Primary School with Early Years and Nursery

MEaP Academy Primary School

“Global Citizens with Local Presence”

Related Posts

Advancing Equality Across Greater Manchester (GM) 28.11.18

UPDATE: Our First Primary Free School Consultation Event on November 23rd, 2018

Our First Primary Free School Consultation Event on November 23rd, 2018

Oldham International Arrivals and English as an Additional Language (EAL) Conference, 18.10.18

MEaP Open Day on August 30th at Brooks Building, Manchester Metropolitan University

Our Manchester, Our Supplementary Schools Conference, December 9th, 2017

Please take our short survey, here.

Download our paper survey, here. Please feel to photocopy and distribute to your networks.

What we are proposing to do – The Whole Child

We believe that according to the Nuffield’s report on 2015 Early Years Education and Child care that

 there is evidence that when early years’ education and childcare is of high quality, it is associated with a positive impact on children’s social and cognitive development in both the short and long term. Children who attend high quality provision are more likely to demonstrate school-readiness, having acquired the cognitive, linguistic and self-regulation skills that create the foundation for their future learning and development (p.12)

We are looking to set up our school on the Manchester/Salford border and as such we are working with both Manchester City and Salford Councils in order to assess projected growth of need for primary schools with nursery in these bordering areas between the two Greater Manchester boroughs.

We are keen to partner with both Manchester’s and Salford’s school improvement bodies who work with schools in all categories in order to bring about improvements either through ‘school to school’ support provided by their own schools, from other provider schools or externally commissioned support.

With our agenda of working in partnership with families and offering specific support and training to parents interested in developing their educational skills at home and/or in the school, we feel that support from the Manchester City and Salford Councils will be crucial for our success in this area.

Special Educational Need (SEN) Provision

Our Special Educational Need (SEN) provision will aim to provide a comprehensive holistic support to the Social, Emotional and Mental Health of children and young people as follows:

  • Identifying children and young people who have special educational needs/ disability and how effective our school and local arrangements are.
  • Assessing and evaluating how effective we are in meeting the needs of children and young people in improving their outcomes.

In deciding what those needs are and how we can support the pupil to overcome any ‘barriers to learning’ arising from those needs, we will work closely with the pupil and their family. This 3-way partnership will underpin all our work and will be a major contributory factor to our success. It will be essential in making sure that all of our pupils make the best possible progress whilst attending our school.

For a very small number of pupils with more complex and specialist needs, we may also call on the expertise and experience of specialists from outside the school. These may be people who work for the SEN specialist teams in the Local Authority or specialists in children’s issues in the Health Service. For pupils who need this extra and more specialist input, we will work in close partnership with these external partners as part of an “Education, Health and Care Plan”. This will provide a detailed and properly coordinated plan of action to provide additional support to the pupil that will enable them to benefit fully from their time at our school.

The plan will be drawn up in partnership with the pupil and parents and clearly identify the contributions that each partner needs to make to help the pupil to progress in their learning. There will be regular reviews of the progress that the pupil is making and the extent to which the Plan is working. Parents and pupils will have an important role to play in helping us to review and, if needed, improve the Plan.

For the majority of children and for most of the time, we will provide support in class, as part of normal day-to-day lessons. As an inclusive school where every pupil is valued, we want all of our pupils to take a full part in all lessons and in every aspect of school life alongside their peers.

Our teachers’ plans will differentiate, so that the needs of all of our pupils will be catered for enabling them to benefit fully from their classes. Where a pupil’s personalised assessment shows that they would benefit from additional one-to-one tuition or to work as part of a small group, this will be planned by appropriately skilled teachers and will be delivered with support from teaching assistants and learning mentors.

We will also work with Cruse Bereavement Care, as we recognise how important it is to help children to have bereavement support and education throughout their different stages of development, if they have experienced death or a loss. We believe that not addressing bereavement or loss can lead to significant blockages in all types of development. However, whereas most bereavement is a transitory state if addressed, we believe that if it is not addressed, it can sometimes affect people in the form of mental health issues. In terms of our ‘whole child’ agenda, we believe that it is a leak that needs to be fixed and re-visited, as children grow and can often re-grieve as they re-experience grief whilst moving through their developmental stages. We believe that this would be an important pastoral service (in terms of supervisory one to one pastoral sessions) for both our children and staff (especially in view of the stresses and strains that currently affect teacher-recruitment and retention).

What we are proposing to do – The Curriculum

Early Years Foundation Stage (EYFS)

Using the Reggio Emilia approach to child-centred learning that promotes the natural curiosity of the child as the main driver for learning, we will be careful to integrate the following areas of learning in as organic and child-centred manner as possible:

  • Communication and language
  • Physical development
  • Personal, Social and Emotional development
  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive arts and design

We will aim to use “understanding the world” as the foundational base for our primary curriculum, as we embed the principles of “global citizenship” in our pedagogy.

Primary Curriculum

Education for Global Citizenship

We believe that in order to provide an education that meets the needs of our ethnically diverse communities, we need to integrate the learning of cultural heritage (for all of our children) as an overarching pedagogy in our school. According to the European Commission’s 2015 Language teaching and learning in multilingual classrooms report

There is conclusive research evidence that learning mother tongues alongside the language of instruction enhances not only their mother tongue competences but also their competences in the language of instruction. There is indicative research evidence that this has:

  • Longer term benefits for educational attainment and reducing the gap between migrant children and native born children

  • Wider benefits in enhancing children’s confidence and their cultural awareness and pride in their culture

  • Longer term benefits in increasing employment opportunities. (p. 12)

With the educational benefits of this approach in mind, we will use Oxfam’s Education for Global Citizenship as a guide for embedding the principles of “global citizenship” across our curriculum. Our core subjects will be EnglishMathematics and Science. However, due to the growing evidence of research showing increased academic attainment, we will also include the formal teaching of Mother Tongue Languages and Cultural Heritage-Teaching as a core subject.

An Example of Culturally Inclusive Teaching

Our children will also cover the wider curriculum subjects known as Foundation Subjects:


Our children will take part in many different activities such as Bikeability (Y5), sports, essay and international spelling bee competitions, residential trips (Y5/Y6), outside speaker visits, themed days, food nutrition sessions, strong links with local high schools, universities, charity events, school enterprise, visits to the theatre, educational based visits, enrichment activities and many, many more.


We will have a homework policy that will be available to parents. The homework will be tailored to meet the needs of the children in the year that they are in. The homework will mirror the learning that takes place in school. We strongly believe that homework benefits the children as it strengthens the links between home and school. We do however want the homework to be fun and a pleasurable time for parents and children.

In terms of linking with the home learning environment, we also recognise that some parents might need greater assistance in getting the most out of the partnership with us, so we will also provide parents’ workshops for tips on how to help with homework or on how to get more involved in the delivery of the curriculum in our school. We very much value the role of Teaching Assistants and we would support parental training in these roles within our school, especially in the areas of fusing together mother tongue and English language skills and wider issues around cultural competencies (cultural heritage-teaching).

Curriculum Timetable

Maths, English and Mother Tongue will be taught daily across the school. Science, RE, PE, ICT, and Languages (Ks2) will be taught weekly. Some Foundation Subjects will be taught as a block across a half term depending on the theme for example Art and Design and Technology, History and Geography.

Can we prepare our children effectively for the life challenges they face?

Answer: Our curriculum will have the principles of “global citizenship” running across the delivery of all of our subjects. For us, it is of high importance that our children gain a strong sense of their cultural identities and how they relate to an overarching national sense of British identity (and beyond).

Our curriculum will offer

  • Opportunities to use ‘cultural heritage’ as an educational asset
  • Opportunities to instil “global citizenship” as a means of fostering community and social cohesion as well as educational excellence

Learning Outcomes

Our Primary and EYFS curricula will be monitored regularly by Senior Leadership Team and Subject Leads to ensure:

  • Depth of coverage of all subjects
  • Knowledge and skills
  • Careful balance of all subjects
  • Consistent standards across all subjects
  • Engaged, creative independent learning evident
  • Curriculum links to context of school and learner
  • Accurate assessment for learning
  • Impact on standards and progress for all learners
  • Feedback moving the learning forward

Our Partnerships

We aim to deepen our current partnerships with

Manchester Metropolitan University, University of Manchester, Manchester Museum, University of Salford, MOSI, Savvy Guest, Caribbean and African Health Network, Faith Network for Manchester, African and Caribbean Mental Health Services: Good Vibrations (music service), Highway Hope Social Enterprise, GIFT, The Works, Strategies to Elevate People, Making Education a Priority (supplementary school consortium), National Resource Centre for Supplementary Education (NRCSE), Federal University of the Amazon (UFAM), University of Namibia (UNAM), Manchester City Council

Some preliminary consultations:

Here (with parents) and here (with community educators).

Some preliminary research:

Here (into International Arrivals and EAL in Oldham).

Download our paper flyer, here.

Please take our short survey, here.

Download our paper survey, here. Please feel to photocopy and distribute to your networks.

Please leave your comments, below.

You can also contact us, here.

Back to MEaP Academy Trust Consultation Page, here.

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