Personal Development and Enrichment at Wormholt Park

At Wormholt Park Primary School, we believe education is about much more than academic achievement. We want every child to develop the knowledge, skills, confidence and experiences they need to thrive, both now and in the future.

Our approach to Personal Development and Enrichment reflects the Department for Education Enrichment Framework and is rooted in our school values of Care, Community and Curiosity.

Our children come from a richly diverse community and have different starting points, experiences and needs. We deliberately design our curriculum, enrichment and wider provision to remove barriers, broaden horizons and create opportunities that might not otherwise be available to every child.

Our ambition is simple: opportunity should never depend upon a child’s background, family circumstances, language, additional needs or ability to pay.

An Entitlement for Every Child

Enrichment is not an optional extra at Wormholt Park. It is an important part of every child’s school experience.

Our provision gives children opportunities across the five areas identified within the DfE Enrichment Framework:

Civic Engagement

As a UNICEF Rights Respecting Gold School, children’s rights and responsibilities are embedded throughout school life.

Through pupil voice, leadership, school democracy, community projects and charitable activities, children learn that their voices matter and that they can make a positive contribution to their school, community and wider world.

Our pupils also see community action happening around them. Our school supports The Felix Project food bank every week, helping children understand the importance of community, responsibility and supporting others.

Arts and Culture

We believe every child should experience and participate in the arts.

Our commitment to high-quality arts and cultural education is recognised through Artsmark. Art, music, performance, literature, visits, visitors, workshops and cultural experiences enable children to express themselves creatively and encounter experiences beyond their everyday lives.

Educational visits to museums, galleries, theatres and other places of interest further broaden children’s cultural experiences and horizons.

Nature, Outdoors and Adventure

As an OPAL Platinum School, high-quality outdoor play is a significant part of children’s daily experience.

Through play, children explore, create, collaborate, problem-solve, develop friendships, become physically active and learn to assess and manage appropriate risk.

Outdoor learning, gardening, environmental activities, educational visits and other experiences give children opportunities to connect with nature and develop independence, confidence and resilience.

Sport and Physical Activity

Physical activity is an important part of life at Wormholt Park.

Alongside our PE curriculum and OPAL play provision, we work with Chelsea Football Club to enrich children’s experiences of PE and sport.

We also work with Sport, Play, Motion to extend our after-school sports provision, giving children further opportunities to discover activities they enjoy, develop teamwork and experience sport beyond the curriculum.

Children participate in clubs, competitions and sporting events and have opportunities to represent Wormholt Park. Children also take part in the Daily Mile, providing a regular opportunity to walk, jog or run together, build stamina and enjoy being active. The emphasis is on personal progress and participation, helping children develop confidence and positive habits around physical activity.

Wider Life and Future Skills

We want our children to leave Wormholt Park equipped not only academically, but with the essential skills they need for life.

We work with the Skills Builder Programme to explicitly develop children’s essential skills, including speaking, listening, teamwork, leadership, problem-solving, creativity, aiming high and staying positive.

These skills are reinforced across lessons, play, clubs, leadership opportunities, trips and the wider life of the school so that children learn how to apply them in different situations.

Our READY 7 programme provides targeted preparation for pupils approaching secondary school who would benefit from additional support with independence and functional skills. Through a focused six-week programme, children develop practical skills including functional reading, following instructions, understanding time and money, reading a secondary-school timetable, communication, independence and knowing what to expect at secondary school.

Our aim is to ensure that every child is ready for their next step.

Our Everyone’s Invited programme supports early intervention to promote healthy relationships, develop emotional regulation and prevent misogyny. The programme follows pupils from Year 5 through Year 6, providing age-appropriate opportunities to explore boundaries, consent, respect and stereotypes. Children learn to recognise and communicate their feelings, respect other people’s boundaries and understand that their own boundaries matter too. They also develop the skills to engage critically with online content, including how algorithms and influencers can shape the messages they encounter and their views of themselves and others.

Alongside the pupil programme, Everyone’s Invited will provide staff and parent training throughout the two years. This will help adults develop a shared understanding and the confidence to navigate conversations about misogyny, stereotypes, consent and healthy relationships with young children. Bringing school and home together supports consistent messages and helps children know who they can turn to when they have questions or concerns.

Toothbrushing in the Early Years helps children develop practical habits for looking after their teeth and understand the importance of oral hygiene. Through supported routines, children practise brushing, build independence and learn that caring for their teeth is part of keeping themselves healthy. Embedding this learning early supports wellbeing and helps establish habits they can carry into everyday life.

Removing Barriers to Opportunity

At Wormholt Park, equality of opportunity means more than simply offering the same opportunities to everyone.

We actively identify the barriers that may prevent children from attending, belonging, learning or participating and work with families to remove them.

This includes:

our weekly food bank provision in partnership with The Felix Project, supporting families experiencing food insecurity;
universal Breakfast Club provision, helping children begin their day fed, settled and ready to learn;
tackling hygiene poverty, including an on-site washing machine so that access to clean clothing does not become a barrier to attendance, dignity or belonging;
uniform support and community uniform events;
Early Help and practical support for families experiencing difficulty;
attendance support that seeks to understand and address the reasons behind absence;
adaptive teaching and carefully planned provision so pupils with SEND and pupils who use English as an additional language (EAL) can participate meaningfully, with support matched to their individual learning and communication needs;
speech, language and communication support, recognising that language is fundamental to accessing learning and wider opportunities;
emotional and pastoral support, including relational approaches, ELSA provision and therapeutic support;
financial support and subsidised opportunities where cost could otherwise prevent participation;
actively supporting disadvantaged pupils and pupils with SEND to participate in clubs, visits, sport, play and wider enrichment.

We believe dignity, belonging and opportunity are prerequisites for learning.

Knowing Every Child

When a child joins Wormholt Park, we want to understand much more than their academic starting point.

Our Wormholt Passport supports every new child joining our school.

A member of the senior leadership team spends time getting to know the child, including their favourite subjects, hobbies and interests, what they are excited about and anything they may be worried about.

The Passport also helps us identify potential EAL, communication and SEND needs so that barriers can be recognised and appropriate support put in place quickly.

This reflects our belief that children are more likely to thrive when they feel known, understood and that they belong.

Clubs, Visits and Experiences

Children have opportunities to participate in a wide range of clubs, educational visits, visitors, workshops, sporting events, performances, celebrations and special curriculum experiences.

These are deliberately planned to:

broaden horizons • develop interests and talents • build cultural capital • develop essential skills • raise aspirations • create lasting memories

Importantly, we consider who is participating and who may be missing out. Where financial circumstances, SEND, communication needs, confidence, attendance or other factors create barriers to participation, we work with children and families to understand and reduce those barriers.

Working in Partnership

We recognise that the expertise and opportunities available beyond our school can significantly enrich children’s experiences. We therefore build partnerships with organisations that complement our curriculum and respond to the needs of our community.

These include:

UNICEF Rights Respecting Schools
Supporting children’s understanding of rights, responsibilities, pupil voice and global citizenship.

OPAL
Transforming children’s opportunities for high-quality play and supporting physical activity, creativity, collaboration, independence and appropriate risk-taking.

Artsmark
Supporting our commitment to arts, culture and creativity and ensuring that these experiences form an important part of children’s education.

Chelsea Football Club
Enriching our PE and sporting provision and giving children access to specialist expertise and experiences.

Sport, Play, Motion
Extending opportunities for children to participate in sport and physical activity through our after-school provision.

Skills Builder Programme
Providing a shared framework through which children develop and recognise the essential skills they will need throughout education and later life.

The Felix Project
Working alongside our school to tackle food insecurity and support families within our community.

Together, these partnerships help us bring expertise, experiences and opportunities into Wormholt Park that extend beyond what the school could provide alone.

Everyone’s Invited
Supporting a two-year programme for Year 5 and Year 6 pupils that develops understanding of healthy relationships, boundaries, consent and emotional regulation, challenges misogyny and stereotypes, and encourages critical engagement with online content. Training for staff and parents strengthens the shared approach between school and home.

Language, Communication and Oracy

Language is a golden thread throughout Wormholt Park.

We know that confident communication opens doors to learning, relationships and future opportunities.

Every child in the Early Years receives language screening to help identify speech, language and communication needs at an early stage. This helps staff understand children’s starting points and plan appropriate support, working with families and seeking specialist advice where needed. Early identification helps children access learning, express their needs, build relationships and participate more confidently in the wider life of the school.

Every class learns five core poems each year and performs them to the school and then to parents. Learning and sharing poetry gives children repeated opportunities to explore vocabulary, rhythm and expression, practise speaking clearly and develop confidence in performing for an audience. Rehearsing together also strengthens listening, memory and collaboration, while providing a shared experience in which every child can contribute.

Our Oracy Programme, classroom discussion, performances, assemblies, pupil leadership and wider enrichment give children repeated opportunities to speak, listen, explain, question, debate and present.

For our multilingual community and children with speech, language and communication needs, we place particular importance on ensuring that language is never allowed to become a barrier to opportunity.

Belonging, Inclusion and Wellbeing

We want every child to feel: “I belong at Wormholt Park.”

Our relational approach to behaviour, PACE-informed practice, pastoral provision and inclusive curriculum help children develop emotional literacy, resilience and positive relationships.

Children with SEND are supported to participate meaningfully in the wider life of the school through adaptation rather than exclusion from opportunity.

Feedback Friday gives children a regular opportunity to discuss what is working well and raise issues they feel need addressing in school. Children are encouraged to listen respectfully, explain their views and suggest practical improvements. Their feedback helps staff understand children’s experiences and informs school improvement, strengthening their sense of belonging and showing that their voices can influence decisions about school life.

Celebrating Participation and Achievement

We have high expectations for children’s participation in the wider life of Wormholt Park.

Achievements and experiences are celebrated through assemblies, certificates, performances, displays, sporting celebrations and communication with families. We celebrate not only achievement, but also participation, effort, courage, creativity, teamwork, leadership and personal growth.

Listening, Monitoring and Improving

Our enrichment offer continues to evolve. We listen to children, families and staff and use pupil voice to understand which opportunities children value and what they would like to experience next. We also consider participation carefully, asking:

Who is taking part?
Who is not taking part?
Are particular groups missing opportunities?
What barriers are preventing participation?
What can we change?

Leaders and governors consider how enrichment contributes to our wider priorities, including attendance, attainment, behaviour, inclusion, wellbeing, belonging and personal development. This enables us to continually strengthen our offer and respond to the needs of our community.

What We Want for Every Wormholt Child

By the time children leave Wormholt Park, we want them to have experienced much more than a strong academic curriculum.

We want them to have:

played • performed • created • competed • explored • visited • questioned • debated • contributed • collaborated • led

We want them to understand their rights and responsibilities, communicate confidently, develop interests and talents, build healthy relationships, experience arts and culture, enjoy sport and the outdoors, develop essential life skills and feel confident about moving on to secondary school.

Above all, we want every child, regardless of their starting point, to leave Wormholt Park with a strong sense of: BELONGING • POSSIBILITY • CONFIDENCE • AMBITION

This is what Learning Today for a Better Tomorrow means at Wormholt Park.

The Wormholt Experiences Entitlement

Learning Today for a Better Tomorrow

At Wormholt Park, we believe that every child should leave primary school with a rich collection of experiences, opportunities and memories alongside their academic achievements.

Our Wormholt Experiences Entitlement sets out the experiences we want every child to have during their journey from Nursery to Year 6.

It reflects our values of Care, Community and Curiosity and the five areas of the DfE Enrichment Framework.

Most importantly, it is an entitlement.

A child’s background, financial circumstances, language, SEND or other barriers should not determine the opportunities available to them.

Civic Engagement