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Play.  Learn.  Achieve.


Kirkheaton Primary School Strategy

Kirkheaton school’s core business is academic excellence. This is a given.

Alongside this, we want school to be somewhere children are allowed, encouraged and shown how to experience the magic of being a child. We want to provide an inspiring and nurturing environment which gives our pupils a safe space to be children, feeds their curiosity and which fosters a love of learning.  We want this happy childhood to sow the seeds for a positive and contented adulthood.

We want them to play, to explore, to discover, to succeed, to try, to grow and to flourish. To be themselves and respect the right of others to be a different kind of self. We want each individual to know that they are valued and loved for who they are and for who and what they aspire to be but we also want to build resilience for when things don’t go as they would wish.  We want school to be somewhere our children feel confident enough to make mistakes and learn from them. We want to challenge them to do new things, learn from new experiences and to cultivate their own ideas without fear. In this way, we enable them to discover their own strengths and passions. We want them to feel proud of themselves, their peers, their school and their community and most of all, we want them to be happy.  Because happy children grow into happy, rounded adults who are able to find a place in our ever-changing world.

All the adults in our school acknowledge the need to act as good role models for the children. ‘Children are great imitators. Let’s give them something great to imitate’.





This is more than just grades, it’s the ability to perform, achieve and excel whilst developing capabilities and skills. The ability to communicate effectively, be numerate and literate; to develop talents and expertise across a wide range of subjects in accordance with each child’s interests and ambitions. Each child achieving their full potential in every area of learning.



Childhood is a precious, short-lived time of innocence and should be free of stress and worries. It is play, exploration, fascination and learning from the outcomes of your actions. It is being loved, becoming confident, pretending, being imaginative and not being afraid. It is a time to learn and experiment with feelings, emotions and relationships and to learn about rights and wrongs.



Rounded adults are caring, self-confident, happy, empathetic, fulfilled, content and resilient. They act responsibly, honestly and with good moral judgement and have a respectful, open-minded and accepting attitude to others. They are independent, fun-loving, motivated, proud, and skilled across many areas.


Indications which will show governors that school is on track to achieve the vision

What will we look for?

Where will we see this?

Are children being given opportunities to enjoy their childhood?

  • Play based learning in all classes/ages
  • Art/drama/hands-on lessons
  • Opportunities to use and express their imagination
  • Being silly and having fun
  • Out of school events which help children build memories
  • Memorable activities such as trips/den building/walks/experiments/investigations

Lesson QA information

Governor visits

Head Teacher’s report

Asking the children

Asking the staff

How are the plans to develop the curriculum broadening children’s experience and skills?

  • Skills not knowledge as the driver
  • Relevant content which helps children develop a true understanding of life skills and British Values
  • Alternative themed days/afternoons/carousel type activities happening regularly
  • Life skills
  • Trial and error in lessons without the teacher directing this or taking over

Curriculum maps

Teacher’s planning

Head Teacher reports

Governor visits

Looking at books/learning evidence

Do topics develop children’s beliefs and adoption of British Values?

  • Children being able to talk about BV with a depth of feeling and understanding – the difference from knowing things to doing things or feeling things
  • When talking to children about British Values they talk with passion and can give examples of when they have acted and reacted in line with these values
  • Reference to the Ofsted definition of British Values and evidence to show children know their choices/rights/responsibilities/
  • Children need to demonstrate they have ‘done their bit’ eg helped a charity, donated something, volunteered, adopted a toilet etc – village/town/country/world
  • Opportunities to discuss, debate, offer opinions, argue and voting – explain choices

Talking to the children

Governor visits

Topic/curriculum maps

Book scrutiny

What is school doing to build self-confidence, self-assurance and resilience – being happy in your own skin?

  • Lessons around accepting yourself and others
  • Lessons which help children to feel and experience things for themselves and discuss these feelings
  • Lessons which celebrate differences and teach children to be happy in their own skin – it’s good to be me

Talking to children

Looking at lesson planning/evidence in books

Governor visits

Head Teacher’s report


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