Our Curriculum

The Anti Bullying Quality Mark is a national award that enables schools to demonstrate to parents, OFSTED and others that the safety of children is taken seriously and bullying is not tolerated.  We are delighted to inform you that we have been awarded the Bronze Anti-Bullying Quality Mark!  Over the last three years, children, parents and staff have been working towards improving how the school prevents bullying behaviours and restores relationships between children in the rare occasions when incidents are reported. 

During this period, we have trained a group of children as play leaders and buddies who support other children on the playground; created an Anti-bullying Steering Group made up of parents, children, the head governor and staff members; revised the Anti-bullying policy; created a family friendly leaflet about anti-bullying, and regularly provide an all-year-round education to all children about the affects of bullying and ways to prevent it.


At Horn Park, we are passionate about developing a life-long love of reading – an enjoyment of broadening knowledge and engaging with high-quality literature. Our culture of reading runs through the lifeblood of Horn Park, nurturing reading skills and behaviours. These skills enable all children to engage with the literary world and gain the cultural capital that will help drive their successes in school and beyond. At Horn Park, we ensure reading is at the forefront of all subjects we teach, visible on displays and accessible in inspiring book corners and on display – it is everywhere, not in isolation. Through high-quality, systematic teaching of Phonics to close textual analysis and debate over inferential meaning, children enjoy a rich reading journey from the moment they enter Horn Park and continue to be readers for life.

“The reading of all good books is like conversation with the finest (people) of the past centuries.” – Descartes


Positive, enriching and purposeful writing experiences throughout their time at Horn Park enables children to develop as writers now and for the future.  As children move through Horn Park, they will develop their writer voice, style and personality through high-quality texts, writing for a range of audiences and purposes. Explicitly taught grammar and spelling skills, including use of standard English, enable children to write with precision and present themselves articulately. Teacher feedback on writing is always matched to children’s stages of development and allows children to celebrate their achievements and build on their skills. High-quality outcomes, including expectations of handwriting and presentation, run through Horn Park and are reflected on displays and within writing books: children see rewards for their writing as intrinsic and enable them to develop a positive self-image as confident and articulate writers.

“If there’s a book that you want to read, but it hasn’t been written yet, then you must write it.” Toni Morrison

At Horn Park Primary School we strongly believe in the Forest School ethos and children’s right to access the outdoors to learn and explore in a woodland type environment. At present we promote Forest School sessions across our partnership of schools. Sessions are based both within and outside of the school premises. Forest School Sites

We have 2 amazing sites for our forest school sessions, both situated within the grounds of the school. Children access these sites on rotation and the children are encouraged to learn about the sustainability of the forest schools and their environment. All children will have accessed forest school at some point throughout their educational journey through our school.

Forest School has its roots in Scandinavia and is based on a desire to use the natural outdoor environment to facilitate learning. The fundamental aim of Forest School is to build children’s self-esteem, grow in confidence and independence and creativity, through small achievable tasks. A Forest School session is normally 2 hours long, child led, with established start and finished routines. Sessions are carefully planned based on children’s interests but also includes links from the curriculum. The adults are well briefed and support and encourage children’s learning and their desire to understand the wider natural world in which they live.

We provide Scandinavian Rainwear for children to put on over their uniform to keep them warm. Boots are provided but if parents prefer to supply their own clothing and boots then we would support this option.

Children start the session when they are around base camp. They re-visit forest school rules, to keep them safe and activities are broken down in stages so children understand how to access their learning and fully engage in the forest school sessions. Towards the end of the session children can share their moments in Forest School and finish with hot chocolate to end the session

Forest School is an inspirational process that offers ALL learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment with trees. (Forest School Learning Alliance)

Please Note: Camp fires, cooking and tool use are part of Forest School sessions and are planned experiences for the children ONLY when the Forest School Leader feels the children are ready for these experiences. It is very important that the Leader has the consent and medical letters filled in and returned with any allergies/dietary needs noted. This enables the Forest School Leader to be fully informed when carrying out these experiences.

Healthy Schools London

Horn Park has recently received the Healthy Schools London Gold award.

Being a healthy school does not only involve learning experiences with growing and cooking a selection of healthy foods. It is also about our support of physical activity by actively travelling to school or by our successful sports teams who regularly participate in a range of tournaments within the compass. Each summer all these activities are celebrated during Healthy Schools Week.

We provide children with a deeper understanding of the different food groups and daily choices they can make to live a healthier lifestyle. We are encouraging children to have a balanced packed lunch with a variety of fresh fruit and healthy alternatives to foods that contain high levels of sugar and fat.

Our playgrounds regularly have activities and games at play and lunchtimes to encourage children to be physically active. The trim trails offer children the opportunity to develop their gross motor skills, and experiment with different ways of moving. The children also receive at least two hours of PE each week and a ten minute physical activity each afternoon.

We have recently set up a group of Junior Travel Ambassadors who have been monitoring and promoting active travel within our school community. In July 2019 we received our TFL Bronze award and this year we will be working towards achieving Silver status. During daily learning children have been discussing the different ways they would like to travel to school and learning the effects pollution can have on the environment and their health.  Enrichment opportunities such as Road Safety Workshops, ‘Bike to School Week’ and ‘Road Safety Week’ have further provided the children with opportunities to explore different methods of travel and ensure that they can do this safely.

Year 5 students will have the opportunity to learn how to ride bicycles safely on the road during ‘Bike Ability’ training course which will begin in the Autumn term.



Gardening in school aims to provide us with healthy home-grown food and improve the school environment. Children’s appreciation of plants starts in Nursery and Reception who have their own outdoor gardens and mud kitchens. Forest School teaches children to respect habitats and understand how all living things depend on each other.

Growing crops in the Kitchen Garden and maintaining the new orchard provides and memorable learning experience which also has a positive impact on the children’s mental and physical wellbeing. A wide variety of crops are grown by children who learn to care for and nurture the plants. Often in the spring and summer our home-grown crops are served by children in the lunch hall. Gardening monitors ensure plants are watered in the summer and that compost bins are emptied regularly. Composting food and paper waste improves our sustainability.


The most recent addition to our Kitchen Garden is the greenhouse which will increase the range of foods we can grow and extend the time we have in which grow them in. In the future we plan to increase the amount of food grown on site and use more rain water when watering plants.


Cooking is an important part of life at Horn Park and we enjoy sharing a love of healthy foods. Children making healthy food choices is important for their physical, social and emotional well being.

Children at Horn Park regularly partake in cooking sessions, often making links to other subjects in the curriculum such as literacy and history. For example Reception children were writing instructions of ‘How to make a jam sandwich’ following on from reading ‘The Giant Jam Sandwich’ and enjoyed making their own jam sandwiches. Year 3 children enjoyed making pizzas linked to the Romans topic and Year 4 have made bread as part of their learning of Vikings.  Frequently children will pick and use ingredients from the Kitchen Garden or orchard.

During the Summer Term children have been enjoying the fruit pots that they can purchase from the fruit tuck shop every week.

“It is delicious!”– Harrison 


At Horn Park, we believe that daily mindfulness meets a need for children to find physical and mental calm. Calmness alone is not enough; awareness is also needed. Children are given the opportunity to be aware of themselves in the present time and experience qualities such as attention, patience and trust which in turn will make a positive impact upon their wellbeing.  The Sensory Garden and Kitchen Garden are used to promote mindfulness. School Council representatives have each nominated a ‘Mindfulness Ambassador’ per class who will take on the role of leading whole class mindfulness sessions each day. 

Through the teaching of mathematics at Horn Park, every child has the opportunity to succeed, ensuring the famous line of ‘I’m not good at maths’ or ‘I’m not a maths person’ does not become part of their mindset.

Carefully planned learning sequences allow children to develop mathematical concepts and skills. The small steps required for mastery are taught with precision, allowing children to show application of fluency and their deeper understanding through problem solving and reasoning.

Our teachers are passionate about teaching with mastery in mind. Multiple members of staff are actively engaged research projects run by the London South East Maths Hub. This helps enable a school wide approach to using the mastery approach to mathematics. Mastery is not about memorising facts and procedures to answer test questions: it is about enquiry to develop an understanding in and manipulation of numbers to problem solve.

This approach gives children the opportunity to acquire a deep, long-term, secure and adaptable understanding of the subject.

We believe every child has the right to a high quality music education and that the skills children develop through music have a hugely positive impact on many other areas of life and learning.

Singing forms a core part of what we do. All children take part in a weekly singing assembly and have music lessons with their class, in which many areas of musicianship (such as listening, notation, composition) are taught through songs and singing games.

All children in years 2-6 have the opportunity to sing as part of a choir. Our choirs work towards performances both in and out of school. Recent performances out of school have included the Music for Youth Festival at Southbank Centre, singing for residents at a local care home, singing carols at local train stations to raise money for charity.

We give every child at Horn Park the opportunity to learn basic skills on an instrument through 2 terms of ‘taster lessons’ with their class. Currently, all children in year 3 learn the recorder and all children in year 4 learn the violin. Children play short concerts each term to share what they have been learning with their families.

Many children and families choose to continue or start learning an instrument with a tutor, either individually or in small groups. Currently, instruments we are able to provide tuition for at school are:

  • Piano / Keyboard

  • Guitar

  • Violin

  • Ukulele

  • Recorder

Lessons take place during the school day, and are taught by our music specialist teacher or by a visiting instrumental tutor. To sign up for a term of instrumental lessons, an application form must be sent to the school office before the end of the previous term (December for Spring term, March for Summer term, July for Autumn term). An application form is available to download from the website or from the school office towards the end of each term.

We believe that children can experience the enjoyment and satisfaction of performing as part of a group right from the very first stages of learning an instrument. We run an orchestra which takes place during one lunchtime per week – this is open to children in years 3-6, regardless of whether they are currently having tuition on an instrument. We also run a recorder club for children in year 4+ who wish to continue learning to a higher level after their lessons in year 3.

We work with the organisation Rocksteady who provide the opportunity for children from reception to year 6 to take part in a rock band lesson once per week and perform in a concert at the end of each term. For more information on how to sign up for rock band lessons, visit the Rocksteady website – https://www.rocksteadymusicschool.com

We have lots of members of staff at Horn Park who enjoy making music too! We run a staff choir at Christmas and staff band in summer, who perform in the concerts at the end of term.

The teaching of science offers pupils the ability to obtain a wealth of knowledge and information, which will contribute to an overall understanding of how and why things work like they do; both in the natural environment and that are created through the application of science.

Children are inherently curious and at Horn Park we have worked hard to develop an exciting, hands on curriculum that provides children with the opportunity to nurture their curiosity (see curriculum map). Where possible, our Science curriculum is linked to the year group topics to ensure that learning is contextualised. As a result of science learning, children will be prepared to deal more effectively with wider decision making and problem solving in their daily lives.

National Curriculum

Principles of Science

Teachers, pupils and parents of Horn Park have given their thoughts on the statement ‘Science teaching and learning is good when…’ Using the feedback, Horn Park has created their ‘Principles of Science’ to ensure that all teaching demonstrates at least one of these principles. Our ‘Principles of Science’ can be found below.

  • Children design their own learning that is based around their want and desire to explore.

  • Learning is practical

  • Learning is engaging and makes children continue to wonder outside of the lesson

Working Scientifically

Children are encouraged to think and work scientifically, which is a major part of the new curriculum and is at the heart of every science topic. At Horn Park we see investigations as the driving force of science teaching and learning. Pupils learn to use a variety of approaches to answer relevant scientific questions including: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources.


Cedars Class is a specialist provision within Horn Park Primary School which provides support to children who may struggle with the challenge of a specific learning difficulty in the mainstream classroom (mainly dyslexia and dyslexia type difficulties).   Cedars class provides children with a multi-sensory learning environment where they can build their skills of reading, writing and spelling which works alongside their learning in the classroom.

The team is also able to carry out full diagnostic assessments to children who we believe show indicators of dyslexia.

Children visit Cedars on a weekly basis to work on their specific targets. They use a variety of different multi-sensory methods to help improve their reading, writing and spelling skills. They are taught methods that they transfer into the classroom.

Which children benefit?

  • Have a dyslexia diagnosis
  • Need extra support with a specific aspect of learning e.g. spelling
  • Need extra support with reading
Whole school provision map

Sycamores and Millennium class

Who do we support?

Sycamores and Millennium class are two specialist classrooms for children with complex ASD, speech and language and communication needs and secondary learning difficulties. In order to meet the needs of these children and ensure they make good progress academically, emotionally and socially we have developed personalised learning programmes within both classroom which supports each learner to achieve their best.  The provisions offer an enriched, individually orientated curriculum within an integrated setting where children can learn alongside their peers at a pace that suits their needs. It offers a unique quieter and calm environment where children can work on the acquisition of specific skills in safe and comfortable surroundings. 

How do we support children?

Sycamores class opened in September 2016 due to a growing need within the school. In September 2018, we opened an additional classroom ‘Millennium’ due to the intake of children increasing.

Children in Sycamores class range from year 1 to year 4 depending on their learning style. Learning is supported through the EYFS principles of ‘learning through play’. Within Sycamores class we recognise that play and interactions are key skills to be developed when promoting effective learning.

Children in Millennium class range from year 3 to year 6, in which the national curriculum areas are closely followed.

In both classrooms we offer a range of one to one, small group and whole class tasks with support and access to a broad and balanced curriculum. Maximum opportunity is provided for children to interact with peers from their classes, taking place to develop both communication and social skills for all children involved.  Each child has access to and experience of, the National Curriculum at their own level, pace and understanding. Each child has individualised work programs designed to cover the areas of physical development, personal and social development, language, literacy and communication, mathematics, creative development and knowledge and understanding. Some specialist approaches to Autism that will be used are; The TEACCH Approach, Attention Autism, PECS and Sensory Integration. The individual needs and learning style may determine to a great extent the methodology used. This includes close working both within school and with other professionals to produce individual education plans 

Children remain on roll in their classes and personalised timetables are drawn up termly ensuring that each child accesses sessions within their classrooms alongside their peers. Integration will vary according to each child’s individual needs varying from 10% – 90% of the school day. 

 Children participate in all school activities including swimming and PE. In addition opportunities for horse riding and community visits are undertaken. Any child in early years who requires the provision will only attend structured sessions. Life skills sessions are also taught weekly including; road safety, cooking and shopping and travelling on the bus.

Outside agency support

We collaborate closely with ASD outreach, Willowdene school, the Educational Psychology service, occupational therapy and STEPS. The Speech and Language therapist supports staff weekly within the settings. As such we utilize a wide variety of professional support which allows for continual review and relfection of practice and provision for our children.

Recognition and accreditation

In 2017 we achieved the ‘Autism Educational Trust’ standards for the whole school, celebrating the inclusive environment we enable for our learners with Autism and in 2019 we were awarded an area of excellence from Challenge Partners for ‘supporting complex and vulnerable learners’.

Parent comments

Parents comments: ‘The support given by the staff is amazing they know each and every child’s needs and how to support them.’

‘Child X feels part of a group and wanted. He is happy to go to school.’

‘Child Y’s writing and reading has really improved most of the time he enjoys coming to school which wasn’t always the case when he was in class.’

Speech and Language support

Our designated teaching assistant Hayley Bissett supports our speech and language provision across the school. Hayley works closely with the Inclusion Leader and Speech and language therapist in order to plan, review and implement personalised interventions for children on the schools speech and language caseload.  She regularly meets class teachers to feedback sessions, targets and next steps.

Speech and language continues to be the largest group of need at Horn Park primary school. 

Children accessing groups are a mixture of children who are currently on the active speech and language therapist caseload, those who have been discharged and those children who as a school we recognise have some communication need.

She meets with the Inclusion Leader weekly to discuss caseloads

We currently are running; lego therapy groups, WORD AWARE, narrative groups, language for thinking groups and specific speech sound therapy.

At Horn Park children are inspired and motivated to lead healthy and active lives. We aim to provide all our children with a broad and engaging Physical Education curriculum,  whilst offering and promoting opportunities for children to become healthy and active in their everyday lives.

This academic year we have introduced a new initiative of ‘Directed Exercise’, allowing all children to participate in 10 minutes of physical activity everyday. Research shows that children who exercise and are physically active are happier, more confident, have higher levels of concentration and have better immune systems.

Children at Horn Park will have two lessons a week using a range of facilities and resources. Whilst these lessons are timetabled, there is flexibility and at times the timetable can change, as such it is recommended that children bring their correct kit every day.

Whilst we focus on competitive sport and leading healthy and active lifestyles throughout upper key stage 2, we also feel it is imperative to embed fundamental movement skills and the ability to play fairly throughout all ages. Doing this enables children to become “physically literate”. A high-quality physical education curriculum inspires all children to participate effectively in a range of competitive sport and other physically demanding activities. It should provide opportunities for children to become physically confident in a way which supports their health and fitness. As a result, throughout the year we vary the sports and activities delivered to our children. Please see attached examples of what they will be learning during each term:

Curriculum map:
Competitive sports contribute to the holistic development of our children. Through participation, children can build and demonstrate on our key values of resilience, perseverance, respect, unity, co-operation and kindness for themselves and others. Throughout this year children will be competing around the borough and within the compass in a range of sporting events; football, hockey, tag rugby, cross country, athletics, cricket and tennis.

P.E. curriculum map 2019-2020

To be added


Read more


Horn Park Curriculum enables all learners to become:

  • Enthusiastic and successful learners who make great progress and achieve well

  • Confident individuals who know how to live safe, healthy and fulfilling lives

  • Responsible citizens who are able to make a positive contribution to society

Horn Park Curriculum is developed around a values based learning community which:

  • Promotes personal development

  • Supports equality of opportunity

  • Develops spiritual, moral, social, intellectual and physical growth

  • Celebrates the contributions of a diverse range of people, cultures and heritages

  • Develops an understanding of our relationship with the environment

The curriculum at Horn Park will:

  • Promote high standards, particularly in English, maths and ICT

  • Develop a wide range of skills and broaden children’s life experiences

  • Provide a broad and varied learning experience in every Key Stage

  • Promote a positive engagement with, and commitment to, learning

  • Enable children to develop effective skills of co-operation and collaboration

  • Be relevant to children and prepare them for the here and now, for the next phase of their education, and for their future

  • Widen horizons and raise aspirations about the world of work and further and higher education

  • Help children recognise that personal development is essential to wellbeing and success

At Horn Park Primary School we aim to:

  • Develop a life long love of reading

  • Ensure every child is a reader

  • Expose children to a wide range of texts which enrich and deepen their learning experiences


2019-2020 curriculum map
2018-2019 curriculum map