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19/10/18

Our lucky Golden ticket winners are enjoying their lunch with Mr Clark! https://t.co/VxJlWYqZAB

19/10/18

Well done to the Year 4 boys for representing our school this morning at a competition in Harlow. A big thank you to Freya in Year 6 for coaching them! https://t.co/nE6YuqAYKd

19/10/18

Roydon Primary Academy Retweeted
Roydon Primary

with Juniper Class https://t.co/ZytkENSP9o

18/10/18

Reception were busy this morning baking biscuits! Great job!! https://t.co/2QKg4gkEpw

18/10/18

Miss Brooks’ Year 5 Class had their Victorian WOW Day today! Victoria sponges, printing, art work and Victorian PE! Looked great fun and some great outfits https://t.co/UgCifp6UO6

18/10/18

with Juniper Class https://t.co/ZytkENSP9o

17/10/18

Roydon Primary Academy Retweeted
Jennifer Killick

I’m so pleased that your children are enjoying Alex Sparrow, and I’m really looking forward to meeting you all.

17/10/18

Year 4 received a special surprise this week in the post from author . They are really enjoying her book as their class text and have begged Mr Girvan to get the next one! We look forward to welcoming Jennifer to Roydon soon! https://t.co/0hau7BhQNz

16/10/18

There is project homework....and there is project homework! Amazing efforts from these two amazing Year 1 children! https://t.co/ZGWJytN3g1

16/10/18

Roydon Primary Academy Retweeted
BMAT STEM Academy

Well done! The last but not the least! Well done year 2 we are super proud of your achievements today! .

16/10/18

Once again a big thank you to Lisa Tooley and the team from everyone for allowing us to use their ICT facilities. It's been amazing.

16/10/18

It's the turn of Willow class to spend a Wow day experts at skilfully and finding their way around the keyboard and using word https://t.co/P0PpPCPiKR

15/10/18

Thank you to Roy from for talking to the children about the importance of staying safe during Halloween and firework night. https://t.co/ma1cJj526s

13/10/18

Roydon Primary Academy Retweeted
Your Harlow

Harvest Festival kindness from Roydon Primary. https://t.co/82S1o3LkGh

11/10/18

Kandinsky in the making https://t.co/p1mAVU07Yo

11/10/18

Walnut class researching Kandinsky and creating masterpieces https://t.co/eDnvEEWY3C

09/10/18

Roydon Primary Academy Retweeted
Mrs D Conlon

They were adorable! So keen to tell me all about their day and my favourite quote is "this is the best big school ever" 😄

09/10/18

Very happy he enjoyed the day! https://t.co/htPvs5TxdZ

09/10/18

Year 4 working hard this morning, creating PowerPoint presentations about Ancient Greece! Thank you for having us again. https://t.co/pHZp8CgCdW

09/10/18

Oak class maths https://t.co/rr2IQVwvAW

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Outstanding Education

Supporting primary and secondary schools across Essex and North & East London, BMAT is a growing multi-academy trust with a singular vision: schools, teachers and pupils freed to succeed.

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Early Years

Roydon Primary School offers an Early Years Foundation Stage (EYFS) curriculum which is broad and balanced and which promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society. Our curriculum prepares pupils for the opportunities, responsibilities and experiences of life in the 21st century. Our curriculum comprises all learning and other experiences that we plan for our pupils. The national curriculum forms one part of the school curriculum. In addition to the national curriculum, we make provision for a daily act of collective worship and teach religious education, personal, social, health and economic education (PSHE) and sex and relationships education (SRE) to pupils at every key stage.

At Roydon, we follow the statutory national curriculum which sets out in programmes of study, on the basis of key stages, subject content for those subjects that are taught to all pupils.

THE EARLY YEARS CURRICULUM

The Early Years curriculum comprises seven areas of learning covering each Early Learning Goal (ELG). To reach a Good Level of Development (GLD), pupils must achieve at least expected levels in the prime areas and in literacy and mathematics by the end of the Reception year.

The prime areas of learning:

  • Communication and language     
  • Physical development
  • Personal, social and emotional development

The specific areas of learning:

  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive arts and design

Characteristics of effective learning:       

  • Playing and exploring
  • Active learning
  • Creating and thinking critically

Assessments are based primarily on observation of daily activities and events. Teachers and Teaching Assistants note in particular the learning which a pupil demonstrates spontaneously, independently and consistently in a range of contexts. Accurate assessment takes account of a range of perspectives including those of the pupil, parents and other adults who have significant interactions with the pupil.

For each ELG, teachers and EYFS co-educators judge whether a pupil is meeting the level of development expected at the end of the Reception year (expected), exceeding this level (exceeding), or not yet reaching this level (emerging).

INCLUSION

At Roydon Primary School, we set high expectations for every pupil. We plan challenging work for pupils whose attainment is significantly above the expected standard. We carefully plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds. We use a range of assessments to set targets which are deliberately ambitious.

All pupils are valued and are entitled to equality of educational opportunity. We take account of our duties under equal opportunities legislation that covers race, disability, sex, religion or belief, sexual orientation, pregnancy and maternity, and gender reassignment.

We work with families and specialists to identify pupils who may have special educational needs, some of whom also have disabilities. Lessons are planned to ensure that there are no barriers to every pupil achieving. The SEN Code of Practice includes advice on approaches to identification of need and outlines what needs to be done for them.

With the right teaching that recognises their individual needs, many disabled pupils may have little need for additional resources beyond the aids which they use as part of their daily life. We plan lessons so that these pupils can study every national curriculum subject.

We take account of the needs of pupils whose first language is not English. Monitoring of progress takes account of the pupil’s age, length of time in this country, previous educational experience and ability in other languages.

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