theme in British history that extends pupils’ chronology beyond 1066:
Great Fire of London LC: Why should gun powder, treason and plot never be forgotten? (3 weeks) |
Britain’s settlements by Anglo-Saxons and Scots- Anglo-Saxon invasions; settlements; kingdoms; names and places; art and culture and Christian conversion LC: Were the Anglo-Saxons really smashing? |
The achievements of the earliest civilizations- an overview of the impact the Ancient Egyptians had on our society LC: How can we re-discover the wonders of Ancient Egypt? |
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Important Information |
In Computing the children are taught:
- To become competent, confident and creative users of information and communication technology.
- Think logically, analyse and solve problems through the concepts of Computer Science.
- To use technology purposefully to store, manipulate, create, organise and retrieve digital content.
- To use technology safely and respectfully.
The New Curriculum aims to do this through three strands. Computer Science (CS) Information Technology (IT) and Digital Literacy (DL). Please see below for details.
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Word Processing Year 4 looked at creating a leaflet. They agreed on the success criteria and ‘Perfect Processing’ skills. |
Data Handling Year 1 used J2e to create a pictogram of how they travelled to school. |
Online Safety Year 2 used ipads to research their Learning Challenge topic on Africa. They looked at how reliable information is from the Internet when compared to other sources. |
| Areas | Apps | Websites/ Programs/ Devices |
| Programming |
Bee-bot programming
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Key Stage 1 |
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Daisy the Dino |
Key Stage 2 |
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| Word Processing |
Key Stage 1 J2e (School program) |
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| Data Handling |
Numbers |
Key Stage 2 |
| Online safety |
Key Stage 1 |
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Key Stage 2 |
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| Animation |
iMovie |
Microsoft Power Point J2e (School program) |
| Presenting |
Ipads/ tablets to video record Microsoft Power Point |
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Important Information |
In our school, we believe it is important to respect and celebrate one another’s languages. Throughout the year, we learn a different focus Language of the Month. Our children learn some key words and phrases and have the chance to share their own knowledge about the chosen language.
Here is the link to the Language of the Month website, where you can enjoy exploring different languages with your child at home.
The chosen focus language in our school is French which is taught throughout Key Stage 2 in timetabled sessions.
The topics we are covering this year are; Greetings, Numbers 1-30, What’s your age? What’s the date? Classroom instructions, Colours, Animals, Family and Alphabet.
We provide children with a range of opportunties to use their French Language and extend their cultural understanding. This year we have had a French workshop day which involved a performance and a sequence of workshops from the Caboodle company. We are also working closely with Stratford Secondary school to provide opportunties for their French specialist teacher to work with our children and teachers. We will also be holding a French Day in Summer Term 2 which will be very exciting!
Under construction – please check again soon. Thank you.
Under construction – please check again soon. Thank you.
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Important Information |
At Park we follow the Jigsaw approach to PSHE.
The aim of Jigsaw PSHE is to provide pupils with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community.
To provide pupils with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community.
Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities. In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning.
They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up.
They learn to understand and respect our common humanity; diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.
Jigsaw PSHE will support the development of the skills, attitudes, values and behaviour, which enable pupils to:
- Have a sense of purpose
- Value self and others
- Form relationships
- Make and act on informed decisions
- Communicate effectively
- Work with others
- Respond to challenge
- Be an active partner in their own learning
- Be active citizens within the local community
- Explore issues related to living in a democratic society
- Become healthy and fulfilled individuals
Curriculum Coverage
| Term | Focus | Content |
| Autumn 1: | Being Me in My World | Includes understanding my place in the class, school and global community as well as devising Learning Charters) |
| Autumn 2: | Celebrating Difference | Includes anti-bullying (cyber and homophobic bullying included) and diversity work |
| Spring 1: | Dreams and Goals | Includes goal-setting, aspirations, working together to design and organise fund-raising events |
| Spring 2: | Healthy Me | Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices |
| Summer 1: | Relationships | Includes understanding friendship, family and other relationships, conflict resolution and communication skills |
| Summer 2: | Changing Me | Includes Sex and Relationship Education in the context of looking at change |
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Important Information |
RE Subject Statement
In Religious Education the children are taught about the Christian faith and also the faiths of the different groups that form our multi-cultural community in-line with Newham’s agreed syllabus (the legal document all Newham schools follow).
The RE curriculum is agreed by the Standing Advisory Committee on RE (SACRE), which is made up of Newham councillors, teachers and faith group representatives.
This ensures that each faith group has agreed that the way their faith is taught is fair and comprehensive. They have also agreed that children from their faith will learn about the beliefs of others.
At Park we also host the school Junior and Infant RE conferences, where children from different Newham schools come together to discover new information on religion and how we act towards one another.
Children from a number of Newham schools including Park Primary have attended such events. They thought about why it is important to say sorry and found out what different religions believe about being sorry. The children went on to create their own candle to either give as a present to apologise to someone or use themselves to look at and reflect on their day and anything they need to put right with others.
They also looked at other themes such as thankfulness, and what different religions say about this theme. The pupils went on to create their own art work as well as writing about what they are thankful for in their lives. This included quotations from Humanists, Sikhs, Hindus Buddhists, Christians, Muslims and Jews and resulted in the children making a mobile.
When children were asked what they learnt from the RE conferences their responses included:
- I’ve learnt I can work with new people well
- I have learnt about being grateful rather than jealous
- I enjoyed working together as a team and to respect others
- I learnt lots of new religious stories and their meanings
- I didn’t know about the religion called Humanism and that they don’t have a belief in God
Teachers also commented that:
- I saw lots of good ideas to share with other teachers and implement during lessons
- I have enjoyed that the children were given the chance to meet others, relate religious experience to real life, and P4C (Philosophy for Children) to RE
Collective Worship
Daily collective worship takes place in the classroom at Park, and there are two assemblies to celebrate the children’s achievements, as well as where pupils reflect on our thought for the week. Parents can access our programme of thoughts via the school newsletter.
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Visit a Place of Worship
Each year children from all year groups enter the Visit a Place of Worship art competition.Children visit a range of places of worship then create a piece of art work to reflect their experience. This art work is entered into a competition where any prize winners can attend a celebration event where all the winning art work is displayed.
Here are some examples of our art work.
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Right to Withdraw
Parents have the right to withdraw their children from the acts of Collective Worship and Religious Education lessons. If you wish to withdraw your child from these parts of school life, in the first instance, contact the class teacher or write to the Head Teacher.
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Important Information |
In September 2014 a New National Curriculum was introduced for schools to adhere to.
In order to embrace some of the exciting changes that the new curriculum brings, Park has embarked on an exciting journey where topics are taught through a new ‘Learning Challenge’ curriculum.
The Learning Challenge Curriculum follows the programmes of study illustrated in the new curriculum but provides a highly motivating and engaging context for our pupils to learn. Topics are introduced as exciting challenges with many cross curricular links. Topics in science, history and geography are taught for three consecutive weeks enabling children to build upon their knowledge and understanding each day.
Science Week 2015
We have been celebrating Science Week in many of our classes. Throughout the week, each class have designed boats based on different 
themes: Years 1 and 2 have investigated which materials are good for floating; Years 3 & 4 have discussed surface tension and Year 5 have applied their knowledge of forces. Feel free to question your children on their scientific knowledge and find out what they know!
Our fantastic science week ended with the eclipse on Friday. Unfortunately we were unable to view the eclipse this morning due to the cloud cover. The children did note the change in temperature and were able to give really good reasons for this, with my favourite being, “because my mum said it would.” Perhaps not as scientifically accurate as the others!
Where possible the children viewed the eclipse via the web stream although we did encounter various technology issues!
Mr Johal
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At Park Primary the development of good speaking and listening skills is seen as key to developing good general English skills. As such pupils are explicitly taught how to be good speakers and good listeners; this is encouraged and modelled in both formal and informal settings.
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There are many and varied opportunities for the direct teaching of speaking and listening skills, both explicitly in English related sessions and across the full curriculum. These include:
- a) ensuring that each adult and other pupils provide good role models;
- b) teaching the pupils the difference between standard and non-standard forms of spoken English and when each of these can be appropriately used;
- c) ensuring opportunities for discussion: individually, in pairs and in groups;
- d) teaching pupils about how to be a good listener and insisting that pupils employ these skills at appropriate points during any teaching session and in their interactions with pupils and adults across the school;
- e) giving pupils the opportunity to perform to a variety of different audiences e.g. choral speaking and public speaking competitions;
- f) ensuring all pupils are succeeding by use of on-going oracy teacher assessment.
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