Educational Visits

When you ask the children, one of the things they remember most about their primary education is the number of visits they went on. At our school we firmly believe there is no substitute for going and experiencing the world first hand.

For this reason, children at our school will experience a wide range of visits in their time with us; ranging from excellent nearby sporting venues to historical studies, and from opportunities to take part in the performing arts to residential visits to North Yorkshire or outdoor and adventurous activities at High Adventure in West Yorkshire.

This section of our website allows a browser the opportunity to see a glimpse into some of the visits that have taken place prior to Covid 19 and some that will continue to take place during 2021 – 2022. The school is actively planning for educational visits that will happen over the coming academic year.

EYFS WILLIAM’S DEN

Our EYFS children enjoy a fun-filled day at William’s Den where they can take part in Den Building. They can also enjoy playing in the mud kitchens, sand & water areas, climbing adventure areas and much more.

The children thrive from hands-on learning at William’s Den.

  • WEBSITE LINK : www.williamsden.co.uk

YORKSHIRE WILDLIFE PARK

Our Year 1 & 2 children enjoy an adventure to The Yorkshire Wildlife Park as part of our exciting topic on animals and the jungle. We enjoy an interactive workshop where we get to hold different creatures and touch a variety of shed skin and fur!

  • WEBSITE LINK :  www.yorkshirewildlifepark.com

THE DEEP

In Year  3 & 4, our children visit The Deep Submarium for an overnight stay. After school, the children go home to have their evening meal with their family before returning to school for 5:00pm; they then board a coach to The Deep. At The Deep, the evening’s activities start with a comprehensive tour of the tropical and deep sea tanks as well a visit to the touch pool and the penguins and later, carry on with an investigation workshop focusing on which predator in the tropical seas is most likely to have eaten an identified species of fish followed by a second workshop when the children get the opportunity to decorate their own ‘T’ shirt to keep as a memento of their visit.

Once the activities have come to an end, the children prepare to go to sleep right alongside one of the viewing windows into The Deep tank. These windows allow viewing of some of the larger fish in the tanks, including the rays and sharks!

The following morning, the children have a cooked breakfast and an opportunity to visit the ever popular souvenir shop before boarding the coach to come back to school, somewhat tired, but having had a super experience that is not available to other visitors at The Deep.

MURTON PARK

In Year 3 & 4 our children spend a day at the Yorkshire Museum of Farming (Murton Park) learning about Roman soldiers in a practical way. This visit gives the children a day to spend in a re-creation of a Roman Fort. They learn what sort of life Roman Soldiers may have had, some of the jobs they had to do and the sorts of drills they did. It is a truly fantastic day!

CLOUGHTON

In Year 5, our children spend 4 wonderful days in the Cloughton area of North Yorkshire, staying at Cober Hill Hotel.

On the first day they visit Dalby Forest near Pickering, were they spend time building dens, before seeing how waterproof they are, following orienteering trails through the forest and studying one of the streams in the area of the visitor centre which gives them a real understanding of features in rivers such as meander bends.

On the second day they visit Whitby, spending time exploring the Abbey and St Marys church in the morning before walking down into the town itself to undertaking building and people surveys in both the old and new town areas. The surveys help them understand the importance of tourism to Whitby as well as seeing the shops they might expect to meet at home in Brough.

The third day is spent local to Cober Hill, with the children following a section of The Cleveland Way north towards Ravenscar Peak, before looking at coastal erosion and sketching some of the features they see. They also have an opportunity to practise their orienteering skills learnt on the first day in the grounds of Cober Hill. In the afternoon they have a talk from the National Park Rangers before preparing for the Cloughton Talent Show, during which groups of children showcase some of their talents.

The final day is spent at Robin Hoods Bay learning a little bit about the history of the village as well as exploring the rock pools which are exposed at low tide and some of the geological history that can be learnt from the fossils along the sea shore. The day is rounded off with an ice cream by the old coastguard station before getting back on the coach to come back to school.

  • WEBSITE LINK : www.coberhill.co.uk

HIGH ADVENTURE – KEIGHLEY, WEST YORKSHIRE

In Year 6 High Adventure offers wonderful opportunities for our children to achieve fantastic things. The 3 day, 2 night residential course typically packs in 15 activities providing the right balance by offering activities that will challenge, develop teamwork and stimulate the imagination.

As teachers, one of the best things at High Adventure is seeing the children learning and working together in a different environment. This will often result in a few surprises, with some children who are quieter in the classroom succeeding well beyond what had been expected.

  • WEBSITE LINK : www.highadventure.co.uk

‘Role Models:
Older pupils enjoy role-modelling good manners and routines to children in Reception during lunchtime.’

OFSTED comments

‘Governance and Leadership: The school’s governors are well-informed, offering both support and challenge to leaders. They are also conscious of staff well-being, contributing to a positive working environment for staff.’

OFSTED comments

‘Inclusive Support for SEND Pupils: The school provides tailored support for pupils with special educational needs and/or disabilities (SEND), particularly through its “The Bridge” provision. Pupils with complex needs are encouraged to manage their emotions, which positively impacts their learning.’

OFSTED comments

‘Engaged Learners: Pupils are enthusiastic about learning, show pride in their work, and consistently follow the clear routines set by the school. This contributes to a positive learning environment.’

OFSTED comments

‘Curriculum:
This work is beginning to give pupils opportunities to build more knowledge over time. For example, Year 2 pupils talk confidently about their learning about The Great Fire of London from Year 1, and how this connects to current learning in history.’

OFSTED comments

‘Pupil Safety and Trust: Pupils say they feel safe and that they trust adults to help them.’

OFSTED comments

‘School Environment:
This is a school that is built upon respect and kindness. Relationships between adults and pupils are warm and caring. A sense of family and community runs through the school.’

OFSTED comments

‘Extracurricular Activities and Cultural Awareness: Pupils participate in a wide range of activities beyond the classroom, such as residential experiences. They are also taught to respect different cultures and religions, helping them understand and reject prejudice and discrimination.’

OFSTED comments

‘Positive Behavior and Role Models: Older pupils act as role models for younger ones, helping them with manners and routines. The school maintains a calm and orderly environment, contributing to a feeling of safety for the pupils.’

OFSTED comments

‘Behavior Management: Adults manage behaviour in a consistent way. Pupils say that adults are fair. Leaders have ensured that there are clear routines that pupils follow around school.’

OFSTED comments

‘Governance and Leadership: Governors understand their roles. They assure themselves that what leaders tell them is reflected in the reality of pupils’ experiences. They offer support and challenge to leaders.’

OFSTED comments

‘Curriculum Development: The curriculum has been developed to help pupils build knowledge over time. There is evidence of students connecting previous learning to current lessons, indicating a well-structured curriculum.’

OFSTED comments

‘Caring and Respectful Environment: The school fosters a culture of respect and kindness. Relationships between staff and pupils are warm, and there is a strong sense of community and family within the school. Pupils feel safe and trust the adults to support them.’

OFSTED comments

‘Cultural Understanding: Pupils are taught to recognise and respect different cultures and religions in wider society… They understand the broader make-up of the community and society that they are a part of.’

OFSTED comments

‘Enthusiasm for Learning: Pupils are enthusiastic about their learning. They begin their work enthusiastically and present their work with pride.’

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‘Support for SEND Pupils: Pupils with complex special educational needs and/or disabilities (SEND) who access ‘The Bridge’ are given bespoke support to help them in their learning.’

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‘Safeguarding: The school has effective safeguarding arrangements, ensuring the safety and well-being of all pupils.’

OFSTED comments

‘Phonics and Reading: Pupils enjoy reading and being read to. The phonics curriculum begins early in Reception, and staff receive regular training to deliver it effectively. There is a strong reading culture, especially in the early years.’

OFSTED comments