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
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.
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!
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
‘The extra funding for those pupils who have SEN and/or disabilities is used highly
‘The headteacher has made sure that senior leaders, and middle leaders, have had very
‘Teachers assess pupils’ work accurately and use their good subject knowledge to plan
interesting tasks that engage pupils well.’
‘The special educational needs coordinator identifies the needs of pupils very accurately and makes sure strong provision is in place to meet pupils’ needs.’
‘The headteacher and governors have high expectations of staff and pupils.’
‘Governors make a strong contribution to the development of the school.’
‘The local authority has a clear picture of the development of the school and has supported this school securely on its journey of improvement.’
‘Pupils participate in competitive sports, such as cross-country, squash and football, as well as winning local dance competitions.’
‘Currently, pupils, including disadvantaged pupils, develop good skills and knowledge in reading,
mathematics and a wide range of subjects. ’
‘Staff morale is high and there is a shared sense of purpose and a desire for all pupils to
achieve their full potential.’
‘Teachers’ skilful questioning is used well, especially in guided reading and in mathematics to deepen pupils’ learning.’
‘Teachers ask supplementary questions to make sure that pupils have a full understanding of the work they are doing and are making good progress. ‘
‘The school promotes spiritual, moral, social and cultural education very well.’
‘Pupils are pleasant,
polite and respectful. Attendance is above
‘Pupils take part in
visits to places of interest that then contribute
very well to their learning.’
‘The school’s enhanced provision for those pupils who have special educational needs (SEN) and/or disabilities is a strength of the school,’
‘Astute use of professional development and support for staff has resulted in good teaching.’
‘Parents and carers have a very high level of confidence in the work of the school.’
and governors are passionate about pupils’ achievement and personal development. ‘
‘The curriculum offers many exciting opportunities for learning.’
‘All pupils spoken to say they are safe in school and they enjoy school.’
‘Pupils make a good contribution to their learning.’
‘The primary school physical education and sports funding is used very well.’
‘The enhanced provision, The Bridge, is making a significantly positive contribution to pupils’ ability to self-manage their needs.’
‘An analysis of pupils’ work by inspectors showed good gains in knowledge, skills and
understanding in reading, mathematics and a wide range of subjects.’
‘Children settle quickly into Reception and make good progress because of good leadership and
‘Parents value the school’s work highly. They believe the school is well led and indicate that the new headteacher has improved the school and that staff are supporting their children well.’
‘Pupils engage effectively in learning and enjoy school.’
‘Pupils study a wide range of subjects and have a good range of additional activities to
broaden their experiences.’
‘There is full engagement by the school in a local sports partnership. Pupils say that they