School Council

The pupils of Elmhurst select their class representatives annually. These pupils form the Student Council. The Student Council is 'the voice of Elmhurst students', and they are responsible for lobbying on behalf of pupils, for producing pupil media, for researching the issues that matter to Elmhurst pupils and for overseeing pupils' charitable and fundraising work.

The Student Council meets fortnightly and it is overseen by Mrs Watson.

School Council Mission Statement

  • We want to implement change to make our school even better.
  • We hope to create a safe and healthy learning environment.
  • We hope to give every pupil in our school a voice.
  • We will give full attention and support towards any pupils who have concerns of any kind.
  • We constantly set new targets for ourselves and work hard to achieve them.
  • We ensure also that all children in school have their voice heard by holding regular class council meetings.
  • At our fortnightly meeting, School Council will bring up important issues.

Members of Student Council

Head Boy and Head Girl:

Banoo 6T (Head Girl)

Ayaan 6S (Head Boy)

Year 6

School Councillor Deputy School Councillor








Year 5

School Councillor Deputy School Councillor









Year 4

School Councillor Deputy School Councillor









Year 3

School Councillor Deputy School Councillor










We also have a number of prefects, who support the running of the school, and have duties such as uniform checks, recycling, wet play duty, tidying up the school office area and setting up assemblies.

Our prefects are as follows: (being recruited)

Ibrahim 6T – Head Prefect

6S Prefects

6CF Prefects

6T Prefects

6V Prefects

Dhanvi Harvi Ellison Haroon
Khadija Ayra Moonthaha Shakil
Sneha Dinika Layla Zaina
Nabiha Yusma Abraham Isha
Fatima Humayra Hamza Adam M
  Aisha Samin Zoeya
Sports Prefects

Ahmad 6T

Hari 6T

Shlok 6CF

Rushda 6T

Sai 6T

Eissaa 6CF

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At Elmhurst, we know that all of our students can achieve incredible things. Due to this, we are not afraid of setting high-expectations within our extra-curricular and enrichment activities. Yet, year after year, even our own demanding benchmarks are smashed through by the children who take part in our annual Shakespeare programme. This is a year-long course of study, run in conjunction with the Shakespeare Schools Foundation (SFF), that develops children's literacy, oracy, emotional and drama skills. Our current play is the action-packed tragedy Macbeth.

What do we do?

a) Lessons

Each year, approximately 20 children from years four and five are selected to take part in the Shakespeare programme. Any student in these year groups is able to audition for the part (normally around 100 do) and then the final troupe is selected according to a number of pre-defined criteria. These children then attend weekly lessons in which they delve very deeply into the language and meaning of a William Shakespeare play. They develop a mature understanding of the rich text, as well as staging a 30-minute version of the show in the Bard's original language. In addition to working with Mr Creighton each week, the children have access at different points in the year to professional actors and directors through the SFF to develop their skills even further.

b) Performance

As well as the academic and personal benefits (explained below), the children are also working towards putting on a final performance in a theatre (and in front of a packed, paying audience) as part of the Shakespeare Schools Festival. Last year's production of The Winter's Tale went fabulously and the children were commended for their imaginative staging and deep understanding of the play.

Why do we do it?

The Shakespeare programme provides our children with many benefits but we believe they can be grouped into three main areas:

a) Soft-skills

The work the children undertake helps them to develop essential life skills, such as teamwork, self-expression and problem solving. These will ultimately improve their chances in life and help them fulfil their potential.

b) Academic achievement

The impact in the classroom for those children involved is clear and profound. Students see a boost to their comprehension skills, particularly from grappling with Shakespeare's original language, their inference skills, their eloquence and clarity in both verbal and written communication and improved memory and focus from learning lines. On top of this, they are being equipped with knowledge and skills that will hugely help them when they come to study Shakespeare plays at secondary school.

c) Access to the arts

Through the Shakespeare programme children don't only perform but also get to experience the arts. The highlight of this is a trip to the Globe Theatre to see a production of the play they are learning. This greatly increases their cultural capital, their confidence in and enjoyment of such spaces. 


At the heart of our curriculum offering at Elmhurst is a determination to empower all pupils to use their voices effectively. One of the key ways in which we develop these characteristics is through teaching debating. Debating is when teams of students compose and deliver arguments around important policy issues, such as climate change or how the country should be run. By doing this, the children are learning more about the world they live in and their place in it as local, national and global citizens. While the language, techniques and rigour of debating is woven throughout our teachers' classroom practice, we also offer a number of extra-curricular and enrichment opportunities to supplement this.

What do we do?

a) Competitions

Each year, we enter groups of children from years five and six into formal debating competitions. These are accredited by organisations such as Debate Mate and Noisy Classroom and see our pupils face schools from across the country. The independence, confidence and resilience they develop from these experiences are profound and transfer into their school and wider lives with huge benefits. We have a long and proud history of competitive debating, having been crowned Debate Mate national champions on more than one occasion, most recently in the 2017/18 academic year. In 2018/19 we were ranked second in the nation, only losing in the grand final.

b) Clubs

We have a range of debating clubs that allow students to develop and progress in their skills throughout their Elmhurst careers. We are one of the only schools in the country that has clubs specifically aimed at KS1 children. Pupils as young as year two attend Miss Weaver's lunchtime sessions to be introduced to the techniques and processes of debating, as well as working their way up to participating in structured debates. This means that the children are already knowledgable by the time they join Mr Creighton's Thursday and Friday after-school clubs in year four and above. For one term each year, Debate Mate send trained mentors to develop the children's debating skills and they always need to use a curriculum designed for secondary and even sixth-form students because our children are already working beyond a primary level.

c) Classes

Every Friday afternoon, Mr Creighton teaches a debating class during school time to 30 children from across years four, five and six. This systematically teaches debating skills, using a purposefully designed curriculum. Teachers of students who attend these classes often remark about the academic progress they see in them and many of them go on to represent the school at competitions.

d) Year-group debates

We have debating skills embedded throughout our curriculum and, as a culmination of this, each year group hosts a debating tournament on motions based around an area they have studied. This gives children great accountability for their learning, as well as allowing them to deploy and develop their oracy skills. Teachers are encouraged to chose children who have not taken part previously or represented the school in debating, meaning the hope is that every child will have taken part in at least one formal debate by the time they leave Elmhurst.

e) Show debates

Our debating squads have developed such a good reputation that they are often used to mark special events and take part in show debates both within school and externally. We have held debates on issues such as the validity of war at Barking and Dagenham College, as well as being asked by Debate Mate to take part in events at venues including the Ivy and the Ritz as examples of the great work they do. Within school, we hold an annual community debate on a topical issue, involving students, parents and teachers, as well as hosting debates to help students grapple with big moments in society, such as the EU referendum and the recent general election.

Why do we do it?

There are many benefits to be gained from debating but we believe they can be grouped into three main areas:

a) Confidence

Students who are taught how to debate learn to value their voice more highly and use it more effectively. This ability to speak up and make themselves heard is a huge boost in confidence and sees them engage far more easily and purposefully in class discussions and their wider life.  

b) Soft-skills

Survey after survey has found that employers most valuable communication skills within prospective employees, as well as characteristics such as resilience, independence and critical thinking. These are exactly the skills and attributes that debating, both within the classroom and beyond, develops. Therefore, by giving our children the opportunity to debate, we are setting them up with the best chance to succeed in later study and in their working life.

c) Academic achievement

Research now proves the positive classroom impacts that come from children learning how to debate. A major study by the Education Endowment Foundation in 2015 found that students who learn through debating made an additional two months’ progress in English and science, and one additional month’s progress in maths, compared with those not taught this way. Separate research has shown that children both enjoy their lessons more and remember a greater amount of what they have learned when taught in ways that use their debating skills.


At Elmhurst we believe that school trips are an essential part of a child’s education and as such we try to provide a variety of opportunities for children to have a broad range of experiences.

Alongside our usual day trips to central London locations such as the British Museum, London Zoo, the Science Museum and the Natural History Museum (to name just a few), we arrange trips to the seaside in the summer term for every year group each year. The children always love the day, even if it does often rain!

Our residential trips had to take a break during 2020 and the first half of 2021 but they are back in 2021-22 as usual, Covid-restrictions permitting.

Fair Play House

We offer an annual week-long trip to FairPlay House in Essex for up to 60 of our Year 6 pupils during the Autumn Term. This is a wonderful opportunity for the teachers to get to know the children and for the children to challenge themselves. During this week the children learn to work together, participate in brilliant activities and develop their independence. It is always an amazing experience.

Paris Trip

For a number of years we have run a trip to Paris for 18 pupils in Year 4. This trip aims to improve language skills.

Art Trip

Our annual Art Residential has taken place in such cities as Paris, Barcelona, Rome and Amsterdam and Venice. 18 lucky pupils are chosen to attend and work with art consultant Andrew Mutter before, during and after trip. His expertise always results in incredible pieces of work! This year our pupils will be going to Venice!

Poetry Retreat

The Poetry Retreats have become a staple part of our Year 5 curriculum at Elmhurst. These residential visits - which we run along with other schools from our local and collaborative school networks - allow our students the opportunity to explore the great outdoors, to hone their writing and develop their self-expression.

The poetry retreats are an opportunity for selected pupils to become real writers, in locations such as the New Forest and the South Downs. Children are chosen for a combination of academic and pastoral reasons, and they represent our school brilliantly.

For many children, this is their first residential visit away from home, and it proves to be a transformative chance to learn more about themselves, about nature and about what it means to be a poet.

The Poetry Retreats are led and facilitated by Jonny Walker, a former Elmhurst teacher, and Adisa the Verbaliser, a performance poet extraordinaire. Children write together and contribute towards an anthology which is then published.

If you want to see what the children have written in previous years, why not check it out in the library or in Ms Samra's office?

The poetry retreats had to take a break due to COVID-19, but we are now planning for our next visit to take place in May 2022, with the other schools in our New Vision Trust family.

And you can check out a little film about the retreats here.


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Equalities and Diversity

Promoting equality and diversity across the school through our policies and practice has been one of the 5 strategic priorities for 2021.

The Headteacher, Sukwinder Samra, is working with Newham head teachers on an anti racist education initiative called Education for Change which will be launched in September. We have made significant headway through looking critically at our curriculum and making major and minor tweaks, both of which have resulted in a more inclusive whole school ethos and curriculum.


Here are a few examples:

  • There is a new year 6 topic on The partition of India which predates The British Empire and has helped pupils to understand colonialism
  • The year 6 unit on Trade and Slavery unit in year 6 has been further improved
  • Our Relationships Education has further helped pupils to understand that there are different families in society - this has been carried out with full parental consultation and in an age appropriate manner
  • The recent focus on Palestine also sits firmly under our equalities work.
  • Studying BAME artists in Art such as the Singh Twins
  • Studying the contributions made by significant people across all subjects to include more women, disabled and BAME people and other protected characteristics.
    • eg Year 1 Explorers unit includes a lesson on a Muslim Moroccan explorer called Ibn Battuta. Our vision is that pupils are set a pre-topic piece of holiday homework where they can research people like Matthew Henson, an African American believed to be the first man to reach the North pole but not recognised for his achievements.
    • In the Year 3 Rocks and Soil unit, pupils study a female geologist (Sophy Crosby) since we very much want our girls to see themselves working within the STEM subject.
    • The year 4 Climate Change and Activism unit includes different activists from different backgrounds eg (Female Somali-American ‘Fatima Jibrell’ and male African-American ‘Prince EA’) and Greta Thunberg who is autistic.
    • In the Year 5 Earth and Space unit , we are suggesting pupils studying Valentina Tereshkova who was the first and youngest woman to have flown in space.

Furthermore, we have been sourcing more books which either include central characters who are diverse or are written by a variety of authors (e.g Malorie Blackman). We are careful that these books, including those from the Battle of the Books list in KS2 are engaging and non-tokenistic.

We have a significant number of pupils with special needs and we are keen to keep improving pupils’ understanding of special needs and disability. Ms Gillet’s literacy class received a lesson from an organisation called Just Different and was taught by Helen whose disability is cerebral palsy. Helen explained what activities she likes doing and how she does them (i.e. ramps in her car, her bungalow, her speech synthesiser machine, her job, her electric wheelchair, plus her adventure holidays where she does horse riding, swimming and climbing). Her key messages -- namely that her life is full and happy so long as she has the right supports, adaptations and that others respect her and don't judge her-- came across clearly thanks to her use of photographs from her life and clear explanations.

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Statement of intent

Science is at the core of understanding the world’s past, present and future and our place within it. To show children the world through the lens of science is to equip our children with skills needed to live and be a part of an ever-changing planet. At Elmhurst Primary School, we recognise the importance of experiencing the joys of Science and understanding its application in every aspect of daily life. As a school keen to foster children who are curious and inquisitive about their world, we have a focus on the practical elements of science and encourage children to ask questions about the world around them. The curriculum is designed to ensure that children are able to acquire key scientific knowledge through practical experiences such as using equipment, conducting experiments, building arguments and explaining concepts confidently. We encourage pupils to use a range of methods to communicate their scientific information and present it in a systematic, scientific manner, including annotated diagrams, graphs, concept maps and using ICT. Throughout, we endeavour to ensure that the Science curriculum our children experience is exciting and innovative as well as building core skills and knowledge.

As one of the core subjects, we give the teaching and learning of Science the prominence it deserves within the curriculum and believe in teaching the specific and discreet disciplines of biology, chemistry and physics so that children can fully explore the ideas relating to each area. The National Curriculum is used as a guide for the taught content and a school wide progression document is used to ensure that substantive knowledge and disciplinary skills are taught in tandem, developing progressively from year to year. Children have weekly lessons in Science throughout Key Stage 1 and 2, using planning developed by expert teachers who take on the role of science mini-lead in their year group. These are teachers who have shown excellent subject knowledge and, through learning conversations and regular meetings with the science coordinator, they support their teams to ensure consistent and high-quality science teaching. Our bespoke unit plans develop scientific knowledge and conceptual understanding within the three specific disciplines. Elmhurst teachers recognise the importance of knowing more and remembering more, using rhymes, song and oral rehearsal to activate prior knowledge, and one of our focuses for this year is to ensure that the most relevant knowledge is revisited in lessons in order to support pupils in their new learning. All pupils, including all SEND pupils are included in science lessons and access the lesson from their own starting points. 

Central to our teaching is the development of disciplinary skills which look to nurture an inquisitive mind and encourage our children to develop a sense of intrigue of the world around          through the five types of enquiry; observation over time, pattern seeking, identifying, classifying and grouping, comparative and fair testing and research using secondary sources. Lessons are designed to make best use of each type of enquiry skill so as to make the learning meaningful and purposeful. Children learn to develop investigative questions which they plan, execute, collect data for and analyse. This encourages an understanding of how science can be used to explain what is occurring, make predictions on how things will behave, and analyse causes & effects. Through these enquiry tasks children are encouraged to lead the learning and make discoveries, rather than just being informed. In Early years, science is taught through learning about the world around them through play and exploration. 

Mini end-of-unit tests, concept maps, low-stakes quizzes, test base questions, investigations and composite tasks are just some of the ways that teachers track pupil progress and address misconceptions effectively. In order to prioritise teaching and learning rather than testing, we are looking to replace our end of unit tests with a baseline assessment and end of year test for KS2. The data from these tests would be used to inform teaching and teacher assessment.

Progression in science also takes other subjects into account and, with the technological advancements the last two years have enabled, we are looking for ways to seamlessly integrate technology into lessons, ensuring that these decisions are being made to enrich science learning. Science is also explored outside the taught curriculum. Children are offered a wide range of extra-curricular activities such as external visits and we welcome regular visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class. Regular events, such as the yearly science fair allow all pupils an opportunity to engage and explore scientific solutions to real world problems. These scholarly events involve families and the wider community.

The impact and quality of our science curriculum is evidenced in the fact that the school has achieved a Gold award in the nationally recognised ‘Primary Science Quality Mark’ and we are due to apply for re-accreditation here. Even more importantly, the success is visible in our pupils who are motivated and engaged in their science lessons and demonstrate a sound understanding of scientific concepts.

Science Curriculum Map

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Elmhurst’s RE Curriculum Intent

At Elmhurst, we believe that RE is an important curriculum subject. Our enriching curriculum helps our children throughout all the key stages to develop their spiritual, moral, social, and cultural compass in our local community and the wider world, bringing a deep sense of community cohesion.  Our curriculum provides a space for learning about people, cultures, and faiths. Most importantly, it helps them embrace, tolerate, understand and appreciate others’ beliefs and values.

 At Elmhurst, we exceed the breadth of the National Curriculum, we adhere to the guidance of the Newham Agreed Syllabus (NAS), but we also adjust the plans to reflect the high standards we expect from our pupils.  The Standing Advisory Council on Religious Education (SACRE) has approved the NAS curriculum, which is also flexible and allows us to go beyond the scope of their suggestions. Our adapted scheme of work allows our children to open their minds and leads to a deeper understanding and greater awareness of the world and global challenges. More importantly, it is open and objective; it does not seek to impose religious beliefs on young people nor compromise the integrity of their own religious position when looking at other different traditions. It endeavours to promote a positive attitude towards people, respecting their right to hold different beliefs from their own. 

RE is taught weekly, and where possible, units are linked to key dates (e.g., Christmas units) and religious festivals (e.g., Diwali). This provides opportunities to celebrate festivals and religions with greater relevance and consistency. Work is recorded in RE books with a variety of outcomes, for example, written pieces, reflections, Venn diagrams, artwork, and photos. Our children are encouraged to describe, explain and analyse beliefs and practices, recognising the diversity, which exists within and between communities and amongst individuals. Students are able to find out and investigate key concepts and questions of belonging, meaning, purpose, and truth. They can enquire into what enables different individuals and communities to live together respectfully.  RE allows them to articulate beliefs, values (along with British Values), and commitments clearly in order to explain why they may be important in not only their own lives but other people’s lives too. We do this by enriching our curriculum with Philosophy for Children (P4C) lessons, often with a non-religious story to focus on a theme, allowing for child-led discussions and debates, encouraging our children’s oracy skills.


All year groups visit at least 1 or 2 places of worship a year, and all year groups have visitors from different faiths who host talks and workshops with the children. The visitors are mainly from the borough so that children recognise the multi-faith, multicultural community that they are part of. As a school, we also feel it is essential to recognise and celebrate its range of religions and cultures through festival assemblies and multicultural evenings. Each year group takes a major festival to celebrate, and we open our assemblies to our parents, which helps them embrace the diverse community that we coexist in.

To enhance our curriculum, we invest time into the personal development of our teachers and coordinator; this helps our lessons stay up to date and allows teachers to incorporate current world issues into their lessons (such as the leaders unit in year 6).   We work alongside Claire Clinton, our borough advisor for RE, who is also part of SACRE, and she hosts a range of training for our teachers, such as ECT training, P4C sessions (which children are also involved in), and termly RE network meetings (for coordinators). We also allow time for team teaching, and year groups work closely with the coordinator to adapt and develop lessons (units of work alongside SACRE) together. Doing this ensures that progression is met and children’s understanding and knowledge of different religions are being deepened each time (e.g., Easter, which is in Year 2 & 4). Furthermore, it allows for a balanced curriculum to ensure that our children have had exposure to all major religions and important festivals at the end of their primary schooling.  We make sure that religions that aren’t as common within our community are beginning to be taught, such as Judaism and Buddhism, enabling our children to learn about the wider world and other communities outside our local borough.

 2019-2020 Gallery

Here are a few pictures from last academic year 2019-2020.

This includes taking part in religious assemblies that we perform to the school and our parents.


Every year Newham holds a ‘Place of Worship’ competition. Children have the opportunity to visit different religious buildings such as Churches, Hindu Temples, Buddhist Temples, Mosques, Gurdwaras and Synagogues. Children then share what they have learnt by creating different projects. These projects have included poetry, artwork, D&T and creating videos. 


in 2019 we won an impressive 12 awards! Here are some of the winning project.




Over the past few years, we have invited our parents and governors to celebrate our RE work with us in the hall. Here are some photos of these celebration evenings from 2018 and 2019’s events:


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At Elmhurst Primary School, PSHE is at the core of what we do and enables our children to become independent, healthy and responsible members of society, as well as developing the “whole child” intellectually, morally and socially. Through our whole-school approach to PSHE, we believe that outstanding practice in these areas will lead to excellence across the curriculum and beyond in later life. PSHE is taught weekly across the school from Reception up to Year 6 and as a school, we follow the Jigsaw PSHE scheme. Our PSHE curriculum equips children with relevant and meaningful content, which is supported through a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health.

With an ever-changing society, Elmhurst provides our children with a strong understanding of the diverse world around them and supports them in playing a positive role in contributing to the school and the wider community. We want our children to get the most of their lives so that they are ready for their adult lives and life in the twenty-first century. Weaving through the heart of our PSHE teaching is a commitment to enhancing and promoting the 5Cs (the core Elmhurst values); care, confidence, creativity, challenge and character.  Our whole curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, to flourish and to become the very best version of themselves they can be. We want all our little seeds to have big dreams.


Jigsaw is a unique, spiral, progressive and effective scheme of work, aiming to prepare children/young people for life, helping them really know and value who they are and understand how they relate to other people in this ever-changing world. This in turn allows our children to become citizens of the world. We develop individuals who see themselves as agents of change and take responsibility for themselves, each other and the world around them.  Moreover, Jigsaw PSHE directs our aim on developing the “whole child” through a spiral curriculum approach to developing knowledge, skills and understanding. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. We also use our own expertise to tailor Jigsaw to our own needs.

Specifically, the areas of:

-Being Me in My World 

-Celebrating Difference 

-Dreams and Goals 

-Healthy Me 


-Changing Me

Mindfulness underpins all PSHE lessons taught at Elmhurst. For example, throughout every year group, at the beginning of each Jigsaw lesson (Piece), there is a Calm Me time, which is designed to teach children techniques to relax their bodies and calm their minds. This is being used to great effect and impacting positively on children’s ability to concentrate, to connect well with each other and most importantly to be more aware of and better able to manage their feelings and thought processes more helpful the impact on their capacity to learn. Staff have benefited from regular guided meditations led by the PSHE co-ordinator, improving well-being and sharing good practice.

Establishing a safe, open and positive learning environment based on trusting relationships between all members of the class, adults and children alike, is vital. To enable this, it is important that ‘ground rules’ are agreed and owned at the beginning of the year and are reinforced in every lesson through the use of The Jigsaw Charter:

  • We take turns to speak
  • We use kind and positive words
  • We listen to each other
  • We have the right to pass
  • We only use names when giving compliments or when being positive
  • We respect each other’s privacy (confidentiality)

Although we have taken on the Jigsaw scheme, we have adapted it to fit the needs of our pupils and tailored it to the wider Elmhurst curriculum. Year Heads used their curriculum expertise to select suitable Jigsaw lessons whilst simultaneously ensuring that the rest of PSHE is being covered through Computing, Science, History and Religious Education.

Our adapted lessons allow for a strong pupil voice, providing students with the opportunity to become involved in how and what they learn and giving them a real say in issues that affect them, allowing them to make positive contributions towards the development of their school. The open-ended and discursive nature of the lessons also ensures that those children with SEND can join in the discussion and share their ideas in a welcoming environment.

The Celebrating Difference unit focuses on similarities and differences and teaches about diversity, such as disability, racism, power, friendships, and conflict. Children learn to accept everyone’s right to ‘difference’, and most year groups explore the concept of ‘normal’. Bullying – what it is and what it isn’t, including cyber and homophobic bullying – is an important aspect of this unit.

Training sessions for school staff are delivered by our PSHE lead, leadership team, the local authority and other consultants, meaning teachers are familiar with and confident in delivering PSHE. Staff have also received training in Sex Education and Relationships Education to aid in the delivery of the Changing Me unit. School leaders have engaged in numerous consultations with parents and governors, leading to sensible adaptations of the Jigsaw RSE curriculum that have been agreed upon by  the governing body, parents and teaching staff.

We believe that all children should have the tools they need to develop social skills to the best of their abilities. Therefore, children in need of social skills support to benefit from weekly group sessions led by the PSHE co-ordinator. The lessons are designed with inclusivity and accessibility in mind to help children enjoy meaningful, beneficial interactions with others, for example, children learn to take turns, the meaning of friendship and how to treat people with respect.


By the time they leave our school, every child will have a deeply ingrained sense and understanding of the five core Elmhurst values: care, confidence, creativity, challenge and character. In PSHE, this will manifest in the following outcomes for every child:

-To become caring members of the community with strong self-awareness, interlinked with the compassion of others

-For all children to have the confidence, willingness and ability to try new things, push themselves and persevere.

-To become ready for adult life and twenty-first century living, solving the problems that may come about with creativity and imagination.

-To challenge themselves,  negative stereotypes with an attitude of open-mindedness and respect

-To have the character, responsibility and honesty required to be a positive member of a diverse, multicultural society.

-To have a good understanding of how to stay safe, healthy and develop good relationships and be respectful.

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At Elmhurst Primary School, we aim to inspire all children to develop a love of physical activity and sport. We believe that curricular and extra-curricular sport plays a vital role in the development of children into active, well-rounded members of society. Through good physical education, whole school values and a whole child approach, we aim to nurture confident, resilient children who will strive for their personal best and have a deep-rooted understanding of how to maintain a healthy lifestyle. To ensure all children have access to high quality teaching, we employ specialist coaches to team teach with staff who need support or want to improve their own practice.

We listen to our children’s wants and needs and provide them with a range of after school sports clubs. We aim to provide those who excel in and show great enthusiasm for sport an opportunity to represent the school and compete against children from other schools and backgrounds. We take part in inter-school competitions arranged through our partnership with Langdon SSP. Our commitment to these competitions has earned us the SchoolGamesMark Gold Award for three years running, and we have won competitions and represented Newham at both football and cricket, whilst our cricket team has also been crowned London champions. We encourage our pupils to take pride in representing the school and expect them to show sportsmanship and dignity in victory or in defeat. We want to aid our children in obtaining the values and skills to celebrate and respect the success of others, as well as modestly celebrating their own successes. We want our children to play sport outside of school and we do our best to encourage our families to do this through our links with local clubs such as West Ham Cricket Club and other partnerships within our community.

We aim to ensure that our delivery of curricular physical education allows all children to have the skills and mindset to leave primary school with the capabilities to be successful in their sporting challenges and active lifestyles at secondary school and beyond. Our curriculum is broad and well-balanced, including competitive sport, team games, individual sports, and outdoor and adventurous activities. Children are expected to develop the ability to record, recognize and reflect on their own achievements. Dance and gymnastics are taught every year, as well as fitness and yoga lessons designed to show children how to exercise for wellbeing. Our curriculum is inclusive to all. We do not discriminate according to gender and ensure all children are given equal opportunities to partake in sport. We provide extra sessions tailored to those with Special Educational Needs, as well as ways to make whole-class PE lessons more accessible for these children.

PE Curriculum Map

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