Welcome to Park Lane School
“Wembley’s international school with a family atmosphere”
MENU

School Brochure
Everything you need to know

PLS News—Special Edition on learning

School Council
Pupil democracy in action

Home SchoolAgreement
The rights and responsibilities of pupils, teachers and parents

Ofsted Report
Inspectors’ report on Park Lane for February 2001

SCHOOL
1. Teachers have the right to be free to teach without disruption. The school has a duty to offer an education which enables pupils to maximise their life chances and achieve their full potential
2. Staff have the right to expect support from parents and pupils in creating a positive learning environment. The school has a duty to create a secure, calm, caring environment in which issues such as violent, insulting (including swearing) or discriminatory behaviour are tackled and where the curriculum aims at developing socially well balanced people.
3. Teachers have the right to expect pupils to attend regularly and punctually and for any absences to be explained by note or telephone. Teachers have a duty to ensure that their lessons are well planned, properly resourced and accessible to all pupils, and begin on time and end promptly. The school has a duty to keep parents informed if a child is often late or absent without explanation
4. Teachers have the right to expect homework to be completed and for it to be returned on time. Teachers have a duty to ensure that they set regular, appropriate homework for their children in line with the school’s Homework Policy, accompanied by advice to parents when necessary. They have a duty to promptly mark or otherwise feedback on homework.
5. Teachers have the right to expect a positive response from parents when requesting a meeting to sort out any problems. Teachers have the duty to keep parents informed of their children’s progress and any specific concerns that may arise and to respond promptly to any
complaints.

PARENTS
1. Parents have the right to expect their children to have an education which enables them to maximise their life chances and achieve their full potential. Parents have the responsibility to support the school in ensuring that their children take full advantage of all learning opportunities on offer at PLS, and do nothing that damages the learning opportunities of others.
2. Parents have the right to expect their children to be educated in a secure, calm and caring environment, free from any kind of discrimination or physical or emotional threat. Parents have the responsibility to support the school in maintaining such an environment through its behaviour, equal opportunities and social education policies.
3. Parents have the right to expect their children to have well planned, properly resourced lessons, which begin promptly and end on time. Parents have the responsibility to make sure their children attend school regularly and punctually, and to provide reasons for any absences by letter or telephone.
4. Parents have the right to expect their children to be given regular appropriate homework in line with the school’s Homework Policy and to have it marked by the teacher. Parents have the responsibility to assist with the homework when possible and to ensure it is returned to school on time.
5. Parents have the right to clear information about the school curriculum and policies, their children’s progress and any special education provision. Parents have the right to have complaints considered carefully and to receive a prompt response.Parents have the responsibility to support their child’s learning by attending Parents’ Meetings & discussing any specific concerns with the teacher.

PUPILS
1. Pupils have the right to an education which will enable them to maximise their life chances and achieve their full potential. Pupils have the responsibility to take full advantage of all learning opportunities on offer at PLS and to do nothing that harms the opportunities of themselves, or others to learn.
2. Pupils have the right to pursue their learning in a secure and calm environment, free from any kind of discrimination or physical or emotional threat. Pupils have the responsibility to contribute to a secure and calm environment by finding peaceful ways to resolve conflict, and respecting and appreciating others’ backgrounds, traditions and beliefs.
3. Pupils have the right to well planned, properly resourced lessons and activities, matched to their abilities, which begin promptly and end on time. Pupils have the responsibility to arrive at school on time and properly equipped, to be in the classroom punctually after breaks, and to remain on task during lessons.
4. Pupils have the right to be given homework which is appropriate to their age and aptitude and which supports their work in class, and to have their work marked or to receive feedback on it. Pupils have the responsibility to complete homework and to return it to school on time.
5. Pupils have the right to know how they are doing in school and what they need to do to make further progress. Pupils have the responsibility to let the teacher know about any problems or difficulties they are having with their work or with any other school matters.

Return to HomePage

Return to HomePage

Where are we?
A map to help you get to our school plus links to local information

Park Lane School SATs Results 2004
Children sit tests at the end of each Key Stage – in the academic year in which they are 7 (KS1) and 11 (KS2)
The results of the KS2 tests are published nationally and are used to construct League Tables of school performance. At present such tables do not take into account external factors such as social class, poverty, class sizes, number of children with English as an additional language, refugee status etc.

KEY STAGE 2
2004 (PLS)
2004
National
2003
(PLS)
2002
(PLS)
2003
(Brent)
2003
(Similar Schools)*
ENGLISH Level 4 +
Reading
87
Writing
47
ENGLISH overall L4+
70
77
61
60
77
58
ENGLISH L5
27
27
13
23
27
11
MATHS overall L4+
77
74
52
70
57
58
MATHS L5
30
31
10
27
29
14
SCIENCE overall L4+
73
86
65
80
83
76
SCIENCE L5
30
43
10
20
35
20
KEY STAGE 1
Reading L2+
73
85
86
80
71
Reading L3
20
23
30
10
Writing L2+
57
82
73
80
67
Writing L3
13
20
3
5
Maths L2+
66
90
90
87
82
Maths L3
13
27
20
14
Science L2 (TA)
87
80
87
80
Science L3 (TA)
20
23
20
8

*The median for schools with 50% free school meals—a basic economic indicator
The results show a strong upward trend in Key Stage 2 and a decline in Key Stage 1. The latter reflects a substantial number of new children and the results generally fluctuate widely in a one form entry school where each pupil represents 3.3%. As Park Lane has high pupil mobility due to a substantial number of children in temporary accommodation it is hard to extrapolate trends from one year’s results.

Return to HomePage

Wembley’s international school with a friendly family atmosphere

PARK LANE PRIMARY SCHOOL
PROSPECTUS

2005-2006

London Borough of Brent

CONTENTS Click here!!!

Foreword by the Head Teacher
Dear Parents,
I am very pleased that you are thinking of sending your child to Park Lane School. Our school is one which is small enough for every child to be treated as an individual. All the staff are committed to every child being helped to fulfil their potential and we have seen a significant rise in standards recently. We are keen to work in close partnership with parents. If this sounds like your kind of school then you are welcome to come and look around and meet the staff and pupils. Please ring Mrs Shah on 020 8902 5006 to arrange an appointment.
Martin Francis
Headteacher

Admissions
Attendance
School Aims
Working Together
Special Educational Needs
Pastoral Care
Complaints Procedure, Collective Worship and
Religious Education

Admissions

RECEPTION ADMISSIONS
Application forms are available from the school.
Closing date for applications:
3.30pm Friday 22nd April 2005
Offers of places
Will be made between 3rd May and 13th May 2005
Acceptance of places
Must be made by 3.30pm 27th May 2005

Park Lane is a Community Primary School (4-11) for boys and girls
Park Lane admits children in the academic year (September to August) in which they become 4 years old (Nursery) and 5 years old (Reception).
There are 20 full-time and 20 part-time places in the Nursery and 30 places in each age cohort thereafter
There is one class for each cohort
Older children (up to the age of 11 years) may be admitted if there is space.
Priority is given to:
Children ‘looked after’ by the local authority
Children recommended to the school because of special circumstances to do with significant medical, social or special educational needs
Children with brothers or sisters at the school
Children who live within the school’s catchment area
Children of local government employees who work in the school’s catchment area
Children living outside the catchment area
If your child is not admitted you may appeal to:
Andy James,
Pupil Services
Chesterfield House,
9 Park Lane,
Wembley,
Middx HA9 7RW

School Attendance

Attendance & Punctuality
2004-5
(2002-3 in brackets)
Total Attendance
93.1 (94.3)
Authorised Absence
6.5 (5.4)
Unauthorised Absence
0.4% (0.3)
Punctual Arrivals
0.4% (0.3)
“You should not expect your child’s school to agree to a family holiday during term time. The school will carefully consider your request and they may take your child’s attendance record into account.”
Department for Education & Science
Advice

By law all children in the United Kingdom have to attend school. If a child is unwell or has to attend doctor, hospital, dentist or optician, parents should telephone the school and let us know about the absence. Such absences will be ‘authorised’ by the Head Teacher. If there are frequent absences through illness a medical certificate will be required and a referral may be made to the school doctor.
Some absences are not legitimate (e.g. shopping, day off for birthday) and will be recorded as unauthorised. If there are family difficulties which cause absence these should be discussed with the Headteacher. Frequent unauthorised absences will be referred to the Educational Welfare Service which may decide to prosecute parents, who may be fined up to £2000.
Permission must be sought to take children away on holiday during term-time. This will only be approved for up to 2 weeks and previous attendance will be taken into account. Any holiday above that will be deemed ‘unauthorised’ and the child may be removed from the school roll - and the place offered to a child on the waiting list. It is particularly important that children in Year 2 and 6 should not miss any school as they sit the SAT tests in those year groups.
Children should arrive at school by 8.45am ready to start at 8.55am. Children who are late may be required to attend the ‘Catching Up Class’ during morning break. Regular lateness will also be referred to the Education Welfare Service.

SCHOOL AIMS

1. To provide a happy and secure school environment where everyone is valued.
2. To develop a sense of responsibility, self-discipline, self-worth and pride in all children so that they can gain the maximum from all aspects of school life.
3. To encourage respect for all the languages, religions and cultures represented in the school and to develop the ability to challenge discrimination, prejudice and injustice.
4. To develop children with lively, enquiring minds who are able to ask challenging questions, argue rationally and demonstrate perseverance in applying themselves to tasks.
5. To enable children to achieve the highest standards in literacy, numeracy and oracy so as to gain full access to the curriculum on offer.
6. To work in close partnership with parents and others in the community for the benefit of all the children in the school.

Working Together

We are committed to working closely with parents to ensure children achieve their very best at Park Lane.
During the Autumn term we also have whole school meetings about specific curriculum areas and learning targets will be set for each child. We aim to conclude the term with a performance for parents involving all children.
In February of the Spring Term we issue a half-yearly report for each child which informs parents about their child’s achievements and his or her progress on the targets.
Interviews are arranged over two evenings to discuss the report with the class teacher, look at the child’s work and set new targets.
Towards the end of the Summer Term another Parents’ Evening will be held where you will receive your child’s Annual report and you and the class teacher will be able to review progress made in meeting targets, and to set targets for the next year.
In addition to these meetings parents are welcome to make appointments to see the class teacher at any time. There will also be special meetings for Reception parents and for parents of Year 6 children about to transfer to secondary school. At the end of the year there is a Leavers’ Concert that all parents are welcome to attend. Parents are also welcome to come to ‘Family Assemblies’ which are presented by each class in turn on a Friday Morning (9.15-9.45am).
At the beginning of each term we will send out a summary of the curriculum for each class so that you can see what we are teaching and help support your child.

Special Needs

Kathy-Ann Marshall, Special Educational Needs Coordinator, is responsible for co-ordinating provision and overseeing the School Special Needs Policy which implements the National Code of Practice. It is our aim to involve parents at all stages of the
Special Needs process.
There are 5 stages of support:
Monitoring
Usually a minor difficulty which can be dealt with by the class teacher.
School Action
Miss Marshall becomes involved and Individual Education Plans (IEPs) are prepared to meet the child’s needs. Extra support is given within the class and advice sought from outside agencies.
School Action Plus
There will be in school support and block or consistent support from outside agencies or someone other than the teacher or regular school staff.
Statutory Assessment
Formal Assessment of the child’s needs will take place. This is co-ordinated by Mrs Marshall and parents play a major role at this stage and are kept fully informed. Mrs Mills also assists these children.
Statement of Special Educational Needs
A statement of special educational needs is issued. This states exactly what support the child is entitled to - it could be a part-time teacher or a teaching assistant. Progress is reviewed regularly and again the process is managed by Mr Francis.
Every February there is an Audit of Special Needs throughout the school and pupils are ‘banded’ according to their needs. Brent Council provides funding according to the findings of this Audit.
If you have any concerns about your child, please see the Class Teacher in the first instance. The Special Needs Coordinator may, with your agreement, refer the child to the school doctor, speech therapist, Child and Family Unit or an Educational Psychologist.
Mrs Pauline Bookal is now involved in helping link teachers and parents of SEN children to ensure that home and school are working together positively for the child’s benefit.

Pastoral care

Park Lane School prides itself on having a ‘family atmosphere’ where children are known to all staff.
Partnership
When children join the school they and their parents are asked to sign a ‘Home-School Agreement’ which outlines the expectations of the school and the rules that apply to all children. When there are behaviour problems the Agreement is used as the starting point for discussions.
Positive
Park Lane has a Behaviour Policy which encourages and rewards good behaviour. Notes of Achievement are awarded in a weekly Achievement Assembly for specific work or actions and pupils award each other with Praise Certificates for helpful or kinds acts. We also have a ‘Star Student’ medallion which is awarded weekly in each class.
At the end of Year 6 there are Leavers’ Cups for social, as well as academic, achievement. Staff follow a positive behaviour policy where they try and spot children ‘doing the right thing’ and praise them.
Involvement
It is school policy to involve children in drawing up class rules at the beginning of their year in a new class. These are prominently displayed in the classroom. ‘Circle Time’ is an established part of the school routine where children learn skills of problem sharing, listening to others, mediation, conflict resolution and respect for others. Issues raised by classes are taken up by elected class councillors at the School Council which meets with the Head Teacher.
Sanctions
The school has a Red and Yellow Card system to deal with behavioural problems that arise in the classroom. The Yellow ‘Time Out’ Cards are sent with the child to another class to give them cooling off time and remove them from the scene of conflict. Work is always sent with the child. A Red Card is given after 3 Yellow Cards, or for a particularly serious offence. Then the child goes straight to the Head or Deputy and parents are contacted. When children are involved in a conflict they may be asked to fill in a ‘6W Form’ which explores the Whys, Whens etc of the incident and asks them to consider how it can be put right. That then forms the basis of a discussion with the class teacher. In serious cases a child may be temporarily or permanently excluded from school. In these cases a parent is entitled to appeal against the decision. Other sanctions may include a playtime or lunchtime detention, or the missing of ‘Extra Play in the Park’ on Friday afternoon.

Sometimes something happens in school that concerns you as a parent. We are really keen that you should come to see us as quickly as possible so we can sort it out. This is what you should do:
1. Talk to the class teacher and if possible make an appointment to see her - it is hard to discuss things just as school is about to begin when children need attention. It is better that you have privacy and the teacher’s full attention.
2. If you do not feel this has resolved the problem you can make an appointment to see Mr Francis, the Headteacher.
3. If you are still unhappy you can speak to a parent governor or write to Carole Bevis-Smith , the Chair of Governors, c/o the school.
4. If you remain unhappy with her response you can write to the Brent Director of Education, Mr John Christie at Chesterfield House, 9 Park Lane, Wembley, Middlesex.
or Praise!
You may want to praise the school or make a suggestion for improvement. If so you can do exactly the same as above. We are keen to know what things we are doing right.
Religious Education & Acts of Worship
The school follows the Brent Agreed Syllabus for Religious Education and educates children about all the major religions of the world. A copy can be seen at the school.
PLS pupils have a variety of religions including Christianity, Hinduism, Islam and Buddhism. Collective worship takes place in whole school, infant, junior and class assemblies. Each class takes it in turn to present a ‘Family Assembly’ on Fridays which parents are welcome to attend. In 2004 Park Lane was granted exemption from the requirement for a mainly Christian Assembly by the local SACRE, and assemblies are multi-faith in character following the guidance provided by SACRE. We are pleased that no parent has as yet found it necessary to exercise their right to withdraw their child from assembly or R.E. but such arrangements can be made on request.

Complaints
Procedure
Complains

Return to HomePage

Return to HomePage

Return to HomePage

RETURN TO BROCHURE CONTENTS

RETURN TO BROCHURE CONTENTS

RETURN TO BROCHURE CONTENTS

RETURN TO BROCHURE CONTENTS

RETURN TO BROCHURE
CONTENTS

RETURN TO BROCHURE CONTENTS

RETURN TO BROCHURE CONTENTS

Return to HomePage

Return to HomePage

Return to HomePage

Return to HomePage

Return to HomePage

Return to HomePage

Newsletter of Park Lane School Council

Children’s Voice

A new school year—and time to reflect, and learn, from the year that has passed.
It is sometimes hard to remember everything that has occurred, as Park Lane is never static, due to the efforts of the Governors and Staff, constantly striving to improve the quality of teaching, learning and behaviour, as well as the resources and the school environment. Some of the results of these efforts are obvious—the resurfacing of the playground, new play equipment and the upgrading of the computer suite—but many, though not as apparent, have been implemented to enhance the all –round improvement of the school. We have achieved much, but there is still much that could be accomplished. Please let us know if there are any other improvements the Governors need to consider.
Over the past 14 years the Governing Body has had a long, hard struggle with the Council and Education Department to secure a nursery for Park Lane. Although not quite ready for September, we were able to celebrate the opening of the Nursery by the major of Brent on November 13th 2003, dedicated to the memory of the late Loraine Matthews (Williams), who revitalised the cause when all looked lost. The nursery is a real asset to the school, and it was noticeable a few weeks ago how much this year’s Reception benefited from their experience there.
There have been many new initiatives in the last year. Some fun, such as ‘Bring dad to School Day’ , and some less frivolous, addressing issues of learning achievement and behaviour, including the PRIDE Project. At the moment we are increasing the range of our of school clubs and activities—perhaps this is something you could be involved with?
There have been successes—particularly among those who took part in the creative writing project for ‘Black History Month’ and one of the highlights of the year must have been the musical ‘Joseph and his Amazing Technicolor Dreamcoat’ at Christmas time. Of course, there have been a few negative issues in the year, but these are never to be shied away but addressed and hopefully turned around. Once of these issues at the moment concerns Year 6 transfer to secondary Schools.
Our children have visited amazing places and been given fantastic opportunities to learn, and all credit to the headteacher, staff and the pupils themselves, that they can take and use these opportunities to their best advantage. It is obvious that everyone is immensely proud of belonging to Park Lane School and this shines through when pupils represent the school at sporting events and at meetings of Brent Children’s Consultation Forum.
On your behalf, the Governors would like to thank the staff for all their care and dedication that makes Park lane School unique. They recognise that education is not just about SAT results—not denying that they are important—but that education should be broad and holistic, giving everyone a thirst for knowledge and an enjoyment in learning that can last a lifetime.
We hope that you can be involved with school and share your talents and views—especially at the Annual Meeting of Parents.
Your children will tell you that Park Lane School is the best. Together with your help, we can make it even better.

Return to HomePage

REFLECTIONS ON A YEAR IN THE LIFE OF A UNIQUE SCHOOL
Carole Bevis-Smith, Parent Governor and Chair of the Governing Body of Park Lane School

Carole Bevis-Smith, Chair of Governors,
introduces the Annual Report to Parents
Accountability in action

AFTER SCHOOL
ACTIVITIES

We have after school activities several times a week. England Women’s Football player, Rachel Yankey, trains year 5 and 6 after school on Mondays. On Thursday there is training for Year 3 and 4. There are also after school basketball and netball clubs.
If you want after school childcare, Park Lane works in partnership with two clubs Chill Out and Romakey which both pick up children from the school and look after them until 5.30/6pm.

RETURN TO BROCHURE CONTENTS

2004 SAT Results
English, Mathematics and Science test results

TERMS AND HOLIDAY DATES
2005-2006

ARE YOU A TEACHER? Relish a challenge? Come and teach in Brent: an experience you’ll never regret – or forget! CLICK HERE

PLS Writers
The best of our pupils’ writing

Children took their banners to the Town Hall to give councillors and council officers their views on play.
They wanted exciting, challenging play facilities that were supervised. They wanted a chance to organise their own activities.
Park Lane children have their say
Apart from meeting with Martin Francis, headteacher, in school council meetings, Park Lane children have also gone out into the community to have their say.
Grace (Y3) and Rio (Y2) went to a meeting at Children’s Express to give their views on the role of the new Children’s Commissioner for England.
Grace has also been working with Charith (Y4) on the children’s panel of the Brent Children’s Fund and Charith recently went to a consultation with the Greater London Assembly at City Hall.
In Brent our school councillors were closely involved in the Children’s Forum consultation on play and one last year on Primary-Secondary transfer.
In school they helped organise a Healthy Eating Week and are due to meet with caterers about improving school meals.

Follow this link for a full report on the Play Consultation (This is the Brent Children’s Fund Website with lots of information and activities for children)

“

Return to HomePage

Admission Arrangements

Link to DfES Parents’ Website
Information, Learning Resources, Topic Guides

Park Lane Primary School Term Dates
2005-2006
The recently installed adventure trail keeps children fit and active at break times
Autumn Term 2005
Staff Training: Thursday September 1st and Friday September 2nd
Children’s First Day: Monday September 5th
Half-Term: Monday October 31st—Friday November 4th
Last Day: Tuesday December 20th.
Spring Term 2006
Staff Training: Wednesday January 4th
Children’s First Day: Thursday January 5th
Staff Training Day: Friday February 10th
Half-Term: Monday 13th February-Friday 17th February
Last Day: Friday 7th April.
Summer Term 2006
Children’s First Day: Monday 24th April
May Day Holiday: Monday 1st May
Half-Term: Monday 29th May-Friday 2nd June
Staff Training Day: Friday 30th June
Last Day: Thursday 20th July
Please use these dates to plan your holidays. You should not take your children on holiday during term-time. If you wish to do so for emergency reasons you must apply to the headteacher in writing.

3. Given the high number of pupils learning English as an Additional Language (EAL) or speaking non-standard forms of English, oral work is central to effective teaching.
Speaking and listening are crucially important and you will find much more about them inside this Newsletter.
4. As large numbers of pupils have experienced disrupted education or are new to the UK education system, the core subjects (Mathematics, English and Science) are given priority and literacy may occupy more time than in other schools.
It is up to schools to decide their main priorities according to their circumstances. We believe that speaking and listening, reading and writing, followed by maths and science, are most important for our pupils and their parents. The challenge is to make them interesting and relevant to our children.
5. At the same time children will be given opportunities to be creative. Singing, music, dance, drama, art and design will all enrich their lives and increase their sense of well-being and self-esteem.
Our children have many talents and we want to enhance their creativity. They not only find ways of expressing themselves, but also develop pride and confidence which helps with all their learning.

LEARNING AT PLS
When staff met on their training day at the beginning of this term, they took a long hard look at what we teach, and how we teach it.
We decided a number of priorities which we would like to share with parents.
THE CURRICULUM
1. PLS recognises that the cultural, linguistic and religious diversity of the pupils and staff is a major asset on which we can build.
We are lucky to have such a wide amount of knowledge in our school community and want to use it to enrich our learning.
2. Principles of equality and justice underpin the curriculum and this is reinforced by a commitment to give children a voice in the running of the school and a commitment to listening to their views and problems.
We want our children to grow up to contribute to a fairer society and encourage them to think deeply about issues of equality. This is most evident in the work we do on Global Citizenship and Black History, bit it occurs in many other subject areas. Our children are encouraged to take part in fund-raising for charities such as UNICEF (the United Nations’ Children’s Fund).
We show our commitment to listening to children through Class Circle Times, the School Council and whole school debates as well as 1:1 through the work of Pauline Bookal (A Place to Talk) and the Positive Behaviour project. Martin Francis, as headteacher, makes himself available to all the children.

PLS NEWS
The Newsletter of Park Lane Primary School “Wembley’s international school with a family atmosphere”
“Wembley’s international school with a friendly family atmosphere” January 12th, 2004

9. Teaching will encourage children to think through issues carefully, listen carefully and respectfully to opposing arguments, weigh up issues and to reach their own conclusions.
This is very much linked to the issue of equality in Priority 2. Children cannot be taught about the broad issues of justice and equality, without observing the principles in their day to day work with each other in the classroom. Children will be much more likely to act responsibly over issues such as bullying, drugs and sexual relationships, if they have been able to reach their own conclusions based on looking at the evidence and participating in informed debate. Just being told that something is bad or forbidden is no longer enough in the mass communication age.
10. Children will be encouraged to take responsibility for their own learning through participation in target setting, monitoring and self-assessment.
We want children to see that learning is a partnership between pupil, teacher and parent. All three need to be pulling their weight in order to maximise children’s achievement.
Target-setting, monitoring and self-assessment enable a child to know how they are doing, and even more importantly, to know what they need to do to improve.
We will be asking children to look at their own work and decide whether it meets the target that they have jointly set with the teacher. Children will also be doing ‘paired assessment’ when they look at each others’ work.
Children will take responsibility for ensuring that they remain on task, do their homework, and let the teacher know when they need help.

6. PLS is committed to becoming a ‘healthy school’ and this is reflected in opportunities for physical education, work with the school nutritionist, including the careful monitoring of school meals, and the running of a healthy tuck shop.
We are very aware of worries about the health and diet of the current generation of school children and are working to make children and parents aware of the important of healthy eating and adequate exercise. We ensure that children get sufficient PE but need parents’ co-operation to make sure children bring their kit in regularly. We are trying to expand opportunities for after school sports activities.
7. PLS is also committed to educate children for sustainability. We make efforts to demonstrate this through participation in the Green Box Recycling Scheme and careful monitoring of energy and water usage.
We take Year 5 to the Gordon Brown Centre to undertake the Earth Keepers’ Environmental Education course, and are planning to take Year 2 children for a weekend at the Centre in May. This follows a successful ‘Teddy Bears’ Picnic’ weekend in September 2003 with the current Year 3.
Children are very concerned about the future of endangered animals and the effect of issues such as pollution and global warming. They are highly motivated in this area and using it as a starting point for learning improves overall achievement.
8. Children will be encouraged to focus on their learning through reflecting on WHAT they are learning, WHY they are learning it, and HOW they are learning. Teaching will take into account different learning styles.
Many of you will remember being at school and wondering why you had to learn certain things: “What is the point of learning this?” Many of you will have learnt things that you have never used in adult life. We want children to be much more aware of the ‘why and how’ of learning and to be able to recognise their own, personal, most effective ways of learning. As you will see later, we want to recognise that for many children a much more active, ‘hands on’ approach to learning is beneficial.
This will require teachers to be more imaginative in planning activities, as well as needing the school to provide more practical resources.

LEARNING AT PLS - IMPROVEMENTS FOR 2004

TALKING FOR LEARNING
Some of you will remember a previous Newsletter when we wrote about why we were asking your children to talk more in class! Well, our approach has been supported by the recommendations of a recent Ofsted report on the Literacy and Numeracy strategies now in use in schools.
They found that teaching was most effective when instead of the teacher doing all the talking, children were encouraged to give detailed responses to teachers’ questions, discuss in pairs and small groups, and to test their thinking against that of other pupils.
We are going to be giving more opportunities for ‘learning talk’ in our lessons. Teachers will be asking questions such as, “How do you know….?”, “Can you tell us how…?”, “What evidence do you have for saying that…?”. In maths they might be asked, “Explain your strategy/method to everyone, please”, Did anyone work it out using a different method?”, “Can anyone suggest how we could….”
In pairs or groups children might be discussing ways of ensuring a science experiment is a fair test, or whether it was the right thing to do to evacuate children during the 2nd World War. They will be expected to share their ideas to the whole class by ‘reporting back’. In a technique called ‘hot seating’ they may pretend to be a character in a story or historical period, and answer questions from other children as that character. These methods will be most effective if all the children participate and are not scared to make mistakes.
As children respond, teachers will help them to rephrase answers into correct English, or will ask probing, follow-up questions, to help them extend or refine their answers. Teachers will be modelling how to phrase questions, give answers, cite evidence or present a point of view.
‘HANDS ON’ LEARNING
Many of us learn best by ‘doing’. Staff discussed how often children do not fully grasp something until they have used the knowledge practically. An obvious example is children not really understanding what a metre is, until they have got out a metre ruler and measured the classroom. Cooking, which is no longer taught in many primary schools, used to teach children how to read weighing scales, measure temperature, use timers and measure liquids, as well as how materials change when heated or mixed with others.
We want to do more practical learning throughout the school and have a lot to learn from what already happens in the nursery and reception classes. You will be getting requests for bits and pieces to bring in from home for science or design technology work, as well as hats, scarves etc for children to dress up in when acting out stories in drama, or re-enacting something from history. Any of you who came to the Winter Concert will do how much the children were able to achieve in terms of music and drama when they really got involved with the production.
We also want children to learn more from direct experience. For some time we have been having visiting theatre groups or musicians in schools, as well as last year’s Hands On science exhibition. This term the poet Michael Rosen will be performing to the whole school. We will continue to take advantage of the free transport for children scheme to arrange outings to galleries, museums, zoos and parks to make learning real to children and enrich their experience.

LEARNING AT PLS — IMPROVEMENTS FOR 2004

Parents and children learning together at Park Lane’s ‘Bring Daddy to School Day’

CONTINUED ON NEXT PAGE

Return to Home Page

Next PLS Writers page

Back to Home Page

Next PLS Writers page

Back to Home Page

Next PLS Writers page

Back to Home Page

Class 3
Dear Diary,
I did an assembly and the part I liked was when I drowned in the water. I saw Sandesh swimming across the blood. I chased Jewish people with other Egyptian people then Tejay who was Moses raised his staff to separate the water. All the audience looked amazed when there were plagues. Moses made the plagues and he tried to save the Jewish people from slavery.
Tristian
Let my people go.
I had a good time because in my play I was the king. I took 600 of my soldiers. We followed Moses into the Nile River and we died in the Nile River. I was an Egyptian King. I was telling Moses that I would not let his people go.
Stefan
Dear Diary,
First I was scared because I didn’t have a part to do. When I came to school late and when I came to the hall I had to watch because I didn’t know how to say sacred and staff. Anyway my favourite part was when Moses pushed the two slave masters in the water. I like that part because ut was very funny. My next funny part was when the props were thrown out.
Kishor
Dear Diary,
Last week was a busy week because it was our class assembly.
When the day of our class assembly cam I went upstairs to my classroom. I looked through the window and what a sight I saw, people were putting on their costumes, practicing their part of the script and as soon as I walked through the door Mr Macarthur gave me a piece of script to remember, but I ended up taking the sheet with me.
I was the narrator and I was on stage the longest.
What I like about the play was that Vinay went on stage and acted like a cow. I also liked the bit when Edgar fell down and yelled.
By Grace

Next PLS Writers page

Back to Home Page

Next PLS Writers page

Back to Home Page

Next PLS Writers page

Back to Home Page

On the 31st of January a boy burst out crying. His name is Anton Butler. My dad said I was different: he thought I was unique. This is a biography by a boy with imagination.
Now sit back and enjoy the ride.
When I was seven I got up to a lot of mischief with my cousins Jessica and Vanessa. Once we had this particular event I think you will enjoy. We were upstairs and it was after lunch and we were very hungry, only we weren’t allowed to eat because it was almost time for dinner. So my grandma was guarding the door. So we slid down the banister to get there. We laughed our heads off like mad; my sides felt as if they were going to burst.
In the year 2003 struck as my uncle died and I had to go to his funeral and I was only nine years old at that time. As I walked up to the altar I didn’t know what to say. I looked at Jessica and here eyes looked as if they were going to pop with astonishment.
When I was 10 years old I joined a play scheme in Stonebridge and we hosted a football tournament. Our first match was a derby against On Track A. We were 1-0 down with five minutes to go. One of my team mates was fouled in the box and it was up to me to take a penalty. I placed the ball down on the spot. I could feel the weight on my shoulders. I shot and the keeper went the wrong way but I hit the post and the ball was cleared.
After the match everyone avoided me. I talked to the coach so he decided to drop me to the B team. I started the match. As soon as I got the ball I turned on the magic. I sprinted past one and then two. It was me and the goalie. He came out of the goal so I chipped it over him and scored.
After the match I was promoted to the A team just before the final. In the final I went on to score two more goals in the derby against On Track B with the final score 3-0 to Stonebridge.
Anton
FLUFFY GOT RABBITNAPPED
Kadar, the six year old owner of a toy rabbit, suspects that a 7 year old bully called Frances could have stolen poor Fluffy. Chances are that the stuffed animal could still be alive.
There was a note left by the kidnapper, ’RABBIT GETS IT NEXT TIME’ . Kadar the owner of the Fluffy said, “I Feel sad and unhappy.”
He last saw Fluffy before the poor went fishing with his mum.
WHO KNOWS WHAT COULD HAPPEN NEXT?
Doogal the dog was a witness to a horrible crime. He was bound and gagged by the criminal and he will probably be interviewed some time this week.
Chinesia

Back to Home Page

Park Lane Nursery
Park Lane nursery was opened in November 2003 after a long campaign for nursery provision by parents, staff and children. The campaign was eventually supported by many local councillors and the local MPs, Barry Gardiner (North Brent) and Paul Boateng (South Brent).
The nursery offers 20 full-time and 20 part-time places in a light, airy Scandinavian style building. The building has the first ‘green’ roof in Brent and boast many other environmentally friendly touches including under-floor heating and water collection from the roof.

Back to HomePage

Park Lane Nursery
Our recently opened ‘green’ nursery

Return to HomePage

Return to HomePage

Return to HomePage

Continued on next page

Contact Park Lane School

Before the consultation on play got started, Mr Francis did some warm-up parachute games with the children and councillors and council officials.

Link to Brent Children’s Fund Website
Information and fun for children