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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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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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Mathematics teaching at Elmhurst Primary School is based on the principles of Teaching for Mastery, which originally came from exchanges with teachers in Shanghai. Mastering maths means pupils of all ages acquiring a deep, long-term, secure and adaptable understanding of the subject. This is achieved using a range of pedagogical strategies, most notably small steps of learning and careful variation of representations and questions. 

Research shows that children taught following a mastery approach have a much deeper and more connected understanding of mathematics and can not only carry out procedures, but understand and explain the maths underpinning them too. The approach is based on a large amount of research, some of the key articles can be found here:

Maths - Intent Statement

Maths No Problem

As a school, we use the Maths No Problem scheme to deliver our curriculum. This is one of two schemes approved by the Department for Education to deliver a mastery approach, whilst covering the full National Curriculum. The teaching for mastery principles are embedded within the lessons, representations and questions. We train all new members of staff in using the scheme and provide ongoing training and support for existing teachers through CPD, team teaching and lesson visits.

The Maths No Problem scheme covers the full National Curriculum across years 1 to 6. The scheme splits the curriculum into a range of topics throughout the year and the lessons have a fixed structure which is designed to reflect the teaching for mastery pedagogy:

  • In Focus: an open anchor task to start the lesson where children explore a variety of methods to solve one problem
  • Let’s Learn: the selection of methods are brought together and teaching focuses on the key strategy or learning point for the lesson
  • Guided Practice: questions for children to practice the strategy / key learning for the lesson with support from their peers and teacher
  • Independent Practice: questions for children to answer independently in their maths books (or workbooks in KS1) 

The documents below contain a whole year overview on the front and then a very detailed lesson-by-lesson break down of the whole year underneath. Most year groups would be following these completely apart from a few changes in individual topics such as fractions and decimals.

Year 1 MNP overview (1)

Year 2 MNP overview

Year 3 MNP overview

Year 4 MNP overview

Year 5 MNP overview

Year 6 MNP overview


As well as learning new content, children need to become fluent and efficient in their arithmetic skills. There is daily arithmetic practice built into maths lessons, the content of which has been carefully mapped to reflect the learning from the previous year that should then become automatic.

For the 2021-22 academic year, we are going to trial a focus on retrieval of facts previously learnt as well as fast and automatic recall of number facts. We will be using a style called “Flashback four” where the lesson starts with four retrieval questions from:

  • last lesson
  • last topic
  • last term
  • last year

The intention is that this will increase retrieval and will minimise the need to re-teach content. Each week, there will be dedicated time within maths lessons to teach an arithmetic skill and then throughout the week, a selection of questions to lead towards automatic recall.

Calculation policy (in development): Calculation Policy

Times Table Rockstars / Numbots

By the end of year 4, children should be proficient in all of their times-tables up to 12x12. In the summer term, the children in year 4 sit the Multiplication Tables Check (MTC) to test their knowledge of times-table. To support the learning and continued practise of times-tables, we use Times Table Rockstars (TTRS). This is an online platform where children engage in a range of games to improve their speed and accuracy with times-tables. 

Prior to learning their times-tables, children need to become proficient in their basic addition and subtraction skills. To support this, we use Numbots. This is linked to TTRS, but children compete this time to become faster and more efficient at their basic number bonds.

All children are encouraged to practise on the relevant game daily at home and weekly at school.

Recovery curriculum for 2021-22

Due to school closures over the last few years, a normal maths curriculum will not be delivered this academic year. A number of evaluations were carried out to establish what has been taught and what has been learnt. From this, the maths curriculum plan has changed significantly this year and a number of guiding documents have supported this. 

The Department for Education, in partnership with the NCETM, released non-statutory curriculum guidance to go alongside the National Curriculum. The document has broken the curriculum down into key areas that children need to learn to be able to access the learning for the following year. The curriculum has been slightly rearranged to be more coherent across year groups and topics.

This document has been used to help plan the curriculum for Years 1 – 4 for the academic year 2021-22. In September 2022, Maths No Problem will be releasing a new text-book which will be more in line with this guidance therefore children are being prepared for some of these changes.

Years 5 and 6 will not be adopting some of these changes as it is likely that the SATs will still reflect the National Curriculum.

Some of the main changes that have been adopted are:

  • increased teaching of number facts in KS1 (see Number Sense section below)
  • increased linear representations (number lines) to support a stronger understanding of number
  • moving of a lot of fractions objectives to be more coherent and reflect the link with multiplication and division learnt in certain year groups
  • moving the teaching of decimals to follow place value rather than fractions
  • integrating measures and statistics into number units rather than teaching them on their own

Number Sense Maths

Following school closures, one of the most important areas of maths that children really suffered from was their knowledge and fluency of basic number facts, especially in KS1. To address this, we have introduced the Number Sense Maths programme which is a systematic and structured approach to teaching early addition and subtraction skills. Just as early reading skills are taught with a structured phonics programme, so should early maths skills.

The programme includes stages such as adding 1, adding 0, making and breaking numbers to 10, addition and subtraction of numbers below 20 and then applying this to larger 2-digit numbers. Lessons follow a structure of some explicit teaching using an animation and also carefully designed practice questions for the children.

Some of the stages will be taught in Year 1, some in Year 2 and some will be used for revision at the start of Year 3.

Maths Curriculum Map 2021-22 (Recovery Curriculum)


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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.  

Literacy Programme of Study:

Early reading and early language development:

As stated in the Early Reading Framework (2021), becoming a fluent reader begins at the earliest stages, before children even encounter a book, through the quality of their parents’ talk and the subsequent development of their vocabulary. We therefore prioritise high quality talk in Early Years and Key Stage 1 through a number of schemes/approaches:

  • Dialogic reading (or contingent talk) is a form of shared reading that encourages adults to share the reading process with their child. The book is a prompt for discussion and the talk is child-led (the child is the “boss of the book”). The adult helps the child to become the storyteller, acting as the listener, questioner and audience for the child. The adult encourages the child’s participation, providing feedback and adjusting verbal interactions. We carry out this intervention in Nursery and Reception with target children.
  • NELI (Nuffield Early Language Intervention) is an intervention designed to improve listening, narrative and vocabulary skills for target children (identified through an assessment of the entire year group). It is a 20 week intervention for Reception pupils, found to be highly effective by the EEF.
  • Talk through stories: This programme, developed by Ruth Miskin and based on the research of Isabel Beck, is designed to extend and develop pupils’ vocabulary. We use this in Year 1 and 2 to ensure that we are systematically teaching children vocabulary.

Systematic synthetic phonics: Read Write Inc (RWI)

At Elmhurst we follow the RWI phonics programme and have been an RWI model school for over a decade. RWI is a complete phonics programme with high quality training, assessment, intervention and resources (including decodable books). We train all new members of staff in the RWI approach and provide ongoing training and support for existing teachers through practice sessions and coaching. We carry out intervention to support pupils to ‘keep up’ with the programme. Children’s early independent reading is exclusively reading the RWI fully decodable books, ensuring that children are only asked to read books with sounds that they know.

The Ruth Miskin Training Youtube channel has lots of helpful videos for parents to watch to help them to understand the programme and how it works. Here are a few of them: 

Once pupils can read accurately and fluently, they move on from the RWI programme and the related decodable books. We do not use ‘book bands’ for children who are able to decode accurately and fluently. Instead the teacher supports the child to choose a book that matches their interests and reading ability (e.g. suitable length, appropriate themes etc).

Reading for pleasure:

Watch what some of our pupils (now ex-pupils) say about the reading culture at Elmhurst:

Reading for Pleasure remains a whole school priority. Reading enjoyment has been reported as more important for children’s educational success than their family’s socio-economic status (OECD, 2002). We believe that a whole school Reading for Pleasure culture must be ‘lived’ by all members of staff as well as being embedded into the school structures and routines. It is everyone’s responsibility to promote and maintain enjoyment of reading.

Whole school story time takes place from 3:00 - 3:15pm every day. During this time the teacher should be reading to the children. When reading aloud, we do not stop unnecessarily to ask clarification/comprehension questions. Instead, we allow the story to weave its own magic, only pausing occasionally where necessary to define any important vocabulary. In Key Stage 1 teachers also read to children during fruit time.

Children should read during morning and afternoon registration. We encourage reading at home and support parents to understand how to read to/with their children. Teachers promote reading for pleasure through making recommendations and informal book talk; including by promoting the reading challenges in KS1 and Battle of the Books in KS2. Book corners are well used, ‘lived in’ spaces with a limited number of high quality texts that children are able to borrow. All children go to the school library weekly and to a local library on a termly basis.

Reading and Writing - separate subjects:

Once children can read accurately and fluently, we teach reading and writing as separate subjects. Teaching writing separately allows teachers and children to focus on the writing processes and writing skills and allows pupils the freedom to use their own ideas without being constrained by the text they are reading. It prevents writing outcomes from being solely a response to reading and instead allows pupils the freedom to develop and use their own ideas without being overly constrained by the text they are reading.


From October 2021, we are using the Take One Book reading programme created by Just Imagine. We have adopted this scheme as it is based on real children’s literature and teaches comprehension (and grammar) explicitly in relation to these high quality texts.

The Take One Book units all have the following structure:

  • Hook - to engage the children ahead of introducing the text
  • Orientation - to activate prior knowledge, build background knowledge and introduce key vocabulary
  • First encounters - includes reading the text, exploring ideas, checking understanding and exposing thinking
  • Digging deeper - refining a response and expanding thinking
  • Review and reflect - including discussing the relevance of the book to the wider world
  • Wider learning opportunities (this may run throughout the unit or at the end)

More information can be found about Take One Book here: 

Reading Progression Document


From October 2021, we are following the Writing for Pleasure (WfP) pedagogical principles of Young and Ferguson. These include:

  • Explicitly teaching the writing processes (how to generate an idea, plan, draft, revise, edit, publish)
  • Teachers teach a mini lesson daily and children are invited to apply the principles of this mini lesson to their writing
  • Children are given time to write every day
  • Writing projects have a purpose and audience
  • Children are given time to read, share, think and talk about writing
  • Children have the opportunity to pursue personal writing projects
  • Teachers carry out ‘pupil conferencing’ to support pupils to further develop their writing

More information can be found about the Writing for Pleasure pedagogy here: 

Writing Progression Document

Debating and Oracy:

Debating and oracy are a core part of our literacy offer at Elmhurst. We ensure that debating and oracy are built into our curriculum map for literacy. All pupils in Key Stage 2 study debating and speechmaking as separate writing units within the Writing curriculum. 


Grammar is taught through the Take One Book reading scheme and through writing ‘mini lessons’. Required ‘mini lessons’ will be mapped out for each year group to ensure curriculum coverage. Where necessary, additional discrete grammar lessons may be taught to ensure full coverage of the grammar curriculum. Year groups are taught new content according to the Grammar Progression document, but regular revisiting of previous years' content is built into our grammar teaching. This ensures that pupils know and remember more of what they are taught. 

Grammar Progression Document


The Letterjoin handwriting scheme should be taught through explicit teaching from Summer Term in Year 1. Teachers are expected to model this cursive style on the board and in pupil books.

Speechmaking and Debating:

In Key Stage 2, each year group has a 3 week speechmaking and debating unit. These units use the WfP principles, allowing children to engage with speeches and write their own. Debating skills and techniques should continue to be used across all subjects. Staff are encouraged to plan for, and use, debating as a part of all curriculum subjects where opportunities arise.

Literacy - Intent Statement (from November 2021)

New Reading and Writing Curriculum Map 2021-22


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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. Through this, the aim is to develop all children into confident historians, in terms of what they know, how they think and the way they communicate.

While using the National Curriculum as a guide, we have kept three key factors in mind when deciding on the content and structure of our curriculum. First, knowledge is generative, meaning that knowledge of one era or area of history aids in the understanding of another. History is a subject where depth and breadth of understanding are both vital. Secondly, children make progress in history by developing both their knowledge about the past (substantive knowledge) and their knowledge about how historians investigate the past (disciplinary knowledge). As such, lessons, units and the whole curriculum must allow for these to be mutually reinforcing. Third, children will better be able to organise their learning into internal narratives if the curriculum deliberately helps them develop links (chronological and thematic) between topics of study. As such, we have been selective in our choice of content to allow sufficient time to move beyond surface understanding and for links, trends, similarities and differences to be identified between periods.

Different moments and events, people and places in history are not to be seen as a series of separate stories, but rather as all parts of the tapestry of world history. This is supported by the deliberate focus on core ‘threshold concepts’ – key historical ideas and understandings – that are revisited and built upon across numerous topics and analysed from the perspectives of different historical eras. We have adopted a similar approach to the design of individual units, ensuring that knowledge is built sequentially and that there are repeated encounters with key facts, ideas and concepts. By providing opportunities for pupils to apply their knowledge and skills within applicable historical contexts we can deepen their understanding and foster independent thinking while assessing learning and progress.

We have also been conscious to ensure our curriculum offering reflects our school’s demographic and draws from knowledge, stories and histories within our local cultures and heritages. Celebrating diversity and promoting equality are qualities we aim to foster by critically analysing events and understanding history from varying perspectives. This includes specific topics but also by giving voice to individuals and sources from underrepresented groups throughout our curriculum. 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. 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 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 can take on responsibilities such as Head Boy, Head Girl or Prefect, enjoy a residential trip to Fairplay House, 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 varied subjects to study.  Below are some of the many exciting topics pupils will be learning in the Autumn Term.

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

Literacy: In reading lessons, Year 6 will explore and interpret texts from our new Take One Book reading scheme, starting with Kwame Alexander's 'Booked'. In writing lessons, pupils will study the genre of socio-political poetry, and we look forward to finding out which issues our pupils are passionate about when they undertake their own written projects.

Science: Year 6 will be deepening their understanding of light, exploring how light travels and we see colour. Building upon their knowledge of how light is reflected, they will even have the opportunity to create their own periscopes! 

History: Pupils will investigate and interpret the trans-atlantic slave trade, covering themes such as the beneficiaries of slavery, forms of resistance and the legacy of the slave trade.

D & T: Making links to trade in history, pupils will develop their own tea products. After interviewing TeaPro founder, Tom Bowden, pupils will seek to understand product development; from idea inception all the way through to product development and marketing.

Computing: Year 6 will have the opportunity to create their very own PacMan 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, and her team welcome you to Year 5!

The brilliant Year 5 teachers include Miss Robinson, Miss White, Miss Falkenburg, Mr Furness and Mrs Kang.

Year 5 is a year full of new opportunities from greek mythology 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.

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 a plethora of high quality books from Cloudbusting by Malorie Blackman to The Promise by Nicola Davies (One of Miss Robinson's favourite authors). Year 5 pupils will also be embarking on a new writing scheme where their independence and creativity will soar with more opportunities for personal writing projects and build up more independence.

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 of rural settlements in the UK and Kenya.

D&T: Pupils will be making a moon buggy to accompany the Earth and Space unit as well as developing their stitching skills to make a bag.

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 and how to write songs. 

 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, Mr Ellerby and Miss Kettle. We have lots of amazing topics this year with trips to enhance our children's learning. (If you would like to offer your support for any of our trips, please let us know.). 

In science this term, we are learning about living things and their habitats and looking closely at how to create classification diagrams. ​We are hoping to visit the Horniman museum in the Autumn term to see real creatures and go on a nature trail!

In maths we are all working from the Maths No Problem textbooks and other maths materials, which are great and helpful schemes to make sure that our children's knowledge in mathematics is strong, firm and fixed! We expect children to practise their Times tables rock stars every day to improve rapidly.

In literacy, we have started children off with exciting stories to explore and write about. They are working hard on their comprehension skills as well as 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 expect children to read at home every day and learn their spellings on the weekends.

We will be holding an exciting Roman Day where children will do some research and creative work on Julius Caesar, the Roman emperor, Roman numerals, mosaics and designed Roman shields. Each class will take part in Roman battles and learn why the Roman army’s battle strategies were so effective. They will learn how to use cardboard shields to protect themselves from soft balls thrown by the opposing side. Children have always thoroughly enjoyed this day! 

We are linking with schools in Ghana to work on aspects of the UN’s Sustainable Development Goals and will be having zoom calls from Mr Benjamin Amo from Umuraniya Islamic Basic school in Accra, Ghana. We are very excited with continuing our wonderful work with our partner school.

Year 4 have also been able to get back into debating! Lots of children 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

Mrs Ali (Head of year,) Miss Read, Mr Tish, Mrs Khan and Miss Worthington are excited to welcome back the children into the new school year. Our aim is to make children have a smooth transition from Year 2 into Year 3. We have an exciting curriculum to ensure that the children are stimulated, challenged, engaged and develop greater independence.

The Autumn term is a busy time for children in Year 3 with lots of learning taking place. In Science, we will be studying “Forces and magnets” and investigating which magnet is the strongest. In History, we will be travelling back in time to learn about the Stone Age people and how they lived. We will also be looking at some cave paintings from that period of time in Art and creating some of our own. In computing, we will be using the Scratch program to create our own interactive stories by coding. We will learn how to greet in French and study the importance of light in different religions for RE. English and Mathematics will continue to be taught daily and will focus on developing comprehension skills and mathematical calculations. The curriculum overview will be available soon for you to get an insight into all the topics which will be covered this year.

Homework will be set on Google Classroom every Friday. Please encourage your child to complete all of the work set and submit their work by Monday. Here is how you can further support your child at home.

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.

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!

We look forward to working with you over the next year to ensure your child has a pleasurable experience. If you have any concerns or worries, please don’t hesitate to arrange a time to speak to one of us, as you play a vital role in your child’s education.

From the Year 3 team.

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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 - Ms Lee and Ms Muller (Class 1), Ms Ajeti (Class 2), Ms Vadher (Class 3) and Ms Charalambous (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 pupils 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 Ms Holloway, Miss Cowley and Miss Anderson.

The Early Years Curriculum is built around 4 basic themes: a unique child, positive relationships, learning and development and enabling environments. At Elmhurst we value these themes and want to support each child from their starting points. We know all children are different and believe that good communication with parents and carers is key to a supportive relationship between nursery and home.

We plan for and assess teaching, learning and development closely, keeping our children's' interests in mind, and provide rich learning opportunities for all children to learn and progress.

Our Nursery environment has a beautiful landscaped garden and excellent provision and 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. With good adult support all children can excel 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 Hawes, Mr Khan and Miss Kalam.


Our aim is to ensure that children have a smooth transition and develop greater independence in all areas of school life.  We will be working on setting a strong foundation for your child’s learning therefore it is important that they practise basic skills in Numeracy (numbers up to 100, number bonds, addition and subtraction) and Literacy (reading, writing and spelling) every week.


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 – Please join us every Thursday morning between 8:50am - 9:10am. Reading regularly with your children helps to develop their love of reading! We look forward to 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 Ms Shah (1S), Ms Khankara (1FK), Ms Khatun (1K) and Ms O'Toole(1OT).

We are committed and passionate about children's learning and development. Our children have had a tricky start to their school life with a few disruptions due to Covid. Our focus in Year 1 is to develop a strong foundation for learning and allow their curiosity to flourish. 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 organised some exciting trips for our children in year 1. 

In Science, we are learning about animals and the human body. To enrich this learning, we will be visiting Paradise Wildlife Park, where children will have the opportunity to see many of the animals we learn about, and explore different types of animals. We will also be making regular visits to West Ham park to observe the changing seasons. 

In History this term we are learning all about castles. The children got creative and made some incredible castles during their summer holiday, and they will be developing this learning in class. We will be learning about the different rooms in a castle, the people who lived there and their roles, as well as visiting the Tower of London.

In RE this term we will be learning about Sikhism. As part of their learning, we will be taking children to a local Gurdwara. Here children will have the opportunity to see what happens in a Gurdwara and hear what Sikh life is like from a priest. 

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. There is so much to look forward to!

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