Reading Fringe Festival Diversity Art Competition!

Reading Fringe Festival Competition- Winning Entries!

As part of our PSHE project, Year 5 and 6 learnt about the cultural diversity of our school and in the wider community in Reading. We used the range of cultural identities within our school, as well as research into the style of some famous artists, to inform our art work in each class. We also looked at, learnt and wrote our own poetry based on the poem The British (serves 60 million) – by Benjamin Zephaniah.

All the children worked beautifully together and had to persevere to see the tasks through. Once finished, we entered our work in to the Reading Fringe Festival competition for primary schools. This is the second year we have taken part and the children really enjoy it. This hard work and determination paid off as we won the best school category in the competition as judged by the Mayor of Reading! We are exceptionally proud of all the work the children put in.

Year 5 learning- Hinduism

Year 5 learnt about Hinduism in RE. They learnt lots in class and then completed a homework project using internet search database to find more information. This research was used to inform their information posters. Lots to learn on here! Keep up the great work Year 5!

St David’s Day- March 1st

Saint Non's Chapel - Fenster 5 St.David.jpg

As part of  understand others beliefs, today we learnt about the origin of St David’s day in assembly.

We watched this video on the legend of St David (Dewi Sant) and shared what we had learnt about the patron saint. It was really interesting!


Picture One-By Wolfgang Sauber – Own work, CC BY-SA 3.0,

Chinese New Year!

New Year 2016

In assembly last term, we learnt about Chinese New Year and how it is celebrated around the world. We looked at the similarity and differences between the way we celebrate. We had great fun working out which animal represented the year we were born.


What else did we learn?

  • Red is thought to be a symbol of good luck.
  • The houses are cleaned as New Year approaches so that any bad luck is removed and the year can be welcomed as a fresh start.
  • Homes are decorated.
  • Children are given money in a red envelope as a present from their parents.
  • Chinese New Year does not always happen on the same day each year. It depends on when the first full moon of the year is over China.
  • The tradition greeting is, “Kung Hay Fat Choy!”
  • Chinese people think about the five blessings of luck, food, long life, health and peace.



photo credit 1: <a href="">Happy Chinese New Year!</a> via <a href="">photopin</a> <a href="">(license)</a>

photo credit 2: <a href="">Lanterns</a> via <a href="">photopin</a> <a href="">(license)</a>

Our Values in School

OUr values]

How Are We Teaching British Values at Park Lane Primary School?

The DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”

The fundamental principles of British values are implicitly embedded in the Early Years Foundation Stage and National Curriculum that is followed at Park Lane.

Democracy: making decisions together

As part of the focus on self-confidence and self-awareness we encourage children to see their role in the bigger picture, encouraging them to know their views count, value each other’s views and values and talk about their feelings, for example when they do or do not need help. When appropriate we demonstrate democracy in action, for example, children sharing views on what the theme of their role play area could be with a show of hands.

Also, they learn about the principles of elections, freedom of speech and voting, reflecting the British electoral system and demonstrating democracy in action through our school council which meets regularly to discuss issues raised in class and school. The council has its own budget and is genuinely able to effect change within the school. Every child on the student council is voted in by their class.

Examples in school

  • Child Initiated Activities: the children choose and decide what to do for the day as a group and then throughout the day each group makes decisions about what to try/do next.
  • Class treats: children come up with examples of what they want to do as part of their class reward, justifying their choices to others
  • Children are encouraged in the hidden curriculum (also taught in assembly and PSHE) to be assertive, speak up for what they believe in and work on taking turns with friends.
  • Voting and taking part in school council to improve the school.

Rule of law: understanding rules matter to ensure that children understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong.

The importance of laws, whether they are those that govern the class, the school, or the country, is consistently reinforced at Park Lane. Children are taught from an early age about the rules and responsibilities of the school- these are our 3 Diamond Rules which underpin all our learning behaviours.

To encourage and promote good behaviour, attitude and work, there is a reward system which is consistently followed throughout the school. Everyone who works at Park Lane is committed to praising children’s efforts and learning behaviours. This is done through a variety of ways: informal acknowledgement; individual recognition through our bi-weekly achievement assembly; individual, group and class achievements that are earned and; praise for the whole school in assemblies.

Examples in school

  • Coaching through behaviour incidents at playtime or lunchtime
  • Stories in assembly
  • R time and class reward systems
  • Computing links- keeping safe online and P.E links to rules in games
  • Regular visits to KS2- especially UKS2- from our local PCSO to reinforce roles and responsibilities.

Individual Liberty: Freedom For All

Children develop a positive sense of themselves. We provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities. Examples of this are through allowing children to take risks in lessons, setting their own levels of challenge and talking about their experiences and learning. We encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions.

Examples in school

  • R.E curriculum
  • Stories in assembly
  • R time and class reward systems

Mutual Respect and Tolerance: treat others as you want to be treated

We educate to create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community. Children’s acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences. We encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions. We promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.

Examples in school

  • R.E curriculum and assemblies
  • PSHE curriculum
  • Visitors to the school e.g. In class-

Outside wall values

British values are developed in several subjects, across all year groups, within our curriculum (such as: in literacy the children have a mutual respect for each other’s opinions in their persuasive writing; in RE we learn about other religions to secure our understanding and tolerance of other faiths and beliefs and in PSHE we learn about the rule of law, mutual respect and individual liberty).

What is Being Taught in Each Year Group?

There are several specific examples with in the curriculum that is taught in each year group at Park Lane. We have found this approach to be enriching for all parties and include the following topics over a two year cycle:

In Year 6, pupils undertake a study of World War Two and the impact that the military had in fighting for the British Empire. Year 6 also take a more focused look on the human effect of war on both the front lines and back home for those left behind. In Geography they look at how life changed in our local area during the World War; studying how changes in these times have shaped our British values and society today. Year 5 and 6 also compare today’s society to that of those from the Stone Age onwards and look at how times of change in these periods has helped shape our British values. Year 6 also have the opportunity to take part in a residential trip where they develop: team skills, tolerance, resilience and independence.

In Year 5, pupils undertake a study of World War Two and the impact on the British Empire. In Geography they look at how life changed in our local area during the World War; studying how changes in these times have shaped our British values and society today. This is linked with the annual Poppy Day celebrations where children purchase poppies and a minute’s silence is held in assemblies for the school. Year 5 and 6 also compare today’s society to that of those from the Stone Age onwards and look at how times of change in these periods has helped shape our British values.

Both year groups have also carried out a Fair Trade project and how it impacts local communities at home and abroad.

In Years 3 and 4, pupils study the effect that different civilisations have had on Britain throughout history. Within the Roman topic, pupils learn how the Empire impacted on Britain and still influences modern society and British values today, e.g. laws and democracy.  Through Ancient Greece, pupils look at Greek architecture and how this has developed over time on a local, British and global level.

In Year 2, there is a strong focus on the work of Great fire of London, the development of the Fire brigade and how our values of personal care and safety helped form the other emergency services. We also study our own locality in KS1 to see how the community has grown, changed and developed around the local area.

Year 1 and Reception studies based around ‘Our selves’ look at individual personal development, children’s own family tree and how families can take many forms and how we can show respect and tolerance to others.


Through assemblies, especially in KS2, children are given opportunities to discuss the consequences of countries which are not given that freedom to vote and where there is no democracy. Famous leaders around the world such as Nelson Mandela and his views on democracy are shared.

Each week an assemblies in KS2 have been based around a British Value to develop the children’s understanding of how they directly relate to them.

On a more general level, the school undertakes daily assemblies which uphold traditional values of empathy, respect and tolerance. During key stage assemblies, teachers and members of the senior leadership team remind children about managing their behaviour and the importance of our school rules. Furthermore, they are taught to believe in themselves and pursue excellence through hard work, within a climate of high expectations and support.


Whole School-

As a whole school we have celebrated Comic Relief days, religious festival days such as the Chinese New Year, as well as in previous years the Golden Jubilee, VE Day and other national events.

We had a VE Day celebration where children learnt about its origins and the impact and changes this had on life in Britain. Each class learnt and performed a dance or song from WW2 to the parents and parents joined the children in class for an activity to further their understanding. All staff were involved and helped in our street party lunch in which children made flags and our Chartwells put on a special lunch for the day.

There is a strong focus on the Olympics and how it continues to pave the way for sporting endeavours which instil and develop life skills such as team work, resilience and respect. 

The traditional values are also taught within formal SEAL, PSHE and RE lessons and on an informal nature throughout the school days. Children in KS1 and KS2 annually take part in the school council election process and the children elected form a ‘School Council’. The School Council brings the voice of the pupils to the SLT team and school governors, their ideas and ‘wishes’ are regularly reviewed and acted upon.