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04/04/19

Compliments are flying around a primary school as children are encouraged to be kind. Pupils at Little Parndon Primary Academy are sharing their positive thoughts by posting notes into a compliments box. https://t.co/VjVfh5W293 https://t.co/ebcmecYGq3

03/04/19

Children’s author inspired a school to develop tomorrow’s performance poets. Little Parndon Primary Academy were so inspired, they invited parents in to watch children perform poems. https://t.co/2m2a642lBa https://t.co/cOeMpAmdY9

29/03/19

A book bonanza gave children an opportunity to indulge in literacy. Little Parndon Primary Academy invited pupils and their parents along to a book swap as part of World Book Day. https://t.co/GCE4p8C66c https://t.co/kloFSBdVAZ

26/03/19

The sudden appearance of three mystery doorways in an enchanted forest has sparked endless imagination in children. Pupils arrived at Little Parndon to find the doors within the school grounds, with no idea where they came from or what was behind them... https://t.co/uHveTww5z2 https://t.co/dEEDYh2QoR

26/03/19

Little Parndon Primary Academy Retweeted
BMAT

Ten widths of a swimming pool, five laps of a playground on a bike and a run around a school field saw pupils become triathletes. Pupils from primary schools within the BMAT group of schools in Harlow competed for the third year in a triathlon. Full story https://t.co/LSKkoB90hB https://t.co/DazpvIChyN

21/02/19

Children are starting their school day by feeding their brains with a free snack. Every pupil at Little Parndon Primary Academy is being given a choice of cereal or bagel each day, thanks to a Sugar Tax grant. Full story - https://t.co/QiE7jd5iwB https://t.co/XW8kMIwvMs

21/02/19

Little Parndon Primary Academy Retweeted
Little Parndon

A recycling mission saw primary school children collect 22,380 batteries in just one month. Pupils at Little Parndon Primary Academy were challenged to bring in used batteries for a whole school recycling competition. Full story - https://t.co/hLQeaLX9N2 https://t.co/OPybuTfpqh

21/02/19

A recycling mission saw primary school children collect 22,380 batteries in just one month. Pupils at Little Parndon Primary Academy were challenged to bring in used batteries for a whole school recycling competition. Full story - https://t.co/hLQeaLX9N2 https://t.co/OPybuTfpqh

28/01/19

Little Parndon Primary Academy Retweeted
BMAT

Current Vacancies in a variety of roles across our trust - https://t.co/UCU0OUBsP0 https://t.co/Sua5F6y41z

18/12/18

A festive atmosphere was brought to Harlow when primary school children performed at the Bandstand. Year 3, 4, 5 and 6 pupils from Little Parndon Primary Academy gave a festive carol concert at , in the Town Park. https://t.co/t47HqupD5f https://t.co/W6QgDCNMnm

18/12/18

Children have been given a special passport to open the door to new life experiences. Every pupil at Little Parndon Primary Academy has their own Community Values Passport. https://t.co/ib1z51RfcK https://t.co/D1rLUGcMQE

06/12/18

We’re feeling festive at Parndon in the Park. https://t.co/ZIqzjXdqny

11/11/18

Young people took time out to honour the 100th anniversary of the end of the First World War. Pupils at Little Parndon Primary Academy dressed in red to represent the petals of a poppy, while members of staff wore black to become the centre of the symbol. https://t.co/z3C9ubUHx0 https://t.co/vNuMRQ8ShS

03/11/18

Little Parndon Primary Academy Retweeted
Kelly Clark

Great day at my client with so much to celebrate https://t.co/GKstEPc7Xe

03/11/18

Little Parndon Primary Academy Retweeted
Robert Halfon MP #WorkingHard4Harlow

Was wonderful to be there. Congratulations to staff and pupils of for such a beautiful new Library https://t.co/6drgr6ScwI

03/11/18

Little Parndon Primary Academy Retweeted
Teaching School

What a line up for our ‘Leading School Improvement’ programme https://t.co/7qZsk6VwEx

02/11/18

Thank you for taking the time to visit Little Parndon today. The children loved talking to you and really appreciated your official opening of our new Library and Sensory room. https://t.co/K4tpGV8APC

20/10/18

The Top 5 super stars from each class had a fabulous afternoon making scarecrows, eating popcorn and watching a movie. Thank you to our wonderful FOLP. https://t.co/ZzIAl8JDu5

11/10/18

Little Parndon Primary Academy Retweeted
Teaching School

Our new branded roll up banner is here - just in time for our and based fair. Join us at Harlow Study Centre CM186BW - Sat 13th Oct 1-6pm https://t.co/cLvGfUs8g0

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Outstanding Education

Supporting primary and secondary schools across Essex and North & East London, BMAT is a growing multi-academy trust with a singular vision: schools, teachers and pupils freed to succeed.

Visit BMAT

EYFS

At Little Parndon Primary Academy we offer a broad and balanced curriculum, which promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, whilst ensuring that the EYFS curriculum is followed and adapted to the specific needs of our school community.

We offer a curriculum that prepares pupils for the opportunities, responsibilities and experiences of life in the 21st century. We use a balance of teaching techniques and value both the need for children to find out for themselves and planning those activities that will best help them to achieve their early learning goals. School is a mixture of class, group and individual work planned to suit the needs of each child and help them develop their abilities across all areas of learning.

In addition to teaching the curriculum, we make provision for a daily act of collective worship and teach religious education, personal, social, health and economic education (PSHE) and sex and relationships education (SRE) to pupils at every key stage.

Foundation Stage Curriculum

The Early Years Foundation Stage (EYFS) is the statutory framework that all early years settings must meet to ensure that children learn and develop well.  It gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.

We teach this framework through topics that excite the children; we gather their ideas and plan according to their needs and interests. 

The overarching principles of the EYFS

There are four guiding principles that shape practice in early years.  

These are:

·       every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;

·       children learn to be strong and independent through positive relationships;

·       children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers;

·       children develop and learn in different ways and at different rates.

 

THE EARLY YEARS CURRICULUM

Areas of Learning

There are seven areas of learning and development in the early years curriculum; these are all inter-connected. Three Prime Areas of learning are particularly crucial for igniting children's curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.

These three areas are:

Communication and language; Children are given the opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

Physical development; Children are encouraged  to be active and interactive; to develop their fine and gross motor co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

Personal, social and emotional development. Children are supported to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

We also support the children in four Specific Areas which are:

Literacy; Daily activities using the Letters and Sounds programme will develop phonic knowledge enabling children to become confident readers and writers.

Mathematics ; children will be provided with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.

Understanding the world ; Children will be encouraged to make sense of their physical world and their community through opportunities to explore, observe, investigate and find out about people, places, technology and the environment

Expressive arts and design; children are enabled to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

Assessment

Assessment plays an important part in helping staff to recognise children’s progress, understand their needs, and to plan activities and support. Ongoing assessment is an integral part of the learning and development process. It involves staff observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations. To this end we make systematic observations and assessments of each child’s achievements, interests and learning styles.  We then use these observations and assessments to identify learning priorities and plan relevant and motivating learning experiences.

Throughout the year, we will be compiling an ‘Achievement book’, showing your child’s comments, photos and work. We encourage parents and carers to contribute to these books to reflect their child’s interests and achievements at home.

At the end of the summer term the teachers and EYFS co-educators judge whether a pupil is meeting the level of development expected at the end of the Reception year (expected), exceeding this level (exceeding), or not yet reaching this level (emerging). To reach a Good Level of Development (GLD), pupils must achieve at least expected levels in the all of the prime areas and in literacy and mathematics by the end of the Reception year.

All of the areas of learning and development are interconnected to the characteristics of effective learning, Children are also assessed against the characteristics of effective learning.  

playing and exploring

active learning

creating and thinking critically

Parents as Partners

Parents are a key part of their children's learning and are expected to be a part of their child's education throughout their time at Little Parndon. Primary Academy

An effective partnership between home and school is crucial so that our children feel secure and develop a sense of well-being and achievement. When parents and early years’ staff work together children make better progress. By sharing information about interests and needs we can ensure that children make good progress in their learning.

We recognise that parents are children’s first and most enduring educators and we value being partners with them in their child’s education through:

•    talking to parents at a home visit about their child as their child starts in our school

•    offering both parents and children the opportunity to spend time in the Foundation Stage before starting school;

•    sharing the children’s ‘Achievement books’ and work books and valuing the contributions to these from parents;

•    offering two parent/teacher consultation evenings per year;

•    writing  two reports on their child’s attainment and progress

•    reading and maths mornings where parents can come into class to share with their children twice weekly

•    offering parent workshops where parents have a chance to see how we teach and for the children and share their achievements

•    class assembly, Christmas performances and  open afternoons

 

INCLUSION

At Little Parndon Primary Academy we set high expectations for every pupil. We plan challenging work for pupils whose attainment is significantly above the expected standard. We carefully plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds. We use a range of assessments to set targets which are deliberately ambitious.

All pupils are valued and are entitled to equality of educational opportunity. We take account of our duties under equal opportunities legislation that covers race, disability, sex, religion or belief, sexual orientation, pregnancy and maternity, and gender reassignment.

We work with families and specialists to identify pupils who may have special educational needs, some of whom also have disabilities. Lessons are planned to ensure that there are no barriers to every pupil achieving. The SEN Code of Practice includes advice on approaches to identification of need and outlines what needs to be done for them.

With the right teaching that recognises their individual needs, many disabled pupils may have little need for additional resources beyond the aids which they use as part of their daily life. We plan lessons so that these pupils can study every national curriculum subject.

We take account of the needs of pupils whose first language is not English. Monitoring of progress takes account of the pupil’s age, length of time in this country, previous educational experience and ability in other languages.

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