Education in UK
Add school to
Staffordshire University

Last modified:
American InterContinental University - London
The Norton Knatchbull School - Ashford
Gossops Green Community Primary School - Gossops Green
Great Ballard School - Chichester
Georgian Gardens Community Primary School - Rustington
Fordwater School - Chichester
Fonthill Lodge School - East Grinstead
Fairway Infant School - Copthorne
Elm Grove Infant School - Littlehampton
Elm Grove First School - Worthing
Yew Tree Primary School - Yew Tree Estate
Yew Tree Community Primary School - Aston
Woodway Park School & Community College - Coventry
Woodthorpe Primary School - Kings Heath
Woodrush Community High School - Specialist Technology College - Birmingham
Woodlands Primary School - Willenhall
Woodfield Infant School - Penn
Wood Green High School College of Sport - Wood Green Road
Wolverhampton Grammar School - Wolverhampton
Wolverhampton Girls High School - Wolverhampton
Wollescote Primary School - Wollescote
Wodensfield Primary School - Wednesfield
Wodensborough Community Technology College - Wednesbury
Withymoor Primary School - Off Turners Lane Quarry Bank
Willenhall School Sports College - Willenhall
Whitehouse Common Primary School - Sutton Coldfield
Edward Bryant Primary School - Bognor Regis
Eastergate C E Primary School - Eastergate
West House School - Edgbaston
East Wittering Community Primary School - East Wittering
Welford Primary School - Handsworth
East Preston Junior School - East Preston
Wednesfield Village Primary School - Wednesfield
East Preston Infant School - East Preston
Wednesfield College (Specialist Engineering School) - Wednesfield
Durrington Middle School - Durrington
Ward End Primary School - Ward End
Walsgrave C E Primary School - Coventry
Durrington First School - Durrington

Arden Primary School
Baker Street, Birmingham,B11 4SF
0121-772 7702

In partnership with parents our aim is –
to provide a learning environment in which all children can discover and develop their full potential to become confident, caring and responsible adults.

School Background

The Arden Primary School was built in 1970 to accommodate the “overflow” from other local schools. It was built originally as a one-form entry school. The intake of the school remained the same until 1982, when there became a great shortage of school places locally. The school then had an intake of 90 children for three years, followed by 70 children for four years. Extra portable classrooms were delivered each year.

A 52 part-time place nursery was opened in 1984. It is now a 78 part-time place nursery.

In January 1984, the Parents’ Room was opened, funded by the Inner City Partnership Programme. It is now the Children’s Room, where the Nurture Group meets. The former caretaker’s house has been refurbished as a Parents’ Room and is now called The School House.

The Arden Primary School is now a two-form entry school with 14 classes and a 78 part-time nursery class. Following major building works, all the classes are now accommodated in one permanent building, which was officially opened by Professor Tim Brighouse on 1st July 2002.

In January 2004 we opened our new library and then opened our new Information and Communication Technology suite in the old library area. 2005 is set to be the start of yet another phase in the development of Arden Primary School.

In April 2004 the school governors agreed that acts of Christian worship were not appropriate for our school and S. A. C. R. E granted Arden Primary determination to follow alternative daily acts of collective worship that would take the form of a shared morality story and a quiet moment of reflection, coupled with the happy celebration of main religious festivals.

Curriculum Overviews

Curriculum Overviews

The Foundation Stage

The Curriculum
The Arden School Foundation Stage curriculum is organised using the guidance published by the D.F.E.S. for the foundation stage.

We believe that young children have natural energy, enthusiasm, curiosity and a great capacity for learning, and that play in its many forms is one of the most effective means of fulfilling their needs. Also, the first years of life are the most important in establishing a willingness to learn and a love of learning.

The foundation stage curriculum is organised in six areas of learning: -
- Personal, social and emotional development
- Communication, language and literacy
- Mathematical development
- Knowledge and understanding of the world
- Physical development
- Creative development

The staff plan a balanced curriculum which ensures progression throughout the foundation stage. Activities are provided for developing:
- Language
- Imaginative and dramatic play
- Play with natural materials such as sand and water
- Designing and constructing, using a range of materials
- Opportunities for investigation and problem-solving
- Creative activities, music and movement
- Energetic physical play

Sessions are carefully structured to ensure a balance of adult and child planned activities that give opportunities for teaching and learning both indoors and outdoors.

Activities are differentiated according to the needs of the children. It is hoped that most will achieve the early learning goals and some, where appropriate go beyond them by the end of the foundation stage.

The curriculum also takes account of the Literacy and Numeracy strategies for key stage one.

Equal Opportunities, Inclusion and Special Needs

The school policy for equal opportunities, inclusion and special needs is implemented in the foundation stage.

The Foundation Stage Classes aim to provide a broad, balanced curriculum for all children, who are encouraged to progress at their own pace to reach their full potential.

Every child has equal entitlement to all areas of learning. We believe all children are equal and individual. We teach the children to value and respect each other whatever their cultural background, religion, gender, family composition or disability. We aim to provide appropriate learning opportunities for all children.

Information about the religious, linguistic and ethnic background of the children is gathered and disseminated by the H.S.L.T. Home visits provide another valuable source of information about the child and his or her family.

This knowledge ensures an informed understanding of difficulties which may arise at school, and an appreciation of the influence of the home background on the progress of the child.

Children with special needs are referred to the S.E.N. coordinator and extra help and support is provided for them. This may involve outside agencies, such as the visiting teacher service and speech therapists, as well as additional support in school.

Management and Organisation

The Arden Nursery class is a thirty-nine place unit. All children attend part-time, so there are seventy-eight children on roll.

The children are grouped into three colour groups of thirteen children in each group with a member of staff responsible for the pastoral care of the children in their group.

The children are welcomed by their teacher and collect their name badge at the beginning of each session, and they sit in groups at home time.

Throughout the session children work with all staff in free choice and teacher directed activities. There is opportunity to work with their own groups at language time and story time.

The nursery is organised into three main areas inside: -
q Creative/Science
q Maths/Knowledge and Understanding of the World
q Communication, Language and Literacy

Outside is for Physical play and development of all areas of learning

One member of staff will be based in each area. All activities will be available but each day staff will concentrate on a specific area to ensure a balanced curriculum. Staff rotate between the areas on a weekly basis and daily outside.

Children are allowed to choose which activities they prefer but are encouraged to experience all activities available. Records are kept to ensure this happens.

The reception classes are grouped into four mixed ability groups.

On arrival the children are registered and encouraged to choose independent activities to allow opportunity for parents to talk to the teachers at this time.

The children then join class groups for welcome time and information prior to joining group activities in the different areas of learning. These groups will rotate throughout the day to ensure a balanced curriculum to implement the Early Learning Goals.

One member of staff will be based in each area on a rota system.

At the beginning of the Summer Term we introduce the Literacy and Numeracy Strategies to ensure a smooth transition of the children into Key Stage 1.

All early years staff meet weekly to discuss their plans and aims for the following week. All staff are involved in the initial planning for activities in areas, but then are responsible for their own area; setting out and preparing the activities.

Students and volunteers are involved in the day-to-day planning of activities.

primary schools in Sparkhill, secondary schools in Sparkhill, schools in Sparkhill

Editorial office:
tel. + 48 (094)