Robin Hood Primary School

"Success is in the journey, not the destination; we are all learners"

Inclusion and Intervention

The staff team work hard to ensure that Robin Hood Primary is an inclusive school. We believe that every single child is entitled to a high quality education. To help meet the needs of every child we have a team of dedicated and enthusiastic teachers and learning support assistants who are trained to assist children in every area of the curriculum as well as all aspects of child welfare. We offer sessions to support children's behavioural, social and emotional development and we have good links with feeder high schools to help to prepare our Year 6 children for high school. We pride ourselves on being an approachable and welcoming team who provide children and parents with a friendly face and tailored individual support to help children achieve.

All children are encouraged to reach their potential, regardless of their gender, religion, culture, ethnicity and abilities. We believe in ensuring that those children who need support the most receive the very best possible support. The school believes in working in partnership with parents and those who know the children best, in order to put a provision around children which matches their needs.


It is important that the teaching and learning going on in school is based upon;

  • Teachers using a variety of strategies and styles

  • Well planned and resourced activities

  • Teachers knowing and understanding what is to be taught

  • Managing the children’s behaviour

  • Creating a stimulating and exciting classroom

Teachers will make sure that the children will understand more and know more each day. This can take place with the willingness and support of the child and parents/carers.

Organisation for learning

As your child moves through the school they will cover all the National Curriculum subjects. These subjects will be taught as separate units of study, or linked together as part of a topic. There will be a mixture of class, group and individual activities planned. For some activities learning is most effective when children work and talk together, for others an individual approach is better.

English as an additional language (EAL)

At Robin Hood Primary School we have children whose heritage is from different countries and therefore children speak different languages. We welcome and celebrate these different nationalities in our school in many ways. For example, we celebrate Black History Month; we learn about different religious festivals and seek information from family members who are encouraged to come into school and share their knowledge with the children.

Children with EAL are identified as those whose predominant language of choice at home (mother tongue) is other than English. Those children who speak English fluently are known as ‘advanced bilingual learners’ and those who have been in an English speaking country for less than two years are referred to as ‘new to English’.

We would ensure that any children with EAL undergo an entry-level assessment within the first half-term of joining our school. Those children who are identified as ‘new to English’ are supported through tailored provision and support from the class teacher and their peers.

Those who are identified as advanced bilingual learners receive support through first quality teaching in class which develops language acquisition. Teachers use a variety of language structures when teaching to ensure that children with EAL understand how spoken and written English have different uses for different purposes.

The School Grounds

The outside environment has an important part to play in terms of developing children’s attitudes and behaviour during play and providing facilities to act as an outdoor classroom for the wider development of the curriculum. At Robin Hood Primary School, we are keen to ensure that lessons can be taught outdoors wherever possible and children have freedom to learn through play, explore, collaborate and be successful.

This builds on the three characteristics of learning which begin in the Early years:

  • playing and exploring - children investigate and experience things, and ‘have a go’,

  • active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements,

  • creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.