A Timeline of School Development
This page tracks our amazing journey since September 2021, after emerging from the COVID pandemic and disruption. At Leigh Primary we are committed to ensuring that our pupils have have best we can offer and with the support of our community our school has transformed and is continuing to change is response to the needs of our students. We are a small school, but we dream big.
September 2023 - coming soon
New handwriting scheme
New MFL Scheme
Music consultant supporting the school with training development in the teaching of Music.
June 2023 - coming soon!
Coming soon tasting evening with our new school caterer alongside our information evening on school development.
May 2023 - Coming soon!
Coming soon updates on new site security systems, resurfacing works on our playgrounds, school council project progress. In addition, information about our Crowd Fund for a new school kitchen!
In April new fencing was installed across the front of the school to provide a screened play space for children at lunchtime to play and socialise. This is the first stage on our playground redevelopment, which the School Council are leading upon.
Pictures coming soon!
Our School Council were democratically elected this month by the students of the school. They are going to regularly meet with School Leaders to inform us of the views of the pupil body. An exciting new development for our school to make the students part of the leadership team.
Pictures coming soon!
Over Easter we installed fencing around our pond dipping platform, and forestry works in our Forest School Area, in preparation for our plans to install an outdoor classroom in this wonderful space.
Pictures coming soon!
In March the PTA and an anonymous donor kindly funded developments to our Mezzanine area. The area is a multifunctional space as a small classroom, area for group work, regulation space and has a sensory area. A wonderful facility for our children.
In February we introduced our own wrap around care, every day in the mornings (Larks) from 7:30am which included breakfast and after school Tuesday to Thursday until 5:30 or 6pm (Owls). This is operated by school staff and registration is through the school office. For more information click here.
Zones of Regulation was implemented in January. This is a way to support children to identify how they are feeling and what strategies to use to move between different zones - therefore teaching them to self-regulate. For more information about the Zones of Regulation please click here
Accelerated Reader was introduced in January which enables teachers to target instruction and accelerate reading growth for students of all ability levels as well as supporting teachers to monitor and manage independent reading practice.
AR has the ability to:
- Personalise and guide independent reading practice.
- Develop lifelong readers and learners.
- Tap into unlimited access to all quizzes and enjoy online support.
- Increase school-to-home communications.
We believe that reading development is a combination of explicit teaching as well as lots of practice! AR encourages differentiated reading practice to create strong readers. For more information about Accelerated Reader click here.
At Leigh we teach Games, Gymnastics and Dance. Over the last 2 years staff have been trained to teach Dance by Cascade. Since we have adopted their primary scheme of learning.
In the Autumn Term we consulted with parents about Personal Development and what they consider to be priorities for our children. We reviewed and implemented a Personal Development Policy which explains our intent, implementation and desired impact for our children. This includes Sex, Relationships and Health Education (SRHE), Personal Social Health Education, British Values and our guiding principles of ACT RIGHT. Health includes physical, mental and safety on and offline. This included implementing a new scheme of learning for SRHE and included other practices such as Votes for School implemented in September. For more information about personal development please click here.
From October we began to combine our Votes for School based assembly procedures with a book assembly every Friday which includes a reflections and encourages the children to derive meaning and think about how the message applies to them, their family or community. Children enjoy stories, learn from them and they make messages memorable and meaningful. To find out more about the books we read each week please click here. Additionally, see below some of the stories the children have engaged with which incorporate themes of body confidence, bullying, identity, Special Educational Needs, Feelings and regulation, resilience, environmental issues, poverty, mental health, online safety, equality and National Events such as Remembrance and the Coronation.
Many new initiative and programs were introduced in September 2022 linked to a range of areas of the curriculum and personal development.
Mastering number is a curriculum for Early Years and Key Stage 1 that supports development of good number sense for all children. The aim is that over time children leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention is given to key knowledge and understanding needed in Reception classes and progression through KS1 to support success in the future. This program is in addition to the full White Rose Mathematics Mastery Curriculum taught across KS1 and into KS2. The school invested in Rekenrek counting frames and Numberblock resources for this program which supports conceptual understanding and engagement in these short daily sessions.
At this time we also invested in our maths areas across all classrooms to ensure that children had access to a wealth of manipulatives to support their independent work and conceptual understanding.
For more information about our mathematics curriculum please click here.
Kapow DT scheme of work for Design and Technology was implemented in September to provide a progressive scheme that enabled children to engage with a range of projects across their school career including: mechanisms, structures, electrical systems, food and nutrition, textiles and digital world. In each unit children explore design, experimentation, construction and evalulation of their products. To find out more about or DT curriculum click here.
|Access art was implemented to ensure that children were provided with rich opportunities to engage and appraise a range of artists, craftsmen and women from across the globe and enable them to respond creatively to the work of others and create their own works of art. For more information about our Art curriculum please click here.|
In July the school purchased Our Greenacre PE Scheme for Games to provide a clear progression knowledge and skills. Our Greenacre scheme is taught by our Sport's coach with the class teachers. The success of our curriculum means we have a strong football and netball team who take part in school tournaments and competitions across Kent.
During the Summer Dolphin Class (Year 3 and 4) was refurbished in line with our prior refurbishments.
Pictures coming soon!
Ark Mastery Curriculum was implemented to provide a well-sequenced, knowledge rich curriculum which ensured that children could sequentially develop their knowledge and understanding in History and Geography. In addition, large wall maps were introduced and new Atlas sets across the school to ensure that children could develop their locational knowledge securely with the appropriate resources. We began teaching in pure year groups for one day a week to ensure secure progression.
To find out more about our geography curriculum click hereTo find out more about our history curriculum click here:
In April we invested in the KS2 book corners to ensure that all classes had a class library with age appropriate high quality literature organised by genre so that children could locate texts that interested them. In addition, we wanted to promote reading for pleasure but also in the pursuit of knowledge. Therefore we installed display bookcases where reference texts related to the curriculum could be displayed and cycled throughout the year so that children had reading opportunities to extend and deepen their understanding across the curriculum.
We also refurbished Turtle Classroom where our Year 1 and some of our Year 2 children are taught. This refurbishment was in line with our ambitions to ensure that classrooms are neutral and calming in design, wooden flooring for hygiene and cleanliness reasons and energy efficiency by installing LED lighting.
Pictures coming soon!
With the support from our PTA and Parish Council the school invested heavily in refurbishing all book corners as well as high quality literature for our Reception, Year 1 and Year 2 classes. Each of these classrooms had a cosy, inviting space for children to locate a wide range of fiction and non-fiction tailored to their interest, curriculum and abilities.
In addition the Reception Classroom was painted, had new flooring installed, LED lighting, a kitchen area and educational furniture. This is in line with our commitment to design being in neutral calming colours and reducing plastic by storing resources in wicker baskets.
Implemented Little Wandle Phonics Scheme which helps children to read an quickly as possible. so they can move from learning to read, to reading to learn, giving them access to the treasure house of reading. We have now fully embedded this scheme maintaining pace, practice and participation by all children. Any children who are not keeping-up with their peers receive timely additional practice to that no child is left behind. To find out more about our Phonics and Early Reading Curriculum please click here.
New Senior Leadership Team formed
Ofsted Inspection and targets
- The teaching of phonics is not providing all pupils with the opportunity to learn to read. Pupils who are falling behind are not yet supported to catch up by working with highly trained teaching staff. Leaders should implement their plans for improving phonics teaching without delay. This includes checking that staff follow the agreed sequence and methodology for teaching phonics.
- The curriculum plans for all subjects do not yet precisely outline what should be taught and when it should be taught. Pupils are not building a coherent understanding within the subjects they are taught. Leaders should carefully refine their curriculum plans to identify the specific content that is taught within each subject. Leaders should also carefully consider the order in which it is taught so that pupils are supported to know more, remember more and do more as a result of the taught curriculum.
- Staff have not received sufficient training to plan and deliver an ambitious curriculum for all pupils. Pupils’ learning of the wider curriculum is inconsistent across the school. Leaders should provide training for all staff to help all pupils make consistently strong progress across all subject areas.