‘Enjoy learning together; building foundations for life.’

The curriculum

The teaching staff work very closely in phase teams when planning pupils’ work, so that each child’s learning progresses smoothly throughout the school. Each teacher carefully matches the work to the child and employs a wide range of teaching strategies to enable children to learn.

Children are taught as individuals, in groups, in year groups and as a whole class. Within each classroom teachers and assistants use their skills to achieve the correct balance between these different grouping arrangements. This allows each child to develop to the full.

All teachers have some time when they are not teaching in class. This may be their weekly timetabled planning time, when they go on courses, or may be when they are involved in some aspect of leadership and management of the school. At these times the class will be taken by one of our skilled Higher Level Teaching Assistants or a supply teacher.

  • Science

    Learning about Science in Key Stage One is threaded through much of our curriculum. Above and beyond learning what is expected by the National Curriculum, Pannal children are exposed to a range of experiences designed to help them better understand the science of their world and their place within it. Our wildlife area, grounds, vegetable beds and adjacent woodland offer abundant opportunities for the children to explore and find answers to their own questions. Working outdoors teaches the children to respect their environment and to begin to understand the complexity and relative fragility of the natural world.

    Science is taught discretely but more often is threaded through P.E, Numeracy, I.C.T, Forest School, current affairs or any topic where cross curricular opportunities can be found and the experiences offered to the children deepened. In this way, when studying Ancient Egypt, our year four children recently mummified a hotdog! This afforded the opportunity to discuss fair testing and measure changes over time. It also readily deepened their understanding of the mummification process but didn’t diminish the ‘yuck’ factor! We want our children to find Science exciting, fun and be motivated in their learning so helping to develop scientists of the future).

    Science in Key Stage Two is taught through the specific disciplines of biology, chemistry and physics. We aim to nurture our children’s natural curiosity, encouraging them to ask questions about the world around them. Exciting and engaging practical investigations are key to deepening our children’s scientific knowledge and skills (or conceptual understanding). Science is taught by linking to other areas of the curriculum and topic work, this provides meaningful context and relevance to their learning.

    Children are encouraged to explore the impact of science in the modern world and in turn understand the importance it has on their own lives. Pannal Primary School places great value on outdoor learning – our wildlife areas, gardens and Sandy Bank Woods offers an abundance of scientific opportunities. Through these experiences our children learn to respect and care for their environment while considering issues surrounding sustainability- we even have our own wind turbine!

  • Physical Education

    Physical Education at Pannal Primary School

    Pannal Primary School’s Mission Statement is “Enjoying learning together, building foundations for life”.

    We feel that Physical Education plays an important role in helping us to fulfil this statement. In addition to this, our vision for PE, Healthy Active Lifestyles and School Sport, is for all children to be able to enjoy participating in physical activity in PE, during lunchtime activities, at after school clubs, at festivals, during competitions/tournaments and through learning leadership skills. We have worked hard to develop our Physical Education and achieve this through both curriculum time and extra-curricular activities.

     

    Our PE curriculum

    Our main aim is to raise participation levels and the profile of sport within school and engage more of those children who are not instinctively drawn to sport. This is now being achieved with 80% of key stage 2 children and 50% of key stage 1 children representing the school in some form of sporting activity since 2012/3.

    We also aim to develop those children who are already involved in the sporting life of the school to a higher standard and to allow them to compete at higher levels. This is achieved through entering teams in cluster and district competitions and our teams have won through to county finals in many different sports.

    A wide range of PE is delivered to the pupils, which aims to engage and inspire all pupils through the balance of Participation and Excellence:

    Participation

    Sports taught are wide and varied, both during the school day, and as extra-curricular clubs.

    Opportunities include

    • traditional team games; football, netball, hockey, cricket
    • Individual pursuits; cross country, fitness training, golf
    • Bespoke activities: fencing, archery, climbing

    In addition, this year some Paralympic games were introduced to the school as a natural extension of our Olympic themed term; the teachers were trained, and the pupils have enjoyed learning the skills associated with these games. The Olympic values are still prevalent across the school.

    For the past 4 years, funds have been used to employ a Specialist PE teacher and this expertise is used across the school to teach pupils from Year R – Year 6 in PE activities ranging from basketball to multi-skills.

    In pupil questionnaires, for example, P.E. is always the favourite subject of the vast majority of pupils. P.E. is carefully planned against key skills, and each pupil assessed regularly. Progress in P.E. is tracked across school. This diet of sport builds strong relationships of trust between pupils and support staff, and impacts positively upon the engagement and trust between them in the classroom. The discipline demanded of the children in sport impacts upon behaviour within the classroom, and the school attributes the excellent behaviour for learning within the school as a direct result of the culture of discipline, respect and dedication nurtured through sport activities.

    In our experience the key is to capture the imagination of the whole school community to generate excitement and interest in sport.

     

    Excellence

    In every aspect of school life, high expectations for all pupils are evident and ingrained in the culture and ethos of the school. Not unlike every other school, there is considerable pressure to maintain standards and outstanding status, but the school’s leadership recognises that one of its key contributing tools for success has been the importance placed on competitive sport. Through sport, the children begin to develop the important qualities of discipline, resilience, communication, team work, and ambition: qualities that they are then able to use in their learning within the classroom.

    From an early age competitive sport is nurtured and encouraged, with KS1 pupils preparing for and entering local competitions in dance and gymnastics. In KS2, the school’s policy is for every child to take part in at least one sport festival, with staff identifying the pupils with specific talents in, for example, football, basketball or orienteering. Skills are taught through P.E. lessons and through a wide variety of sports provision offered after school, both through Teachers but also through highly skilled Teaching Assistants who, with their skill and enthusiasm, ensure that sport is enjoyed by all.

    In Year 6 we deliver a Sports Leadership programme. The pupils use this to teach, plan and assess PE lessons and provide extra-curricular sporting opportunities for other pupils. This is an engaging project for all pupils.

    We have developed Assessment pro-forma for all aspects of PE. These are easy to complete documents which allow to easy assessment of pupils and note next steps.

    The school is keen to provide a wide range of extra-curricular clubs for pupils throughout the year. Pupils enjoy the opportunity to try new sports such as Badminton, Netball, Karate, Street Dancing, Tennis, Football, Multi-skills, Hockey, Cricket, Rounders, Athletics and Cross Country. We monitor participation and check uptake against gender, SEN and free school meals. We also enter a wide range of competitions in these sports and in 2013 qualified to represent the region in Football and Rugby, won the North Yorkshire finals in Netball and Athletics and won the Harrogate finals in Tennis and Athletics.

     

    Partnership Work

    The Harrogate School Sports Partnership is a partnership of Primary & Secondary Schools across Harrogate, Knaresborough, Ripon & Nidderdale. The vision of the partnership is to create a sustainable PE, School Sport and Physical Activity system as part of the core provision for all children and young people. Their mission therefore is to positively impact on the lives of every young person attending partnership schools through the opportunities they provide. Both their vision and mission is promoted through their core School Games values of Determination, Honesty, Passion, Respect, Self-belief and Teamwork.

    As a member of the Harrogate School Sports Partnership we pay an all-inclusive £1300 annual fee. For this we gain access to their vision and mission through the following provision:

    • A comprehensive calendar of competitive and non-competitive competitions, festivals and events covering over 25 different sports.
    • A dedicated and experienced full time Partnership Development Manager
    • A dedicated and expereinced full time Competitions & Events Officer
    • Youth Sport Trust Membership (£300 value) including 6 Subject Leader Modules (3 per year)
    • Multiple national courses centrally co-ordinated
    • Over 13 different subject specific CPD training courses
    • Whole school training (midday supervisor, activate, lunchtime timetabling)
    • Change4life provision and training including Champions leadership training
    • Playground Leaders, School Sports Crew organisers & Young Ambassadors training
    • Harrogate SSP Leadership Academy holiday programme of over 10 different bespoke leadership courses including the Playmakers leadership Award
    • Harrogate SSP Gifted & Talented Transistion Academy holiday programme to support talented young athletes in their development through into secondary school.
    • Established links with community sport clubs and National Governing Bodies
    • Personalised School Games Mark & Quality Mark Application support
    • Co-ordinated approach to Sport across the area with funding application support
    • ‘Try before you buy’ equipment loan scheme with over 20 different items of equipment including a fleet of 20 mountain bikes, full Sportshall Athletics provision and electronic Orienteering equipment
    • A structured website providing support for all thing PE, School Sport and Physical Activity

    To find out more information on the Harrogate School Sports Partnership please visit www.harrogatessp.com

     

    School Sports Funding

    Since September 2011, we have prioritised our PE provision by funding a specialist PE teacher for 35.5 hours/week at an annual cost of £23,500.

    From September 2013, we have received the national PE and Sports Grant; an initial payment in October 2013 and a further payment  in May 2014 totalling £9700.

    During 14/15 we have received £8817 which we have used to buy into the cluster for competitions and Youth Sport Trust at a cost of £1,713. A further £1133 has been used for equipment and £565 on coaching & PE improvements. The remaining £5406 will go towards the continued funding of our PE specialist teacher.

    Click here to see a document explaining how we have used our PE funding

    Click here to see the Sports Partnership Key Indicators of Improvement

     

  • Modern Foreign Languages

    French is taught to all children throughout the school.  At Pannal, we aim to develop speaking and listening skills, and lay the foundations for future study and transition. French is introduced at Key Stage 1 through songs, rhymes and games. It is taught weekly throughout Key Stage 2 in a fun and enjoyable way. Topics are interesting and relevant, and engage and stimulate learning. The children learn both the language and the culture of France and other European countries. Each year we embrace this by marking European Day of Languages with a whole school themed day.

    Lessons meet the needs of the children in listening and speaking skills at Lower Key Stage 2. As the children progress to Upper Key Stage 2, they learn to read and write in French and speak with more confidence, thus preparing them for the transition to secondary school. During Upper Key Stage 2 we also provide children with an introduction to Spanish.

    At Pannal, we work closely with a cluster of primary and secondary schools to share good practice, and meet the needs of transition from Key Stage 2 to Key Stage 3. We also take part annually in a ‘Celebration of Languages’ with other primary schools at Harrogate Grammar School.  We have established a 3 school link for our Year 5 children to appreciate different school environments.

    We are currently setting up a link with a local primary school to enable our Year 6 children to communicate in French with other pupils. In addition, Pannal school is forming a partnership with a school in Metz in Northern France to enable all pupils to communicate with their French peers.

  • Religious Education and Collective Worship

    Religious Education aims to give children an understanding of different faiths, including the Christian faith. The programme of study is non-denominational and reflects the broad range of cultures and religions that make up our society.

    Religious Education is planned from the North Yorkshire Agreed Syllabus. Parents may see a copy of this syllabus in school. All children will be involved in a daily act of worship, often known as assembly, which is broadly Christian. Parents may withdraw their child from Religious Education provided that such a request is made in writing to Mrs Turner. Alternative provision would then be made following consultation with parents.

  • Sex Education

    The school governors following consultation with parents and staff established our sex education policy. Sex education should be complementary to that given at home. The purpose is to prepare pupils to cope with the physical and emotional challenges of growing up, and to give them an understanding of human reproduction. We aim to present the facts in an objective, balanced and sensitive manner. The school nurse works alongside teaching staff for some lessons.

    In Years 5 and 6 information is given about puberty, conception, pregnancy and birth. It is taught in the context of a carefully planned science and health education programme, with particular regard to moral considerations and the value of family life. Parents are always given prior notification of these lessons and invited to preview the video material that is used.

    All parents have the right to withdraw their children from sex education lessons.

  • Spiritual, Moral, Social & Cultural Education

    We have explored the concept of “curriculum entitlements” - the idea that there are certain experiences that all children should have the opportunity to have during their childhood. We are taking part in a LA project to explore how schools promote SMSC (spiritual, moral, social and cultural) across the curriculum involving our Year 2 children. These activities will span many of our curriculum dimensions and also give an insight into SMSC which threads through all aspects of the curriculum.

     

    The strands of SMSC within Pannal School are not treated in isolation, but rather seen as inter-connected through every area of school life.  It has a very strong link within the work covered in Personal, Social, Health and Cultural Education (PSHCE)  and Religious Education (RE).  To break it down:

    Pupils’ spiritual development is shown by their:

    • beliefs, religious or otherwise, which inform their perspective on life
    • sense of enjoyment and fascination in learning about themselves, others and the world around them.
    • use of imagination and creativity in their learning
    • willingness to reflect on their experiences.

    Pupils’ moral development is shown by their:

    • ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives
    • understanding of the consequences of their actions
    • interest in investigating, and offering reasoned views about, moral and ethical issues.

    Pupils’ social development is shown by their:

    • use of a range of social skills in different contexts
    • willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively

    Pupils’ cultural development is shown by their:

    • willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities
    • interest in exploring, understanding of, and respect for cultural diversity

    This is evident in school through strong values which are apparent in the day to day life of the school.  Pupils and all adults are respectful of each other and their environment.  They are reflective about beliefs, values and more profound aspects of human experience, using their imagination and creativity, and developing curiosity in their learning.   There are many opportunities for pupils to further develop their social skills, an appreciation of theatre, music, art and literature.  They are encouraged to develop skills and attitudes to enable them to participate fully and positively in modern Britain.  Pupils respond positively to a range of artistic, sporting activities within the active and arts dimensions. 

  • Pupil Leaders

    We provide many opportiunities for all of our older pupils to take responsibilities which support the work of the school and enable them to  help to organise and lead our younger children. We believe this has many benefits for all of the children, both those being led and those doing the leading. Here are some examples:

    Our year 6 pupils have responsibilities such as delivering registers and letters to classes, preparing the hall for assemblies and working as librarians. They also manage the playground equipment, loaning out, collecting and storing games each playtime. In addition some of them are timetabled to play with the Reception children in their outdoor area at lunchtime.

    Each September, our year 6 children have the opportunity to become TOPs playleaders. They undergo training with Mrs Smith our PE coordinator and then are assessed by staff from Rossett High School. Having completed their training, those who wish to be involved are timetabled to organise games on the playgrounds and field, for younger children at lunchtime. They take this responsibility seriously and are an excellent role model for the younger children. Since 2013 Mrs Smith (PE coordinator) has developed this model further by organising a Primary School Sport Organising Crew which develops students' leadership skills. Children have opportunities to take on roles such as photographer, reporter, competition leader, coach and equipment leader.

    All KS2 pupils are  organised into 'Forum Families'. These are made up of children from across Key Stage Two, who discuss issues together that can help us to improve our school. The older children take responsibility for leading their teams and ensuring that the younger pupils understand what is required.