Why Choose Horsmonden Primary Academy?

Welcome from the Principal

It gives me immense pleasure to welcome you to Langley Park Primary Academy. Opened in September 2016, Langley Park has grown in so many ways and is the hub of this new community. We believe in, and celebrate, achievement and success in all areas of the curriculum. We want our children to learn within a culture of curiosity, enjoyment and positive approaches to new experiences and skills to enable them to become successful learners. Through enrichment opportunities we aim to explore the creative arts and PE as often as possible in the academy day; building on existing strengths as well as helping children develop new skills.

Given that the building is purpose built, we have excellent facilities that afford us the opportunity to offer an enhanced curriculum. We have a sensory room, DT room (including a kitchen), a multi use games area and forest school that are all available to be used as part of our pupils’ timetables.

In June 2019 Langley Park Primary Academy was recognised by Ofsted as a school with Outstanding Leadership & Management, Early Years and Personal Development, Welfare & Behaviour, with a ‘Good’ judgement overall.

Miss S Brading | Principal

About Langley Park Primary Academy

Our Vision and Values

We believe that children and adults flourish when they learn and work as members of a supportive, cohesive community built on high expectations, rigour, mutual respect and pride in their own and each other’s achievements.

With our strapline in mind; “learning today for life tomorrow”, we ensure that the children are at the very heart of all that we do and we will not settle for anything short of excellence. We believe that our children are entitled to a world class education. We are a disciplined academy, where pupils thrive in a culture defined by mutual respect and impeccable behaviour. Regardless of a child’s need, context or beginnings, we are absolutely committed for each child to be the best version of themselves and this is done through establishing supportive partnerships with all stakeholders; staff, parents and governors where we are all on the same team; the child’s team. Every pupil matters, every pupil can achieve, every lesson counts.

We focus not only on the academic development of our children but also their personal development as well. Providing a nurturing environment, within which children feel safe and happy, is essential in supporting them to achieve their potential. We promote kindness, understanding and tolerance with the children through actions and words so that they can successfully navigate through their school life forging positive and healthy relationships. This, ultimately, will establish firm foundations on which they can build character and attributes to be successful in all of their future endeavours.

Throughout our methodologies we commit to ensuring every child is consistently provided with the opportunities to equip themselves with the values and attributes that will support them when faced with future challenges and experiences so we truly make the most of the children’s learning today to put them in the best possible position for life tomorrow.

Our Curriculum

The core purpose and intent of the curriculum within Langley Park Primary Academy is to equip pupils with the necessary skills, knowledge and attributes to be lifelong learners and conscientious global citizens that contribute positively to modern day society. This will allow our children opportunities to develop as inquirers, thinkers, communicators, risk-takers, and to be knowledgeable, principled, caring, open-minded, balanced and reflective. Leaders at all levels are ambitious in the pursuit of an educational diet that is second to none that leaves no learner behind and all pupils, including disadvantaged and pupils with SEN, are able to be the best version of themselves.

Organised within the framework of the International Baccalaureate Primary Years Programme, relevant, current and challenging contexts are used for learning to be logically planned and sequenced. Extensive work has taken place to ensure that the learning content is more ambitious than the National Curriculum alone through a marriage of the IB PYP Scope and Sequence documentation and the National Curriculum programmes of studies. The enhancement comes in the form of clearly defined key concepts and related concepts that enable pupils to make authentic and solid connections between previous, current and future learning through transdisciplinary learning. As a result of this, learning “sticks” and therefore over time equips pupils with the culture capital they need to succeed in life in the long term as opposed to just the next stage in their educational journey

We believe in, and celebrate, achievement and success in all areas of the curriculum. We want our children to learn within a culture of curiosity, enjoyment and positive approaches to new experiences and skills to enable them to become successful learners. Through enrichment opportunities we aim to explore the creative arts and PE as often as possible in the academy day; building on existing strengths as well as helping children develop new skills.

With our strapline in mind; “Learning Today for Life Tomorrow”, we ensure that the children are at the very heart of all that we do and we will not settle for anything short of excellence. Regardless of a child’s need, context or beginnings, we are absolutely committed for each child to be the best version of themselves and this is done through establishing supportive partnerships with all stakeholders; staff, parents and governors where we are all on the same team; the child’s team.

We focus not only on the academic development of our children but also their personal development as well. Providing a nurturing environment, within which children feel safe and happy, is essential in supporting them to achieve their potential. We promote kindness, understanding and tolerance with the children through actions and words so that they can successfully navigate through their school life forging positive and healthy relationships. This, ultimately, will establish firm foundations on which they can build character and attributes to be successful in all of their future endeavours.

The teaching of skills and concepts is planned to ensure the sequencing in learning across the curriculum and whilst there is no set timetable in any class or year group, there are clear expectations for planning and curriculum delivery. Where appropriate, planning sequence exemplifications will be used to aid the planning of learning e.g. White Rose for Maths. Teachers will plan to meet the needs of their year group with a more personalised focus, but still meeting the needs of  the National Curriculum. The termly overview will then be planned in conjunction with the children.

We encourage exploration, creativity and independence throughout the curriculum, with the children taking responsibility for the direction of learning for themselves, whilst the teacher facilitates this learning and skilfully plans how the National Curriculum skills are taught to enable learning.

Timetables are flexible in order for this to be realistic and ownership is given to the class teachers to mould the school day to suit the needs of their pupils. Specific parameters are set as basic expectations of each day but to ensure a deeper level of learning and therefore transferring key knowledge to long-term memory, a degree of professional autonomy is necessary. In order for this to be effective, protected time is allocated to staff’s professional development in order for their pedagogical knowledge to be of a sound foundation.

Leadership has been distributed coherently to ensure that there are strategic subject leads both akin to the more traditional discrete subjects but with a sophisticated amalgamation with the IB PYP Scope and Sequence documents. This means that the curriculum content has been carefully mapped to ensure that it is most useful and conducive to great gains in learning. Within this, there is careful consideration to the children’s varying gaps in learning as an inevitable result of the pandemic. Some skills may need to be taught discretely rather than teachers making tenuous links, but the expectation is that as many authentic links are made when planning to ensure transdisciplinary learning is truly utilised to help children make connections and understand how their learning is linked. All children in Nursery, Year R and Year 1 are taught phonics daily and in all year groups there will be an aspect of daily Reading either through direct teaching or opportunities to embed skills independently.

For all skills taught we will plan opportunities for these to be applied across the curriculum. This is to ensure that gradually throughout their primary education pupils become more competent in understanding how these techniques can be applied in a range of contexts and curriculum areas. Eventually culminating in the ability to consciously choose the most effective and efficient  way to apply skills in any situation.

All pupils are actively encouraged to be agents of their learning; having voice, choice and ownership over the direction in which their learning goes, classroom design, timetable organisation and action taken as a result of new learning. This means that the curriculum content reflects the needs and interests that are relevant to the local context. Pupils are then actively encouraged to apply their learning within a global context activating their international mindedness.

This learner agency also means that the curriculum is broad and balanced regardless of where pupils are learning, whether it be in person or remotely. This is facilitated further with a clear digital strategy for blended learning. We have firm belief that blended learning is vital to ensure that we are preparing our pupils to become conscious, effective and competent digital citizens. They are able to make informed and appropriate decisions when utilising digitised and technology-based options to enhance their learning experiences. It will give them the necessary tools and skills to make best use of digital learning should they be in the position to have to learn remotely from their physical classroom.

We maximise upon the opportunity to have the knowledge and skills specific to certain subjects informed by subject specialist expertise. As part of their curriculum journey children are regularly taught linguistics informed by fluent French speakers, music taught and supported by music specialists and develop their sporting prowess through a variety of regular sessions with a sports specialist. This is not exclusive to this list. To enhance their experiences within their central ideas, children also have opportunities to work with artists, scientists and much more.

The implementation of the curriculum at Langley Park is enhanced through a range of enriching activities including trips, experiences and extra-curricular clubs. This is further facilitated by a clear approach to careers education framed around the 8 Gatsby Benchmarks which encourages children to think about their learning in a broader sense the skills they are developing in order to be successful adults in the near future.

Teachers use a wide range of assessment strategies to check children’s understanding of concepts in order to inform future teaching and identify gaps. This, in turns, helps pupils embed and use knowledge fluently and develop their understanding, and not simply memorise disconnected facts.

For all phases and pupils at Langley Park our curriculum will promote achievement, confidence and a commitment to learning for all.  We will ensure that external visits and visitors enhance the curriculum and that whenever possible our pupils will share this new learning with a wide audience in a variety of ways.

We will ensure all staff are able to understand how the curriculum is impacting the pupil’s knowledge, skills and understanding and that this is tracked effectively across year groups to inform next steps. This process will not only inform planning, but will allow further opportunity for challenge for all pupils. The tracking of this impact is in part based on formalised assessment, but will also be evidenced in pupil voice, inquiry books and curriculum tracking. Learning in all year groups will be based on previous knowledge so that no time is wasted repeating skills and understanding – a key focus for prior knowledge, identified at the start of each new inquiry.

The impact of our curriculum will be assessed using formative and summative testing and observations across the curriculum. Each year group will track and evaluate the skills taught across the National Curriculum and evidence of learning and progress will also be noted on the coverage document.

Termly assessments will continue to be used to measure academic progress and will form discussion at SLT and Academy Director level.

A range of monitoring activities will allow all Governors, Middle, Senior Leaders, Academy Directors to track the progress of curriculum implementation and inform SLT discussions and next steps.

Student Voice is collated regularly in regards to the curriculum through School Council, Questionnaires and Learner Profile evaluations as well as informing the direction of learning through each Transdisciplinary Theme.

Parental information regarding the curriculum is shared via the school website and during training workshops and their view of the impact of the curriculum is a focus for questionnaires during the academic year.

Our Enriching Curriculum

Academy experiences and trips

At Langley Park Primary Academy, we believe that our pupils benefit significantly from visiting places of interest and we know these experiences will broaden pupils’ horizons and deepen their learning. We will run regular trips to universities, museums, galleries, theatres and sports venues. You will always be informed if your child has been invited to take part in a trip or visit.

We will ask parents for a contribution towards the cost of Academy trips where necessary. We do not want cost to be a reason for pupils to miss out, so if parents are unable to make a contribution they should discuss this with the Academy.

Careers education

At Langley Park Primary Academy we are committed to developing each learner’s interests and wider life long goals too. As part of the IB Programme enabling our pupils to think about the wider world is at the heart of everything we do. The staff are always encouraging children to think about, in a broader sense, the skills they are developing in order to be successful adults in the near future.

As the children’s learning journey through LPPA grows so does the understanding that having a career they are passionate about does too. We also offer members of the local community to share their career experiences with our learners and this runs from Nursery through to Year 6.

Extra-curricular clubs

At Langley Park Primary Academy, we are always looking at new and interesting ways to extend and enrich the learning. Across the school year, staff provide a range of clubs which focus on developing skills, furthering knowledge and having fun.

Each term, children are allowed to sign up for at least one club. Clubs run from 3.45pm until 4.30pm and may require a cost depending on the content. There is an expectation that children will remain in the same club for the term. This will enable them to fully participate in the activities and gain from the experience.

Pupils as leaders

We like to provide our pupils with as many opportunities to develop their leadership characteristics. These opportunities include;

  • School Council
  • Diversity Ambassadors
  • Classroom Monitors
  • Play Leaders
  • House Captains