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Langley Moor Primary School
Brandon Lane, Langley Moor, DH7 8LL, UK Durham
Tel. 0191 378 0103

Overall aims of the school

Parents undoubtedly have the greatest influence on a young person’s attitude and educational development. At Langley Moor we hope to work with parents in encouraging positive values and qualities in children such as industry, honesty, reliability, initiative, self-discipline and tolerance within a climate of equal opportunities for all children.

We seek to provide all children with a broad, balanced and relevant curriculum matched to their individual needs.  In this way children will gain knowledge of the world about them and develop a desire to learn more about the world.

All teachers will present the subjects English, Mathematics, Science, ICT, Design and Technology, History, Geography, Physical Education, Music and Art in accordance with the National Curriculum requirements and programmes of study produced by the DfE, LEA and ourselves.

The National Curriculum is described in terms of separate subjects by the documentation which has been published.  Whilst the National Curriculum is being taught throughout the school, the subjects may or may not be taught as separate items.  Topics and thematic work provide children with the opportunity to study aspects of History, Geography, Science, Technology, Language, Mathematics and so forth under one termly topic e.g. OURSELVES.

During the course of the year children will cover the full range of subjects within the National Curriculum, though at different stages of the year there may be a different emphasis (and therefore time) allocated to each curriculum area.  Children will also have the opportunity to improve their knowledge of Health Education, Local Studies, Conservation and Pollution as an integral part of their studies throughout the year.  The National Curriculum, (and the accompanying assessment) as delivered in this school is a legal requirement and, ordinarily, no child may be excused.

Children may be withdrawn from Religious Education and Collective Worship.  Parents who feel that they may wish to withdraw their child should discuss this with the Headteacher.

If parents have any queries or require any further information about the school’s curriculum, again they should not hesitate to discuss this with the Headteacher who will be willing to assist.

Extra help is given to those who have language problems while the mathematical scheme offers many opportunities for reinforcement work in basic skills. Parents will be informed and their co-operation sought if their children experience problems requiring special help.

School rules are kept to a minimum. They are designed to maintain an orderly atmosphere within the school and to encourage social awareness, consideration of others and good manners. In the case of persistent serious misbehaviour, parents will be asked to visit school to discuss possible solutions to the problem.


Summary of stated curricular aims



  • develop an understanding of mathematical concepts and methods and encourage their use in real-life situations

  • develop mathematical thinking, including problem solving and logical reasoning

  • develop a positive attitude towards mathematics, including the ability to enjoy the subject for its own sake

The school is following the Numeracy Framework whereby each class receives a lesson of mathematics every day.  The framework for the teaching has been presented by the Minister of Education as a positive curriculum, designed to provide competency in mathematics for each child.  All staff have received training in the implementation of the framework and the process is being closely monitored by the mathematics co-ordinator and headteacher.  A copy of the Framework is available for inspection by parents.



  • develop ability, confidence, clarity, fluency and a variety of forms  relevant  to situation, audience and purpose


  • develop the ability to listen attentively, with understanding, in a variety of situations


  • read a range of materials fluently, with understanding and confidence

  • be able to use a variety of methods of reading (silent, vocal, in single or group situations)

  • be able to find pleasure in and to have a desire to read for interest, entertainment and knowledge

  • recognise the value of both poetry and prose

  • recognise that reading is an essential tool for life


  •  enable the child to write for a range of purposes

  • be able to organise the content of writing in ways appropriate to purpose

  • be able to write in styles appropriate for the intended reader

  • be able to use spelling, punctuation and syntax accurately and with confidence

English is taught as a whole class lesson to the children, with teachers following the structure laid down in the Literacy Strategy.  This Strategy involves every child being taught English for at least one hour every day. A copy of the Strategy is available for inspection by parents.



  • encourage in all children an enquiring mind which will help in equipping them for everyday life in today’s society

  •  satisfy a child’s innate curiosity about the environment - both natural and physical

  • provide the scientific technique, knowledge and understanding necessary to their future

  •  encourage children to ask questions about their environment and their own place in it, and put forward their own ideas on the subject



  • encourage confidence in the use of computers.

  • identify situations and opportunities where the use of ICT is relevant.

  • be selective in the appropriateness of its use both in and out of school.

  • recognise that ICT affects the way in which people live and work.

  • be able to evaluate, reflect and comment on the use of ICT.



  • develop an understanding of the concepts and methods related to design and technology, including safety

  • encourage the use of design and technological concepts and methods in tackling real-life problems

  • develop design and technological thinking, including; identifying needs, designing, making and appraising

  • develop creativity and aesthetic appreciation



  • develop an awareness and knowledge of the child’s own geographical environment, his/her country and its place in the world

  • develop awareness of human affect on the environment and how this can effect change

  • develop awareness of physical environment and its affects on humanity

  • promote the geographical skills and knowledge necessary to gather information, conduct inquiries and produce documentation

  • develop in children an awareness and interest in other environments in the world which introduce differing lifestyles



  • develop an awareness and interest in the past and how it has led to the present

  • promote an understanding of the human motives, beliefs and intentions which prompted and guided events in the past, and how they produced change

  • develop understanding of the values of our society by studying the evidence of the past

  • gain knowledge of the major events of the past in terms of the child’s own country and its part in the world

  • develop the skills and knowledge to put historical events into chronological order and use historical evidence to communicate



  • help children understand the world about them and to develop personal and moral values by which they seek to lead their lives

  • bring about the understanding that a spiritual dimension to life is to be recognised and developed

  • promote opportunities and experiences for the children to explore the meaning of religion both inside and outside their own heredity, social traditions and environment

  • provide opportunities to express themselves individually and collectively in celebration, worship, meditation and art forms

  • develop an awareness of the contribution of religion to human culture and the needs of life



  • develop a range of mental and physical skills which will increase mobility  and flexibility and help to develop stamina and strength

  • develop the concept of fair play, honest competition and good sportsmanship

  • develop an understanding of the importance of exercises in a healthy lifestyle

  • develop self confidence, self esteem and perseverance

  • develop the capacity to express ideas in dance forms and show a sense of appreciation for the authentic qualities of movement

  • develop understanding and appreciation of the rules and purpose of physical activities



  • develop children’s inborn sense of rhythm

  • develop skills in the use of musical instruments (including the voice)

  • develop musical listening, composition and performing skills

  • introduce children to musical tradition and its development in a variety of cultures and societies



  • give the children opportunity to handle a variety of materials

  • encourage the child to look at their immediate environment, notice change and respond positively

  • encourage the development of self discipline and respect for others through the giving, taking and sharing of materials

  • develop a disciplined approach to the use of tools and materials

  • give the children an opportunity to create, design and involve themselves in problem-solving activities

  • encourage a sense of enquiry and involvement

  • contribute to the emotional, social, physical, intellectual and spiritual development of the child

  • encourage an enjoyment and delight in making images

  • provide the opportunity to enrich other areas of learning within the curriculum

Special Educational Needs

The school recognises that some children have special talents demanding encouragement and that others need special help to overcome specific difficulties in their personal progress. To meet such needs the child may be taught in separate groups or within the classroom situation.  We will inform parents and ask them to be supportive in these cases by helping their children at home.

Any child who requires help other than that stated above will be referred to the relevant agency after prior consultation with the parent. To monitor the progress of children receiving educational support a confidential record will be maintained of those steps taken to assist individual children.  Parents will be informed if such a record is kept for their child.

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