Recent Events

School Council

The pupils of Elmhurst have selected their class representatives, who together 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 School Council will be working closely this year with the PTA to come up with creative ways to fund raise for our local and school community. 
  • A big thank you to everyone who raised money for Sport Relief before lockdown. Fun-a-mile raised £2,394 which was given to Elmhurst families who were struggling during lockdown.
  • Children in Need will take place on Friday November 13th. This year's theme is called 'Feel Good Friday' where we will be dressing in our favourite sports gear and joining Joe Wicks for a fun workout. There will be a £1 donation to get involved which can be made through ParentMail. 

The Student Council meets fortnightly and it is overseen by Miss Shaw.

Members of Student Council

Head Boy and Head Girl:

Arham Khan and Zernab Quyyum


Year 6

School Councillor Deputy School Councillor

Mithila Foiz

Azraf Rahman

Khadijah Umarji

Chahat Mehmi

Mahdi Farhan

Abubakkar Vahora

Abdul Atinsola

Yousuf Islam

Year 5

School Councillor Deputy School Councillor

Ibrahim Sethi

Ahmad Maljee

Aisha Adnan

Eissaa Hussain 

Adam Bagas

Zoeya Vohora



Year 4

School Councillor Deputy School Councillor

Khadidja Adi

Yahya Hussain

Hari Patel

Nahlia Crawford

Aisha Patel

Baitul Muntashir

Saleem Zaib

Fatimah Akther

Year 3

School Councillor Deputy School Councillor

Zayd Mumin

Mehreen Khan

Muadh Bhaiyat

Maham Sheikh

Haleema Ayyub

Shayan Patel 

Het Patel

Hafsa Ayyub


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:

Ali – Senior Prefect

6S Prefects

6CF Prefects

6T Prefects

6V Prefects
























Muhammad Ali

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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!

In addition to this we organise an annual week-long trip to FairPlay House in Essex for 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.

Go to our Fair Play House Blog for updates each year:

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!


SMSC stands for social, moral, spiritual and cultural development. Here at Elmhurst Primary School, we take great pride in our approach to SMSC across the school, feeling that pupils should develop into tolerant, caring individuals with a social conscience. SMSC feeds into several areas of life at Elmhurst: collective worship during assemblies; charity and community outreach projects; school council; anti-bullying and mental health awareness weeks and young enterprise within the school.

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Science is at the core of understanding the world’s past, present and future and our place within in. 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 & physics in order that children 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 the scientific concepts, knowledge and skills develop progressively from year to year. Children have weekly lessons in Science throughout Key Stage 1 and 2, using planning developed by expert teachers. The bespoke unit plans develop scientific knowledge and conceptual understanding within the three specific disciplines. Central to the teaching is the development of scientific enquiry which looks to nurture an inquisitive mind and encourages our children to develop a sense of intrigue of the world around through the 5 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 are occurring, make predictions on how things will behave, and analyse causes & effects. Through these enquiry tasks children are led to the learning rather than just informed. In Early years, science is taught through learning about the world around them through play and exploration. All pupils, including all SEND pupils are included in science lessons and access the lesson from their own starting points. Mini end of unit tests and excellent teacher assessment ensure that teachers have a good understanding of pupil progress and address misconceptions effectively. In KS2, students are encouraged to build a concept map for each unit which they build upon each lesson and link ideas – this is another way to assess pupil progress and understanding.

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 Science Week and 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’. 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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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. Our curriculum was carefully mapped out and written by the Standing Advisory Council on Religious Education (SACRE) for our borough. SACRE consulted with teachers, religious (and non- religious) leaders, school governors, politicians and also pupils. Their scheme of work allows our children to open their minds and leads to a deeper understanding and greater awareness of the world and also 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 over 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 each half term, 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; written pieces, Venn diagrams, artwork and photos. Our children are able 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, which then allows 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 are recognising the multi-faith, multicultural community that we live in. As a school, we also feel it is important to recognise and celebrate the range of religions and cultures of the school through festival assemblies. Each year group takes a major festival to celebrate and we open our assemblies to our parents, which help them to also embrace the diverse community that we coexist in.

To enhance our Curriculum, we invest time into the personal develop 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 NQT 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, ensuring that progression is met and children’s understanding and knowledge of different religions is being deepened each time (e.g. Easter which is in Year 2 & Year 4). This allows for a balanced curriculum to ensure that at the end of their primary schooling our children have had exposure to all major religions and important festivals.  We make sure that religions that aren’t as common within our community are beginning to be taught such as Judaism and Buddhism, so that they are learning about the wider world and other communities outside of our local borough.

RE Curriculum Map

 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, 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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MFL - French

Language teaching at Elmhurst provides the foundation for learning further languages in KS3. While children will be exposed to a range of different languages
during their time at Elmhurst, French is formally taught throughout KS2 which enables pupils to make substantial progress in one language.
Teaching provides an appropriate balance of spoken and written language. We aim to enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary.

The focus of study is on practical communication and developing reading skills. Teachers support pupils to express their ideas and thoughts in another language and to understand and respond to speakers, both orally and in writing. In every unit there are opportunities for pupils to communicate in role-play scenarios and read engaging literature in the original language.

A thematic approach to teaching ensures that topics are regularly revisited so that knowledge from previous years is embedded:

  • Autumn term: C’est Moi and C’est Nous provide pupils with the opportunity to develop their use of informal conversation, building upon their knowledge
    each year and covering topics such as greetings, about me, describing family, describing others
  • Spring term: Each year group explores a topic carefully chosen based on its links to other units in KS2
  • Summer term: Au marché, Au café, Au restaurant and Les Achets provide pupils with the opportunity to develop their use of informal and formal
    conversation, building upon their knowledge of transactional conversation each year and applying this to different audiences

Learning a foreign language also provides an opening to other cultures. To foster pupils’ curiosity and deepen their understanding of the world, we offer pupils an opportunity to visit several European cities; including a Year 4 Paris Trip and a Year 6 Art Trip to a European city. 

By the end of their time at Elmhurst, pupils will be able to:

  • Understand and respond to spoken and written language
  • Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and
    asking questions.
  • Use improved accuracy of their pronunciation and intonation
  • Write for different purposes and audiences, using the variety of grammatical structures that they have learnt
  • Discover and develop an appreciation of a range of writing in the language studied.


  Autumn Spring  Summer
Year 3

Topic – C’est moi

NC big ideas:  

  • Listen attentively to spoken language and show understanding by joining in and responding
  • Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words 

Specific knowledge:

  • Greetings at different times of day
  • Ask and answer the question: How are you?
  • Ask and answer the question: What is your name? 
  • Ask and answer the question: How old are you? 
  • French alphabet 
  • Numbers up to 20
  • Identify colours

Specific skills:

  • Ask and respond to questions in French
  • Develop understanding of French pronunciation 

Topic - Les Dates

NC big ideas:  

  • Read carefully and show understanding of words, phrases and simple writing
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures 

Specific knowledge:

  • Previously taught numbers (plus 21 to 31)
  • Days of the week
  • Months
  • Seasons
  • Ask and answer the question: What date is it today?
  • Ask and answer the question: When is your birthday?
  • Days of the week and months are not capitalised 

Specific skills:

  • Ask and respond to questions in French
  • Read and understand simple sentences in French

Topic – Au marché

NC big ideas:  

  • Speak in sentences, using familiar vocabulary, phrases and basic language structures 
  • Engage in conversations; ask and answer questions
  • understand basic grammar appropriate to the language being studied

Specific knowledge:

  • Ask and answer the question: What would you like?
  • Begin to express likes and dislikes. 
  • Recognise that some nouns have un before and some have une
  • Using –s for plurals (usually!)
  • Negation by using ne and pas (ne before the verb, and pas after). 
  • With likes/dislikes: the children will need to change from indefinite article ‘a’ (un/une) to ‘the’ (les) – the definite article

Specific skills:

  • Ask and respond to questions in French
  • Read and understand simple sentences in French
  • Use of role-play to develop oral confidence
  • Apply basic grammar appropriate to the unit being studied

Visits/Experiences: French Afternoon (lesson 5), Onatti French Play (Friday 12th June)

Year 4

Topic – C’est moi

NC big ideas:  

  • Speak in sentences, using familiar vocabulary, phrases and basic language structures 
  • Engage in conversations; ask and answer questions
  • Describe people, places, things and actions orally and in writing

Specific knowledge:

  • Revision of Y3 C’est Moi content 
  • Ask and respond to: Where do you live?
  • Describe the place they live (town/ village/ countryside)
  • Say what type of house they live in

Specific skills:

  • Develop oral confidence by asking and responding to questions in French
  • Read and write responses to questions in French
  • Develop understanding of French pronunciation 


Topic – Mon monstre

NC big ideas:  

  • Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary 
  • Read carefully and show understanding of words, phrases and simple writing
  • Present ideas and information orally to a range of audiences

Specific knowledge:

  • Revision of Y3 Colours 
  • Body parts
  • Adjectives to describe a monster 
  • Appropriate use of elle/il 
  • Awareness that un is masculine, une is feminine
  • Plural/masc-fem agreement of colours 
  • Number comes before the noun and colour after the noun 

Specific skills:

  • Dictionary work
  • Ask and respond to questions in French
  • Read and understand simple sentences in French
  • Apply basic grammar appropriate to the unit being studied

Topic – Au café

NC big ideas:  

  • Speak in sentences, using familiar vocabulary, phrases and basic language structures 
  • Engage in conversations; ask and answer questions

Specific knowledge:

  • Common items in a café
  • Transactional language in a café
  • Express likes and dislikes (giving reasons too)

Specific skills:

  • Ask and respond to questions in French
  • Read and understand simple sentences in French
  • Use of role-play to develop oral confidence

Visits/Experiences: Onatti French Play (June), French Afternoon, Paris Trip, French Club

Year 5

Topic – C’est Nous

NC big ideas:  

  • Describe people, places, things and actions orally and in writing
  • Understand basic grammar appropriate to the language being studied

Specific knowledge:

  • Revision of Y3 & Y4 C’est Moi content
  • Revision of Elle/Il for she/he
  • Ask and answer the question: Do you have brothers and sisters?
  • Say their brother/sister’s name/age/birthday
  • Add an 's' for plural brothers/sisters.
  • s'appelle not m'appelle (because the me means myself). 

Specific skills:

  • Develop oral confidence by asking and responding to questions in French
  • Read and write responses to questions in French
  • Develop understanding of French pronunciation 
  • Apply basic grammar appropriate to the unit being studied


Topic – Hobbies

NC big ideas:  

  • Read carefully and show understanding of words, phrases and simple writing
  • Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary 
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help

Specific knowledge:

    • Ask and answer the question: What do you like doing?
  • Ask and answer the question: What does he/she like doing?
  • Explain their preferences 
  • Understand that with parce que + adjective, the adjective is referring to the previously mentioned subject, so the adjective must have an e added if the subject is fem e.g. J’aime la musique parce que c’est creative

Specific skills:

  • Develop oral confidence by asking and responding to questions in French
  • Share opinions in French
  • Use of dictionaries
  • Apply basic grammar appropriate to the unit being studied

Topic – Au restaurant

NC big ideas:  

  • Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
  • Understand basic grammar appropriate to the language being studied

Specific knowledge:

  • Name different foods
  • Transactional vocabulary for use in a restaurant
  • Ask and answer the question: How much is it?

Specific skills:

  • Ask and respond to questions in French
  • Read and understand simple sentences in French
  • Use of role-play to develop oral confidence
  • Apply basic grammar appropriate to the unit being studied

Visits/Experiences: Onatti French Play (June)


Year 6

Topic – C’est nous

NC big ideas:  

  • Describe people, places, things and actions orally and in writing
  • Write phrases from memory, and adapt these to create new sentences, to express ideas clearly

Specific knowledge:

  • Revise Y3, 4 & 5 content from C’est Moi & C’est Nous
  • Describing others: male/ female, eye colour, hair colour, accessories
  • Adjectival agreement for plurals (s/x ending).
  • Order of adjectives

Specific skills:

  • Develop oral confidence by asking and responding to questions in French
  • Read and write responses to questions in French
  • Develop understanding of French pronunciation 


Topic – L’heure

NC big ideas:  

  • Read carefully and show understanding of words, phrases and simple writing
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures 

Specific knowledge:

  • Revise numbers up to 30.
  • Ask and respond to: What time is it?
  • Tell time on the hour, half past/quarter past/ to, five minute intervals
  • Agreement of the word 'un' with minutes/heures: becomes 'une' as it's feminine.
  • Agreement of the word 'demi': becomes demie.
  • Hours becomes plural with more than one hour.
  • Ask and respond to: What time do you do x?

Specific skills:

  • Ask and respond to questions in French
  • Read and understand simple sentences in French
  • Develop understanding of French pronunciation 

Topic – Les achats

NC big ideas:  

  • Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
  • Present ideas and information orally to a range of audience

Specific knowledge:

  • Names for shops and restaurants 
  • Language for different transactional conversations.

Specific skills:

  • Ask and respond to questions in French
  • Read and understand simple sentences in French
  • Adapt conversation for a different audience
  • Use of role-play to develop oral confidence

Visits/Experiences: Onatti French Play (June)




Useful links

French Plays

In June 2021 the children in KS2 will watch “The World’s Gone French,” a play performed by actors in English and French. The fun story will include lots of French vocabulary and phrases aimed for children learning French. Some of our children will have the opportunity to get involved in the show and speak French with confidence. Hopefully, we will be able to watch this performance in our new theatre. C'était super!​

French Days

This summer Elmhurst will receive a French makeover for one day, transforming into: École d'Elmhurst! Every class will celebrate language learning with a whole-school French Day. This celebration will involve lots of fun games related to colours, numbers, dates and greetings as well as plenty of role-play opportunities where children can "buy" their own delicious French food. We will even enjoy a French menu in the school canteen that day - délicieux

Your teachers love French!

In April 2021 four teachers will spend a week learning French in Montpellier. They are using this knowledge to help them teach other teachers and ensure our pupils have great French lessons!​​0

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At Elmhurst, we believe music embraces our individuality, creativity and most importantly, our self-expression. Music is shaped around our whole school intent as it encourages oracy, independence and gives our children rich experiences. Every child should have the opportunity to develop their musical potential and we aim to nurture this across the school. Our music curriculum is working within the national curriculum ensuring that every child has a music education and is exposed to the importance of music.

We have developed our own music curriculum with the help of music projects to inform our planning.  As lessons are taught, they are continually adapted to encourage progression of our pupils as well as the teaching needs of our teachers. We provide team-teaching and INSET training to help our teachers develop.

Our music curriculum has three main elements: listening, performance and notation. Units around each of these elements are planned in for each year group, ensuring progression. Listening is incorporated as a unit as well as being taught as a section of a lesson within various units. Each year group has a listening unit on either world music or western music. They develop their listening skills as they start to identify different musical elements (pitch, dynamic, timbre, texture, and rhythm), instruments and well-known composers. This helps the children to use what they listen to when composing. The performance element is developed across year groups, from performance within class to assemblies. They perform in year group assemblies which incorporates singing. The children are taught instrumental lessons and learn to read basic notation. Notation is introduced and developed from year 2 onwards to provide a basic knowledge of music to aid with instrumental lessons.  For pupils with special educational needs, we have seen that music therapy is invaluable so we offer this for our most vulnerable pupils. Children with SEND respond well to sound and music as it gives them a way to express themselves.

As well as time tabled music lessons, we aim to provide our children with extra music opportunities. This year we have been lucky to be awarded a music grant and are  working closely with Newham Music to see what music we can provide safely in this current climate. As a school we aim to provide cross curricular links – linking music to literacy and stories. Within our curriculum we also provide instrumental lessons for recorder and ukulele and have weekly singing assemblies throughout the whole school led by the music coordinator.

Music Curriculum Map

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The answer is only the beginning. -

Chinese proverb

Our vision

fficiency and depth

ink knowledge with skills

ind of a mathematician – What is the same? What is different?

igher order thinking skills

nderstanding and depth

elationship spotting

ystematic (step-by-step) approach

esting predictions

We believe that every child is a mathematician.

All children at Elmhurst follow the Maths No Problem scheme which is based on a number of teaching approaches from Shanghai but developed for the English national curriculum. The scheme encourages pupils of all ages to use concrete resources to explore the problems they are trying to solve. The aim is to build mathematicians who can represent, understand and solve problems in a variety of ways.

Here at Elmhurst, we learn to become fluent in using both mental and written methods to solve calculations. We use informal recordings (jottings) and journaling to explain and explore our thinking in solving problems. It is important that our pupils have the right skills to choose the most efficient method to solve any problem they are faced with.

Number fluency (being able to manipulate and use numbers in different ways) is an extremely important skill for all areas of maths. This comes from a rapid recall of times table facts up to 12x12 (by the end of year 4) and the ability to use known facts to find answers to questions we might not yet have the answer to.

Key Stage 1 use Numbots to practise their numbers bonds and Key Stage 2 use Times Table Rockstars to practise their times- table 


We encourage all the children to play on these daily if the possible.

In line with some teaching approaches in Shanghai, pupils use the bar model to visualise and understand problems. This enables them to explore a range of representations and methods and allows then to embed a deeper conceptual understanding alongside their number fluency.

Our learning-teaching approach is step-by-step and steers towards ‘mastery’ where the focus is on creating as many relationships and links between the skills and concepts – depth as opposed to acceleration.


"It's not that I'm so smart, it's just that I stay with problems longer." - Albert Einstein

Elmhurst Primary School is the home of the London North East Maths Hub. 

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At Elmhurst we believe that the best way to ensure that pupils do well in English is to ensure that they become life-long engaged readers.

Children and staff at Elmhurst are enthusiastic readers and we endeavour to foster a love and passion for reading in our children from the outset. To this end, we hold a variety of whole school events throughout the year to encourage and develop the passion for reading. We also ensure that teachers make regular recommendations to pupils to encourage reading for pleasure. Pupils also have a chance to talk to their teachers regularly about their reading habits, as part of our termly Reading Surveys.

We are a model school for RWI Phonics, and we receive many visitors each year. Please visit our Teaching School Website to make bookings to visit our school.

Literacy Programme of Study:

Nursery and Reception

We begin the process of learning to read in the Foundation Stage, where we believe that the daily, systematic teaching of phonics is the fastest and most effective way of getting young children to start reading. In Nursery, the children have daily 10 minute phonics sessions to introduce them to initial letter sounds. By the end of Reception, it is our expectation that all children can blend and that the vast majority will be reading simple books. In Foundation stage, the focus of writing is using phonics to write simple sentences with basic punctuation. To this end, the writing scheme links closely to the reading scheme. Children write for a range of purposes and activities are creative and fun.


The teaching of synthetic phonics continues throughout Years 1 and 2. Our programme is structured in such a way as to ensure the teaching of phonics is systematically delivered and that progress is built on from year to year. Children are taught a series of sounds and then apply these to a series of graded books before moving on to the next set of sounds. By the end of Year 2, it is our expectation that the vast majority of children will be fluent readers and will no longer need explicit phonics teaching for reading. In Year 2, most pupils start RWI Literacy and Language Programme. This allows pupils to develop their comprehension and written work.

The 2014 curriculum also sets out grammatical knowledge that pupils must have, so our Year 1 and 2 teachers have been busy introducing pupils to different word classes and types of sentence already. 


By Year 3, most children will be ready to begin the RWI Literacy and Language Programme. This programme is specifically designed to build on comprehension skills and to promote a more inferential level of thinking. Pupils are given the outline of a text to begin with to provide them with the 'bare bones' of a story. They then read and study the text in depth, focusing particularly on developing a thorough understanding of the text, characters, setting and events. 

Once pupils have studied the text they then develop their writing through completing a linked writing task. Teachers model what is expected of the pupils in terms of their writing and then produce their own high quality writing. 

Pupils also follow a rigorous spelling programme (RWI) from Year 2 - 6 which covers all aspects of the spelling curriculum set out in 2014. Grammar is also a focus for Years 3 - 6 in order to prepare pupils for the high standards of the end of key stage tests in Year 6.

All pupils are also given opportunities to read longer novels as a class. Teachers choose a book to focus on each term - the pupils really enjoy these texts! 


At Elmhurst we follow the Letterjoin scheme from the end of Year 1 to Year 6. We expect our pupils to join well by the end of Year 2 and to develop a personal style by the end of Year 6. See the gallery below for images of our pupils’ incredible handwriting!

Multi-modal projects

Another addition to our exciting literacy program is the multimodal text unit. The purpose of these projects is to introduce the children to emotional literacy through rich and varied texts including film, picture books, drama, painting as well as the written word. There is a strong focus on developing empathy and understanding for characters and their situations.


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Our history curriculum seeks to give pupils a solid foundation and broad overview into some of the most important periods, events and themes in British and world history. Using the National Curriculum as a guide we have been selective in our choice of content in order to allocate sufficient time to move beyond a surface understanding, developing knowledge and skills which can be built upon as each pupil progresses through the school. We have adopted a similar approach to the design of individual units, ensuring that knowledge is built sequentially. By providing opportunities for pupils to apply their knowledge and skills within applicable historical contexts we can deepen their understanding and foster independent thinking whilst assessing learning and progress.

Rather than view history as a set of discrete topics we have designed the curriculum to allow pupils to identify links, trends, similarities and differences through the embedding of chronological understanding and the analysis of core themes from the perspectives of different historical eras. For example, the concepts of civilisation and social hierarchies are analysed and contrasted through the lens of the Romans, Ancient Egyptians and Mayans.  Some of our curriculum choices have been made to reflect our school’s demographic, for example, in year 1 they learn about the Islamic explorer Ibn Battuta. In addition, we value our local community’s history through the inclusion of units which involve fieldwork in West Ham Park and Green Street, workshops with local experts, and analysis of school attendance records and log books from the early 1900’s.  Celebrating diversity and promoting equality are qualities we aim to foster by critically analysing events and understanding history from varying perspectives. This includes learning about black history through studies of slavery within the British Empire as well as understanding the role of woman in different historical societies. We are continuing to fine tune our history curriculum with diversity and equality at the heart of any changes made.

In order to bring our history to life we are increasing our use of historical artefacts and high quality texts as a doorway to opening up and developing understanding of historical cultures. Alongside our focus on developing pupils’ oracy skills and written responses, we use these primary and secondary sources of evidence to enable pupils to construct informed responses and develop a reasoned criticality. We also aim to inspire and enrich the learning of our pupils through deliberate choices of trips, utilising the wealth of resources available to us in London but ensuring that pupils are fully prepared with the knowledge and skills they need to fully appreciate the significance of the relics they go to view. For example, our year 6 pupils use their knowledge of beliefs within Mayan civilisations to make predictions about the story depicted on the Mayan Lintels, but it is only when they visit the British Museum to see these lintels that the true story is revealed. We recognise the importance that strong subject knowledge has on the quality of our history provision and we are currently working on implementing several strategies in order to improve this. One of these strategies is the use of learning conversations which have been designed to support subject leaders and teachers collaborate to analyse the design and implementation of the history curriculum with the aim of ensuring year on year improvements to our history provision. 

History Curriculum Map



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Our pupils are the future and it is our responsibility to ensure they are equipped with the knowledge and skills to flourish in the world they live in. To become active, global citizens, pupils in Elmhurst Primary School develop an impassioned, informed and critical understanding of the world around them through study of local and global environments, natural and human processes, intercultural understanding as well as life-long mapping skills. We also prioritize the teaching of environmental issues such as the Climate Crisis, deforestation and plastic pollution which are not statutory requirements of the National Curriculum but something we deem vital to develop young citizens that will develop a sense of optimism about their ability to enact social and environmental change in a time where intervention is needed for a sustainable future. 


All units are carefully planned to ensure the children are taught the skills and content for their age range. Each year, children progressively learn more about the UK as well as a contrasting place in another country/continent. Mapping has three strands. The first is the focus of locating places using atlases. The second strand is building in skills of map reading including symbols, grid referencing, compass directions and following a map in practical activities. The third strand is using maps to make judgements and understand human or physical processes.

Special Events

The teaching of Geography goes beyond the unit plans. Every year a cross-curricular week is planned which enriches the school curriculum on different topics such as a bee awareness project or ‘Escape to the Park’ week where children practiced different fieldwork skills.

Every year, Year 5 children have the opportunity to be part of the Newham Geography Bee which focuses on core knowledge and map reading skills. We are yet to become champions but always reach the final and hope one day to be crowned the winners.

At Elmhurst we are part of the British Council Zero Waste Global learning Project where we have partnered with Obisa Primary School in Kenya. This is a long-term partnership to promote global learning and tackle climate action in the form of waste management. This is an incredible opportunity for pupils to learn from other children globally, form leadership skills when carrying out projects and develop a critical global awareness. Miss Robinson and Mr Ahmed were fortunate to visit Obisa Primary School in 2020.

The Eco Garden is used for the purpose of growing plants and there is a club for children to help the on-going up-keep of it. 

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Design and Technology is an inspirational and practical subject that is becoming increasingly technical, incorporating mathematics, science and computing with creativity. It is about making things that appeal to others and work well. 

At Elmhurst, Design and Technology encourages children to become autonomous and creative problem-solvers by identifying needs and responding by designing and developing ideas and eventually making products. Pupils combine practical skills with an understanding of aesthetic, social and environmental issues, as well as functions and industrial practices. This allows them to reflect on and evaluate present and past design and technology, its uses and its impacts. 

We ensure that Design and Technology links directly to the topics being taught allowing the children to have a proper sense of purpose; learning always becomes more meaningful when set in a tangible context.  Lessons are exciting, inventive and engaging. We give children the opportunity to work both on their own and to collaborate with others, listening to other children’s ideas respectfully. Children critically evaluate existing products, their own work and that of others. They have the opportunity to exploring different techniques and developing essential skills in manipulating and securing various materials including paper, woodwork, food, textiles, electrical components and computing software. 

At Elmhurst, we ensure that children can apply their knowledge and understanding when developing and researching ideas, designing and making products and finally evaluating them. We promote an iterative approach to design so that children are in control of their decision making in creating their final outcomes. From making free standing structures and hand puppets in Year One to moon buggies and burglar alarms further up the school, our pupils are always engaged in designing and creating high quality products with a wide range of materials and specialist equipment.

We plan the activities in design and technology so that they build upon the prior learning of the children. We give children of all abilities the opportunity to develop their skills, knowledge and understanding and we also build planned progression into the scheme of work, so that the children are increasingly challenged as they move through the school. 

When teachers deliver the DT curriculum, they plan inclusive lessons taking into account of needs of the class and ensure that children with SEN are able to participate in lessons with adult support.  Often, these children are allowed to extend their learning out of class with their appropriate adult, to practise the skills in within the unit such as sawing, sewing, sticking to create individualised outcomes, as specified in their learning plans. 

Pupils record ideas, designs and skills in their book, which are then used to track the progress and record the achievements of pupil’s experiences in design and technology. 

At Elmhurst, we encourage teachers to develop their understanding in design and technology and give them opportunities to attend training that inform their units directly. We also have a DT consultant, Martin Chandler, to team teach units when required, to ensure that delivery is individually tailored to link to their topic and the learning taking place is deep and meaningful.

We are always looking to further enrich our Design and Technology curriculum and welcome workshops and experts with specialist knowledge and skills, including architects, designers and artists, to come work with us to educate and inspire our pupils.

DT Curriculum map

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Our Computing curriculum at Elmhurst is designed to equip our pupils with the necessary skills to be successful in life. At the heart of our Computing delivery, pupils are given the opportunity to develop their communication and problem solving skills which are transferable skills in the professional world. These skills are developed through a range of learning outcomes, such as talking stories, photo editing, pupil surveys and coding projects. Pupils are encouraged to work collaboratively with their peers, a skill which is sought after in any professional climate. Our Computing curriculum at Elmhurst is designed to equip our pupils with the necessary skills to be successful in life. At the heart of our Computing delivery, pupils are given the opportunity to develop their communication and problem solving skills which are transferable skills in the professional world. These skills are developed through a range of learning outcomes, such as talking stories, photo editing, pupil surveys and coding projects. Pupils are encouraged to work collaboratively with their peers, a skill which is sought after in any professional climate. 

We currently use Rising Star’s Switched on Computing scheme of work for Computing, however some of these units have been adapted so that there are logical, cross-curricular links to the learning already taking place in each year group. Our Computing lessons are sequenced so that they build upon pupils’ prior knowledge and skills. For example, our coding units in Scratch are progressively more challenging as new elements of the programme are introduced each year. At each stage, pupils are encouraged to think computationally about their algorithms and are encouraged to test their ideas so that they develop independence of thought. Our younger pupils in Key Stage 1 are encouraged from an early age to develop their problem solving skills by attending Code Club.

Pupils with special educational needs are supported through differentiated planning and outcomes. The Computing curriculum is designed so that all pupils can access the learning at an appropriate level for them. Recording devices, programmable tools and Ipads offer the chance for all of our pupils to take an active role in their learning.

We expose our pupils to a wide range of software at Elmhurst, such as Flip Grid, Google Forms, Google Docs, Publisher, Scratch and Pixlr. We have invested in Ipads which pupils use to enhance their learning in lessons across the curriculum. More recently, we have heavily invested in a set of Chromebooks so that our pupils continue to work with modern devices and become more informed and efficient users of technology. Staff desktops have been updated so that teachers can continue to deliver high quality lessons to pupils. Each classroom has been equipped with a webcam which has enabled us to communicate remotely with one another during assemblies, shared story times and periods of home learning.

Our staff and pupils are engaged in rich online safety discussions each term, focusing on age-related issues that our pupils will be able to relate to. These involve topics such as in-app purchases, trusted adults, cyber bullying, screen time and digital footprints. These discussions and the activities around these lessons help to raise a generation of responsible and competent users of technology. These key messages are reinforced during our annual Safer Internet Day celebration. Please refer to the whole school Online Safety curriculum map for an outline of our online safety delivery at Elmhurst.

Each year, staff are trained in online safety, which raises awareness about the potential dangers of the internet on pupil wellbeing. Scratch training is delivered to staff to help develop confidence in teaching this aspect of Computing. Training on how to use educational apps on the Ipads has been delivered to staff and is updated each year so that pupils benefit from being exposed to a range of content and learning opportunities.

Computing Curriculum Map

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Art and Design stimulates creativity and imagination. It provides visual tactile experiences and a way of understanding and responding to the environment and the world.

Pupils at Elmhurst School use a variety of methods to achieve this including using the language of art and design including colour, form, texture, pattern, line and shape, combining different materials and processes to communicate what they learn about the world and topics that they are studying. At Elmhurst art develops and contributes to a wide understanding of life building a balanced and curious child.

A range of artists are used to illustrate and develop children’s understanding of the role and purpose of art. These artists are from a variety of backgrounds including artists that reflect our diverse community environment. At Elmhurst we explore the ideas and meanings of artists craft workers and designers, they link this experience to topics that they are investigating in history and geography.

While it is essentially a practical subject, our art curriculum provides opportunities for reflection and, with increasing sensitivity, pupils acquire the ability to make informed, critical responses of their own work and that of others. Pupils use art and design activities to make judgements and practical decisions about artwork and artistic experiences. 

Pupils keep Art books to record ideas and practice skills; these books are used to track the progress and record the achievements of pupil’s experiences in art and design.

Our children and teachers are also very lucky to benefit from the expertise from our art consultant, Andrew Mutter, who team teaches on a rotating basis on various art units to ensure that delivery is individually tailored to link to their topic and learning. 

When teachers deliver the art curriculum, they plan inclusive lessons, taking into account pupils’ needs and celebrating individual expression. With adult support, children with SEN are allowed to develop the work outside of the lessons often extending art activities such a mark making and colour mixing into their learning plan.

At Elmhurst school there are a range of opportunities for children to develop their skills further. These include cross curricular links, clubs and various workshops that allow different artists to come and work directly with our children on special projects. We are also proud to participate in the annual Newham Art Exhibition, where we celebrate and display our art achievements from across the school.  

Learning outside the classroom experiences also feature in the Elmhurst art curriculum - museums and galleries are visited and teachers often take the opportunity to use observational drawing and direct learning experiences to enhance learning. At Elmhurst we also have the unique opportunity to go overseas to study art in a European capital with our art consultant. Recently these have included visits to Barcelona, Rome, Amsterdam and Venice.

Elmhurst Primary School has received the Platinum Artsmark Award, confirming that the School’s arts and cultural provision is of the highest possible standard exceeding National Curriculum requirements. The Platinum Award has been achieved following two years of development, which began with an assessment of the arts and cultural experiences already on offer, this was then formally assessed by the Arts Council of England. As such, visitors regularly come to school to seek curriculum advice, look at displays and examine the in-depth planning of art provision.

Art Curriculum map


Elmhurst are currently involved in an exciting new mosaic project linked to our international 'Story of Water Project' with Ms Rahman in Year 4! We have a dedicated team of artists, staff and parents working together with our pupils to design and make a GIGANTIC mosaic in our KS1 playground. Please click on the link below to see a few pictures to put it all into perspective. Watch this space everyone!

Click here to view pictures of the project so far.



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Year 6

Welcome to Year 6

Miss Tidmarsh, Miss Vann, Miss Ford, Mr Creighton and Mr Sheppard welcome you to Year 6!

Year 6 brings a lot of new opportunities for our pupils as it is their final year at Elmhurst. They take on responsibilities such as Head Boy, Head Girl or Prefect, work towards achieving well in their KS2 SATs examinations, look forward to an entertaining end of year production and celebrate all of their primary school achievements in our final Leavers' Assembly. 

We have a great year ahead with lots of interesting topics to study.  Below are some of the many exciting topics pupils will be learning in the Autumn Term.

Mathematics: Pupils will be focusing on number and the four operations using Maths No Problem.

Literacy: Pupils will explore myths and legends, re-telling the legend of Robin Hood in the role of his villainous enemy, Sir Guy!

Science: Pupils will be deepening their understanding of electricity and will be investigating what makes a good conductor.

History: Pupils will delve into tea and trade, understanding its role in the development of the British Empire.

D & T: Linking the unit to tea and trade in history, pupils will be making their own tea products.

Computing: Pupils will be creating their very own arcade game on Scratch.

We can't wait to see our new Year 6s rise to these challenges in their final year at Elmhurst!​


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Year 5

Welcome to Year 5

Miss Robinson, the Year Head, is excited to be working with her team which includes Miss Ahmad, Mr Ellerby, Mr Furness and Mrs Kang.

Year 5 is a year full of new opportunities from art projects to learning how to swim. We also utilise the beauty of West Ham Park and use this as stimulus for writing projects and poetry. Because they are growing up, a Puberty Talk will also take place for our pupils in Year 5. At Elmhurst, we have a passion for reading and want to encourage reading for pleasure and create life-long readers so we have reading sessions dedicated to this.

Below are some of the many exciting things pupils will be learning this year across the curriculum:

Mathematics: Pupils will be using Maths No Problem scheme which encompasses all areas of maths.

Literacy: Pupils will explore the Chinese culture and Greek myths. They will be using personification in poetry, create non-chronological reports about Komodo dragons, write a recipe as well as making a speech.

Science: Pupils will be deepening their understanding of states of matter, voyage into space, understand the different forces in our lives and understanding changes in humans and animals. 

History: Pupils will delve into the civilization of the Ancient Egyptians and the Ancient Greeks.

Geography: Pupils will become global citizens when learning about the environmental issues facing our precious planet and deepen their mapping skills and geographical understanding rural settlements in the UK and in Kenya.

D&T: Linking the unit to the ancient Egyptians in history, pupils will me making their own slipper as well as a moon buggy to accompany the Earth and Space unit.

Art: Pupils will create sculptures and focus on the brush techniques to create a London skyline. 

French: Pupils will learn how to describe what they like to do in their free time as well as practice conversational French in restaurant scenarios. 

Music: Pupils will learn how to play the recorder as well as learning the history of music. 

 R.E: Pupils focus on the importance of Muhammad in Islam, what other religions believe about God, The importance of Christmas for Christians and a topic about peace across religions. 

P.E: Pupils will learn how to play hockey, create dance routines, outdoor adventures and cricket.

 Computing: pupils will create their own game using Scratch as well as creating digital art and blogs. 

PHSE: An exciting new subject where we will follow a scheme called Jigsaw. The sessions focus on emotional, physical and mental well being. 

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Year 4

Welcome to Year 4

Our teachers are Miss Rehman (our Head of Year), Miss Weaver, Miss White, Miss Ahmed and Miss Kettle. We have lots of amazing topics this year with some trips if possible to enhance our children's learning. 

In science this term, we are learning about living things and their habitats, looking closely at how to create classification diagrams. We visited West Ham Park to see some of the amazing creatures in their natural habitats. The Year group loved seeing all the creatures they could find and it was a great hands on experience for them all.

If you would like to offer your support for any of our trips, please let us know.

In maths we are all working from the Maths No Problem textbooks, which is a great and helpful scheme to make sure that our children's knowledge in mathematics is strong, firm and fixed! 

In literacy, we have started children off with exciting writing competitions and they are working hard on their creative writing skills. Children can access library books once a week and we have a wealth of books in our classrooms for children to enjoy. 

We had an exciting Roman Day recently where children did some research and creative work on Julius Caesar, the Roman emperor, Roman numerals, mosaics and designed Roman shields. Each class also took part in Roman battles and learnt why the Roman army’s battle strategies were so effective. They learnt how to use shields and protect themselves from soft balls thrown by the opposing side. The children thoroughly enjoyed the day! 

We are linking with schools in Ghana to work on aspects of the UN’s Sustainable Development Goals and we have already had a zoom call from Mr Benjamin Amo from Amuman M/A Basic school in Accra Ghana. The children presented some lovely poems and asked questions about life in Ghana.

Year 4 have also been able to get back into debating! Nearly half the year have joined up for lunchtime sessions to improve their confidence and reasoning skills. They are excited to develop their speaking and listening and even take part in structured debates.

Keep checking this page for more year 4 updates.

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Year 3

Welcome to Year 3

Our teachers are Mrs Ali, Miss Khatun, Miss Read and Mr Tish. We are delighted to be working with your children this year and aim to help them settle in to the new key stage with ease.

We have an exciting term planned in Year 3 and will be updating this page regularly to let you know what we have been learning.

Year 3 Homework

Reading – Reading is one of the most important life skills. At Elmhurst, we are committed to developing these skills by encouraging children to develop the love of reading. Therefore, we encourage parents to listen, read and share books as much as possible at home. 

Spellings – All children have a weekly spelling test. Please help them practise the words set for them on Friday on Google classroom. In addition, below are a list of high frequency words for Year 3. These are words which occur most frequently in written material. It would be beneficial for you to practise these with your child, so that they can read them and spell them with ease.

Maths – Children will receive a Time Tables Rockstars account. This is an online resource to support your child to practise and become more fluent in their times tables. The expectation is that by the end of Year 3 children should know their 3,4 and 8 times tables as well as their 2,5 and 10 times tables that they have learnt in Year 2. Look out for regular updates on class battles. This is when classes compete with each other by playing as much as possible to win the battle!

Our motto:

"Good, better, best 
Never let it rest;
Until good is better
And better is best."

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Welcome to Reception

Please take a look at our slide show "A day in early years". This is a peep into some of the provision we offer our children in early years. As you will see and hear, our children at Elmhurst enjoy learning and love their school!

This year, our teachers are - Miss Shaw (Class 1), Miss Plunkett and Miss Ajeti, Miss Charalambous (Class 3) and Miss Vadher (Class 5).

In Reception we understand how early years education plays a vital role in children's overall development and learning and so we help children to develop their curiosity and knowledge in a fun way through play-based activities.  It is through play that children learn to develop skills, such as language, emotional, creativity, social and intellectual. It is from here that they practise new ideas, take risks, show imagination and solve problems on their own or with others.
We value play and strive to inspire children with enthusiasm and a love of learning by creating a high quality, rich, stimulating and enabling learning environment that will capture pupil's attention and lead to independent exploration.  We are very lucky to have such amazing outdoor provision where children learn to play with each other, develop their friendships and take responsibility for setting up and tidying at the end of every day. We are very proud of our children and amazed by all that they have achieved so far. We believe that they can only get better.

We appreciate the input that parents have in their children's learning and we are trying to extend opportunities for this to occur within school and at home. We have lots of upcoming events, so be sure to check them out!

In Reception we love reading and listening to stories. We are working really hard to learn all our sounds to help us read. We also have a phonic workshop for parents starting soon after the October half term. We will update our page with dates once events are confirmed and also upload pictures so you can see what we are getting up to. 

​We look very much forward to working with you and are excited about the year ahead!

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Welcome to Elmhurst Nursery

Dear Parents,

Please take a look at our slide show "A day in early years". This is a peep into some of the provision we offer our children in early years. As you will see and hear, our children at Elmhurst enjoy learning and love their school!


Our Nursery teachers are Mrs Hollway, Miss Cowley and Miss Hills.

The Early Years Curriculum is built in 4 basic themes: a unique child, positive relationships, learning and development and enabling environments.

In the Nursery we treasure relationships with parents and families.

We plan for and assess teaching, learning and development closely, keeping our children's' interests in mind.

Our Nursery environment has a beautiful landscaped garden and excellent provision/resources that all children find inspiring and exciting.

But above all we passionately believe that every child is a competent learner who can be resilient, capable, confident and self assured.

And most of all, enjoy their time at Nursery.


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Year 2

Welcome to Year 2

Our teachers are Mrs Ahmed (Head of year), Miss O’Toole, Mr Khan and Miss Kalaam. 

This year is an extremely important one, as at the end of the year we will be completing the KS1 SATS. Children will complete tests in reading, maths (reasoning and arithmetic) and SPAG (spelling and grammar). To prepare children we ask for them to read regularly at home and ensure that they have understood what they have read. We also ask that they regularly practise spellings and key skills in maths such as times tables and number bonds to prepare them for the tests.

Our curriculum is varied and children enjoy many new experiences in Year 2.


We want to foster a love of reading in year 2. Each teacher has carefully hand-picked books for their reading corners that they believe their pupils will enjoy. These include short texts, longer texts, poems, picture books and non-fiction texts. We have re-designed our reading corners to make them a more comfortable, inviting and calming space to read. 

Every day, we have fruit and story time whereby teachers read their chosen class book to their pupils while they nibble on a healthy snack. This is our favourite part of the day! Pupils giggle, empathise and question character actors during this interactive session. 

Every pupil in year two will have the opportunity to join their class reading challenge. Each teacher has chosen 30 quality texts and if pupils can read them all by the end of the year, they will receive a special certificate and prize in assembly. They will have a chance to change their special challenge book weekly and will be expected to answer questions about the story to show that they have understood it. 


Number fluency is a skill that we want to develop in year two so that our pupils can confidently and efficiently answer addition and subtraction questions. Each week, our pupils focus on a number and learn the number facts associated with that number, for example when looking at the number 5, they would learn that 1+4=5, 2+3=5, 3+2=5 etc.

We use the Numbots app on our school iPads, which helps pupils to visualise parts of a number and encourages them to remember their number bonds. In year two, we will be focusing on number bonds from 5 - 20. Each week, pupils will learn and be tested on number bonds for the number they are focusing on in class that week.


Parent Reading Sessions – currently, we are not able to run these sessions. Reading regularly with your children helps to develop their love of reading! We look hearing about all the books your child reads with you at home!

Homework – This is sent out on Fridays via google classroom and usually consists of 1 literacy, 1 maths and 1 spelling based activity. In addition, pupils are encouraged to complete their reading diary over the weekend to comment on the books they are reading at home. Homework is due in on Mondays.    


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Year 1

Welcome to Year 1

We are a hard working team who focus on learning whilst having fun! This year's Year 1 teachers are Mrs Nessa (1N), Miss Watson and Ms Murthen (1WM), Mrs Christodoulou (1C) and Miss Shah (1S).

We are committed and passionate about children's learning and development. Year 1 is the beginning of more focused, written work and although it's always hard for the children's transition from Reception, we believe that with hard work, patience and dedication we can make that transition easier. We are very proud of our children and amazed by all that they have achieved so far. We believe that they can only get better.

In Year One we love reading and listening to stories. We are working really hard to learn all our sounds to help us read. It is important that the children in Year 1 read every day to help develop our reading skills. Please help us instil a love of reading by reading with your child at home every day too, and discussing what has been read.

Autumn Term

We have not been able to organise our usual exciting trips in year 1 due to the current situation and lockdown. Nevertheless, we have had lots of wonderful events in year 1.

In History we had a very exciting zoom session exploring the different castle rooms. Our classrooms were transformed into the Dungeons, Chapel, Great Hall and the Blacksmith’s workshop and our teachers were replaced with the dungeon master, a priest, a queen and a blacksmith!

In RE this term we have been learning about Sikhism. We had a very special Sikh visitor via Zoom tell us more about this religion during our week of remote learning. We also wrote our own questions and had a ‘Question and Answer’ session with her and found out lots of interesting facts.

Last week we dressed in our favourite sportswear to raise money for Children in Need. Year 1 enjoyed doing Joe Wick’s workout in the morning and we loved our live PE session with Mr Ben via Zoom in the afternoon! We were exhausted by the end but it was all for a good cause!

This week we had our annual ‘Bedtime Stories’ after school. We wore comfortable loungewear, cosied up in our classrooms with fairy lights, chocolate milkshakes and biscuits and listened to some brilliant stories.  We are also looking forward to our virtual author visit with Emma Perry. We are so excited as we can order a signed copy of one of her books!

We will update our page with dates once events are confirmed and also upload pictures so you can see what we are getting up to.

Until then, please see our news items from last year to check out all the brilliant things that Year 1 got up to last year and this autumn term. There is so much to look forward to!

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