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Parkside Community Primary School
Beechwood Lane, TN21 8QQ, UK Heathfield
+44 (0)1435 864577
www:http://www.parkside.e-sussex.sch.uk/e-mail:office@parkside.e-sussex.sch.uk

The Parkside Promise

"Working together to achieve individually"

(Click here to see Parkside Principles)

 

 

 

The work of the children

Click on each year to see examples of their work.

 

Reception

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Learning Support

The School Anthology


PTA

Welcome to Parkside School's PTA page which will inform you all of future events and fundraising news.

 

NEWSLETTERS

 

Autumn term Spring term Summer term
     
     
     

 

 

Click here for PTA Newsletters for the school year 2006/07

Click here for PTA Newsletters for the school year 2005/06

ETHOS

The Ethos behind the Teaching and Learning Policy is that we will teach and enable children to learn the skills and knowledge that allow them to reach their own personal potential. We will equip them to be caring, responsible, thoughtful and able members of society, not simply for their school career, but throughout their lives and have confidence in themselves and their abilities.

We aim to teach them specific skills: reading, writing, mathematical computation, the use of particular tools and equipment etc.  We aim to teach them how to apply these skills in a variety of situations both real and imaginary in order to consolidate their learning, their ability to apply reason, experience, creativity and innovation.  We aim to teach knowledge and understanding of particular subject areas but also knowledge and understanding about themselves and their fellow human beings.  To do this we provide them with opportunities to function in a variety of types of groups and situations, which encourage the development of social skills.

Our intention is to be a healthy school in which pupils’ physical and emotional health is nurtured and developed.  Good habits acquired during their primary school years will form the basis of a healthy life.  In partnership with their families, they will learn to eat healthily, to exercise appropriately and to become emotionally literate.

All staff work to the agreed principle of leading by example in terms of fostering strong relationships, positive and responsible attitudes. Positive interactions, turn taking and consideration of others are constantly in focus. Care is taken on all school outings that children display thoughtful and sensible behaviour for reasons of their own safety and enjoyment and that of others.

When we have the opportunity to invite visitors into school, care is taken of their welfare, the reception they are given, the appearance of the school and polite behaviour.  Children are also encouraged to consider those who are less fortunate than themselves by participating in the raising of funds for charity or the giving of gifts.  We also encourage children to take increasing responsibility for the organisation of their own initiatives, whether it be running a stall at the Christmas Bazaar or following an individual line of enquiry in relation to their work.

The Ethos of our school is that everyone always tries their best. Staff will recognise the individuality of children, their needs and their abilities, and provide appropriate challenges.  We also stress that success and achievement come in all shapes and sizes.  Of course we all fall short but it is no bad thing for children to learn that alongside success there may well be some failure but that both can be built upon to take us on the next step onward and upward. Top marks, winning the game and finishing first are by no means the only achievements.  Completing work, being part of the team and getting through the day without an argument are just as important. 

TEACHING AND LEARNING

Foundation Stage Planning

Medium term planning for the foundation stage takes the same format as for the rest of the school but under the heading of the six areas of learning of the Early Learning Goals and encompasses the Stepping Stones taken from the DfES curriculum guidance. As for Key Stage 1, there are six cross-curricular topics undertaken in the year to provide a cohesive learning experience. Weekly planning is written using the six main areas of learning: personal, social and emotional development; communication, language and literacy; mathematical development; knowledge and understanding of the world; physical development; creative development. Foundation Stage planning also provides a stimulus or context within which children are able to initiate their own learning.

The Planning Process for Key Stages 1 and 2.

A whole school theme based plan is in place, showing the main focus areas to be covered throughout the year. In both key stages these focus areas will be cross-curricular where appropriate.

Planning for English and maths follows the national strategies and utilises any cross curricular links.

The class curriculum map for the year, identifies in more detail the focus for learning to be undertaken in each area of the curriculum, for each term.  This has been informed by both class teachers and the curriculum co-ordinators working in partnership, and is continually under review. 

Termly planners identify clearly learning intentions, activities and opportunities for assessment. They are put together by the class teacher, support from the co-ordinator as necessary.  Curriculum coordinators identify appropriate learning intentions for each term to support class teachers in planning.  These, together with the class teachers planned activities, form the schemes of work for each curriculum area.

At the beginning of each term the class teacher’s planner is monitored by the Deputy Headteacher and Subject Coordinators against the incumbent curriculum maps.  These planners are then returned to class teachers when they become working documents.  At the end of each term activities may have been altered.  If so, the planner will be given back to the Deputy Head for further monitoring.  All termly plans and schemes are kept centrally by the Deputy Head and are available for reference by others.

Planning for special needs requirements is well established and integrated, with a working whole school policy in place.

There is a separate detailed planning sheet for literacy and for mathematics.  For the other subjects weekly planners show detailed, differentiated learning intentions, assessment opportunities, cross curricular links and the activities designed to deliver them and the use of teaching assistants.  Starting points are appropriate to the abilities of the children, with opportunities for first hand experience wherever possible.  There is freedom within a planned structure of learning for the children to engage in investigative and challenging learning, appropriate to their ability.  The format allows teachers to write details of the teaching and learning in their own style but in a common organised way.  They show classroom organisation, methodology and delivery style.  IEP targets are available with the weekly planning

Weekly planners are monitored by the Headteacher at the beginning of each week.  These planners are evaluated by the teachers throughout each week.

A weekly timetable for each class shows hall times, library use, teaching assistant times, laptop computers, music and P.E.  Key Stage 2 class timetables may show more detail of curriculum subjects.  This timetable is on display in every classroom.

PRINCIPLES

Parkside Principles:

CARING:

to create a supportive and secure environment that promotes mutual respect.

QUALITY:

to recognise learning styles and develop challenges that motivate individuals thus exceeding expectations and aspirations.

PARTNERSHIP:

to ensure that everyone who belongs to the school community unites to realise common goals.

CURRICULUM:

to provide enriched, meaningful opportunities and varied experiences for all.

 EXCITEMENT:

to encourage imagination and discover the fun of both the ordinary and the extraordinary, promoting freedom of thought and individuality.



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