'When we are rooted and connected, we fly higher'

Lubbins Park Primary Academy is a one-form entry primary school, with a Nursery that feeds into the school. We serve children from the age of 3-11.

At the heart of everything we do, are our Three Star Qualities: Ready, Respectful and Safe.

• In being Ready, our pupils follow routines and silent cues, they participate in active learning and listen well. They use their learning and life skills and demonstrate what they know. They present their work neatly and use equipment appropriately. They make the most of every moment! 

• In being Respectful, they demonstrate our LPPA and  British Values. They are role models to one another and help others to be their best. They understand what it means to be tolerant and empathetic. Our pupils see differences as strengths, which make us unique. We celebrate achievements together. 

• In being Safe, our pupils manage their feelings through the colours of regulation (green, red, blue and yellow). They think carefully about the feelings of others. We promote a healthy lifestyle through our SCARF scheme: both mentally and physically. Our pupils care for each other, their environment and belongings. They use reflection and consequences to reset. As a school, we believe that consistency is key to our pupils feeling safe. 

Through our curriculum, we prepare our pupils to be:

Successful~ Creative~ Kind: For Today, For Tomorrow, For the Future 

Everyone at Lubbins Park Primary Academy shares a commitment to effective teaching and learning based on a well-planned and structured curriculum. There is a strong belief that children should become independent learners within well-organised, calm primary classrooms, and that learning should be purposeful and matched to developing individual children's abilities. We believe that every child is entitled to an education of the highest standard that will enable them to fulfil their individual potential.

We want our pupils to be able to think critically and creatively, know how to tackle problems and challenges, and work collaboratively within a team. They should be able to evaluate their own and others’ work with sensitivity, developing an awareness of strengths and weaknesses. We are proud that our children are highly motivated and eager to learn, as well as being sensitive to the needs of others. We are committed to equipping the children with skills which will benefit them for both now and in future learning. 

We believe that the partnership between teachers and parents/ carers is critical to successful outcomes for our children. We appreciate and respect differences of ability and culture and we are committed to providing the appropriate support for integrating children with special educational needs.

• We will ensure that all children have opportunities for success, and are supported so they can reach their full potential. We will support and scaffold children to provide them with attainable goals

• We will provide each child with a broad and balanced curriculum, which meets their needs and the requirements of the National Curriculum and the Early Years Foundation Stage

• We will ensure we support our children’s well-being and mental health

• We will celebrate the success of all of our children in equal measure

• We will provide an environment where everyone is equally valued and feels a sense of belonging

• We will encourage our children to develop personal independence and to respect the rights and views of others

• We will work hard to develop and enhance our home/school relationships in order to form a positive partnership between the school and home for the mutual benefit of the children, their families and the school staff

• We will ensure we fulfil our commitments relating to the ‘Home/School Agreement’ and support parents to fulfil their expectations in relation to it also

• We will develop and strengthen our community links and involve the local community in school life whenever possible

• We will aim for the highest possible standards of work and behaviour from all in our school, and ensure that all children achieve to the best of their ability

• We will be consistent in our values and expectations 

• We will plan and use the schools' resources realistically and efficiently to ensure value for money

The LPPA values underpin the ethos at our school. Our pupils and staff are: 

• Loving  – We encourage our children to be aware and sensitive to the needs of others. They are encouraged to support and help each other, listen to and respect the problems and concerns of other children.  Our children are very caring and enjoy helping both their peers and members of staff.  At Lubbins Park, we aim to create a 'Home from Home' environment, whereby our children feel loved and safe. 

• Proud - Children and staff are proud of their school. They are proud to belong here. Our children are proud of their work, achievements, their school and their community. We teach children to take pride in everything they do throughout their journey with us. 

• Passionate- Children are passionate about their learning and their extra-curricular activities. They are passionate about their friendships,  their community and learning about the wider world. They are passionate to help each other and the environment. Staff are passionate about teaching and learning and want to do the best for their pupils. 

• Ambitious - Children and staff are ambitious at Lubbins Park Primary Academy. Our children are given the opportunity to develop independence and responsibility in their roles across the school and the local community. Our Play Leaders, School Councillors, House Captains and the Head Boy and Head Girl enable the development of these skills and those of the children around them. The children are given ample opportunities to be ambitious in their learning and think creatively. They are given opportunities to work hard to achieve their goals both in the classroom and through extra-curricular activities. 

Within our school building, there are eight spacious, well-resourced classrooms, which surround our multi-functional hall. The grounds are extensive and provide space for our pupils to engage in sport, creativity and explore nature. There are two large playgrounds: one for Key Stage 1 and the other for Key Stage 2. These are equipped with a trim trail to develop balance and agility, picnic benches to encourage our pupils to socialise and basketball hoops for team games.

Our sensory garden, 'The Bay',  is utilised by our pupils across the academy, throughout the day. The Bay encourages our pupils to engage in forest-based activities, provides a calm, woodland environment and offers a range of sensory activities. As well as this area, we have a creativity garden 'The Cove', whereby the children can dress up and perform on a stage at lunchtime, build structures and create sculptures in our sandpit. We are always looking to develop and improve our outdoor provision and work closely with members of the community to do so. 

KS1 have their own garden, which they use at various times across the school week. This houses a reading circle, stage, tuff trays, a stage and planters. 

The outdoor learning environment in 'The Harbour' for Nursery and Reception children is both exciting and stimulating and accommodates their learning needs by ensuring that all areas of the EYFS curriculum are met. There are markings for trikes and bikes to develop gross motor skills along with a playground to develop the muscles needed to hold a pencil and write. Imaginative play is enabled in den building, our popular mud kitchen,  construction zone and role play area, whilst the story chair encourages a place for quiet reflection and stories to be told. Learning in the EYFS go far beyond the classroom! Our outdoor classroom is just as important, as our indoor ones. 

Teachers work as part of a team and see their class as part of the whole school community, sharing their own particular interests and often giving freely of their time. Their work is underpinned by a whole-school commitment to improving the quality of teaching and learning, and to raising levels of attainment.