Saturday 20 January 2018
Foundation Stage Open Morning- Saturday 3rd Feb, 10am-12noon...Everyone welcome...
Foundation Stage Open Morning- Saturday 3rd Feb, 10am-12noon...Everyone welcome...



Our PSHE (personal, social and health education) curriculum enables children to become more confident, healthy, independent and responsible members of society. Through the delivery of weekly PSHE lessons, our community assemblies and a range of experiences throughout junior school we aim to equip children with the knowledge and skills needed to become active and responsible citizens. Our reward system acknowledges hard work and is built upon Golden Rules and Standards; there is particular focus on developing self-esteem and giving opportunities to develop leadership and cooperative skills. Our school council representatives meet each half term to consider issues raised by their form groups and discuss proposals for school improvement. The SRE (sex and relationship education) programme addresses growing up, puberty and changes in an age appropriate context during Year 5 and 6.

At Westbourne Junior School, our small class sizes and caring, “family” environment ensure that the strengths and weaknesses of each individual pupil are well-known to staff. As well as supporting pupils with relevant intervention when appropriate, we aim to challenge and enrich the experience of our more able pupils in both the academic and non-academic fields.

Outside of the classroom, children are invited to take part in activities or outings where their areas of skill or talent may be developed. In the past year, these have included a Pop Maths Quiz against other schools at Sheffield Hallam University for our more able mathematicians, a French Breakfast and Conversation Experience for budding linguists and a “Polymer Slime” event at Sheffield University for our gifted and enthusiastic young scientists. Young musicians too are given a range of opportunities to enrich their experience by listening to professional concerts and performing in both formal and informal settings. 

As part of our everyday classroom teaching, we again seek to extend and enrich the learning of our more able pupils via carefully differentiated tasks. These can include additional, open-ended tasks relevant to the lesson content, peer support, taking a leadership role in group work or undertaking work from materials designed for an older age-group.

In these ways, we create an environment in which every child has the best possible chance of attaining his or her potential.