Curriculum Policy
To be reviewed by: Head, Peponi House
Date of Policy: September 2025
Review Frequency: Annually
Review Date: September 2026
Introduction
This policy applies to all pupils at Peponi House and takes into account the ages, aptitudes and needs of all pupils, including those with EAL and SEND At its core, Peponi House offers forward-looking preparation for success and happiness in a rapidly changing world.
Aspiration and Ambition
Peponi is an educational community underpinned by our distinctive ethos and the efforts we place into forward-looking preparation for success. With emphasis on aspiration and ambition, the quality of our academic programme is crucial to us. We make top-tier teaching and learning our priority. Alongside this, our pupils are given opportunities to acquire broader skills and interests which enrich their lives.
Learning to Learn
Exploration, interaction and thoughtfulness are the foundations of the learning experience we provide at Peponi House. Children are encouraged to be independent learners from Year 1 and they are encouraged to take responsibility for their own learning.
We aim to make the most of practical, investigative and interactive classroom experiences. Innovative technology is used as a tool to support learning when relevant to enhance the learning experience.
We aim to challenge and stretch each individual child, acknowledging that they are unique, whole people who should be nurtured and developed in a stimulating, open-minded educational environment.
Our aim is to provide a curriculum which:
i. Fosters a love of learning and understanding.
ii. Encourages an appreciation of lifelong learning through exposure to both curricular and cocurricular provisions.
iii. Encourages pupils to develop the attitudes, working habits, and independence that will serve well now and in the future.
iv. Promotes a wide range of skills, including mathematical, scientific, technological, social, physical, creative and linguistic.
v. Supports pupils to realise their full potential academically, pastorally, and socially.
vi. Creates awareness of the links between subjects.
vii. Introduces pupils to a wide range of academic and cultural experiences and stimulates intellectual curiosity.
viii. Provides effective preliminary career guidance.
ix. Promotes safeguarding and well-being of all pupils.
x. Provided it does not undermine local law, promotes British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.
xi. Provides a full-time supervised education which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical, and aesthetic and creative education and enables them to make progress.
A framework for teaching and learning is provided by the British National Curriculum and the demands of the Common Entrance (CE) syllabus for preparatory schools. In addition, the breadth of learning that Peponi House offers gives all children the opportunity to excel.
Children are prepared for entry into independent senior schools (in Kenya and overseas) and some will sit for scholarships and all-rounder awards to those schools. An impressive total of scholarships each year to schools in Kenya and UK demonstrates that our children can and do achieve the very highest standards.
Inclusion
We have an Inclusion Department, that includes provision for SEND that provides short term interventions supporting children to develop global skills that enable them to access the Peponi House curriculum. Subject support is provided through class differentiation and quality teaching. For more information, please read the Inclusion Policy. The department is led by the Director of Inclusion and assessment supported by the Special Education Needs Coordinator (SENCO), two additional Learning Support Teachers and three Learning Support Assistants.
The Director of Inclusion and Assessment is responsible for monitoring and reviewing standardised assessing of pupils in the school and for screening pupils where concerns are raised regarding learning difficulties.
The learning support assistants are responsible for giving in-class support to pupils who have learning difficulties and the learning support teachers are responsible for any withdrawal lessons where pupils with needs come to the LS department for intervention lessons.
Pupils with Specific Learning Difficulties
Support for pupils who have been identified as having additional learning needs is based on their individual needs and includes the following.
i. Withdrawal support – identified pupils follow a slightly reduced timetable (usually having dropped a language) and in its place work with a LS teacher within a small group. Support is tailored to the pupil’s targets, which are holistically set.
ii. In-class support – involves having a LS assistant in specific lessons (mainly in English and mathematics).
iii. Exam support – through the provision of access arrangements (extra time, use of technology, modified papers)
iv. External professionals link – we offer pupils a link to external professionals e.g. educational psychologists, counsellors, speech therapists.
EAL
Whilst pupils who join Peponi House are usually at an age-related fluency of English, we do have pupils who are learning English as an additional language and have come to us from an international school where the teaching language is not English. For other pupils English is secondary to the language they speak at home (Kiswahili, Gujurati, Urdu, Punjabi being most common, additional to various European languages).
Teachers at Peponi House recognise the importance of including and supporting children learning English as an additional language within the school community to ensure their success. We recognise and value the diversity of the children who attend our school and their contributions. We aim to meet the needs for learners for whom English is an additional language.
Peponi House takes its lead from the framework and guidance provided by The Bell Foundation to support the needs of those using English as an additional language. To this end, we aim to adhere to the five key principles:
i. to recognise that multilingualism is an asset.
Curriculum Policy
ii. to set high expectations with appropriate support.
iii. to provide an integrated focus on language and content.
iv. to provide effective and holistic assessment.
v. to ensure social inclusion.
EAL provision is led by:
i. Curriculum modification within the lesson
ii. Holistic reading, writing, speaking and listening targets set and supported by the classroom teacher and teaching assistants
iii. Classroom activities having clear learning objectives and the use appropriate materials and support to enable learners to participate in lessons.
iv. Key language features of each curriculum area being identified and shared with the EAL child.
v. Enhanced opportunities being provided for speaking and listening and use made of drama techniques and role play as appropriate.
vi. Additional visual support being provided e.g. posters, pictures, photographs, objects, demonstration and use of gesture.
vii. Additional verbal support being provided e.g. repetition, modelling, peer support.
viii. Using accessible texts and materials that suit both children’s ages and levels of learning.
ix. Ensuring that pupils are engaged through visual and interactive teaching.
x. In grouping, pupils being given opportunities to work with pupils with similar cognitive ability, pupils who have developed a good age-appropriate level of English and pupils who speak the same language in the group.
xi. Using a range of resources like talk frames, paired activities, writing frames, sentence structure prompts, mind map, bilingual dictionaries, peer support, differentiated activities, key word lists, displays.
xii. Using home or first language where appropriate and if possible.
Curriculum provision for more able pupils
More able pupils are identified through the use of baseline tests and departmental identification. This applies to not only academic subjects but music, art, design, computing, drama or sport. The wider staff team are informed of the pupil’s abilities, enabling the preparation of work which will sufficiently challenge and extend the pupil within and beyond the classroom.
Careers Education
At Peponi House, the aim of Careers education is to equip pupils with the skills they need to make choices as well as providing opportunities for pupils to gain an appreciation of the careers and interests of those adults in our community. This is developed through the “Careers Uncovered” programme which is delivered in an impartial manner through the use of external speakers visiting the school from local and international organisations. To complement the visiting speaker’s message, follow up discussions and activities occur
during form time to allow the pupils to explore these careers in more detail. We aim to give pupils exposure to a wide array of career paths available In the ever-changing world they are embarking upon so as to Ignite their curiosity and engagement with how they are able to make a positive Impact on the world with their career choices. In addition to this, we encourage our speakers to share their Insights Into the values and life experiences that have shaped their journey to develop an understanding about vocational career paths We at all times encourage pupils to explore pathways that compliment their passions and their potential.
PSHE: Personal, Social, Health and Economic Education
Personal, Social, Health and Economic (PSHE) education is the School’s planned provision through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future and this includes the delivery of the schools Relationships, Sex Education
PSHE reflects the school’s core aim to offer forward-looking preparation for success and happiness in a rapidly changing world. As a ‘School of Many Nations, a Family of One’, we pay particular regard to respect for differences.
There are six themes which are covered in each half-term: Being Me in My World, Celebrating Difference, Relationships, Changing Me. Healthy Me and Dreams & Goals,
PSHE education helps children and young people to stay healthy and safe while preparing them to make the most of life and work. The curriculum is overseen by the Head of PSHE in consultation with the Deputy Head Pastoral and delivered by form tutors during weekly PSHE lessons and, where needed, further form time sessions.
Our PSHE programme effectively complements the School’s pastoral provision and academic curriculum, as well as contributing to the fulfilment of the School’s ethos of providing pupils with a genuinely holistic education. An effective school ethos requires effective and respectful relationships between all members of the school community, and for school policies to be compatible with what is taught in PSHE education. Where suitable, we offer PSHE in gender-based groups, particularly when introducing topics on RSE. We also invite guest speakers and former pupils to share their knowledge and experiences with pupils on relevant topics. PSHE education also allows pupils to have a voice and to share opinions with their peers in a safe space.
Relationships and Sex Education (RSE) is taught within the PSHE curriculum and at an age-appropriate level through the use of Jigsaw resources. In Year 1 & 2, the main focus is on life cycles in nature, being a good friend, learning the anatomical names for external body parts and understanding that it is OK to say no to being touched in areas which we deem private. In Years 3 & 4 we build upon prior learning by introducing the names of internal body parts and looking at the changes which occur as we grow –including a brief introduction to puberty. The topic of families is also covered as we discuss the impact of having a baby and the changes that may bring. In Years 5 & 6, puberty is covered in greater depth and the opportunity for single-gender lessons allows pupils to discuss questions without embarrassment. Conception is also introduced, to complement work covered in Science lessons. We also talk about selfimage and body image within these year groups. In Year 7 and 8, puberty is briefly reviewed, but more focus is given to discussing what makes a positive relationship, consent, and trying to dispel many myths that pupils may have heard or seen on the internet in Year 8 – particularly around the distorted view given through pornography.
Preparing for beyond
Children are prepared for the Common Entrance Exam for entry into independent senior schools (mostly in Kenya and the U.K.) and for senior school scholarships. Where pupils are to take the ISEB Pre-Tests, guidance for preparation is offered. The Common Entrance exams at the end of Year 8 are the culmination of curriculum study at Peponi House and all pupils sit the exams. The cost of examinations are borne by the parents.
Commented [T(1]: @Angela Brown (Staff) Angie please can I ask you to include a section on relationships and sex education and the age groups it is relevant for and refer to the RSE policy?
Commented [T(2R1]: @Angela Brown (Staff) Hi Angie are you able to have a quick look for any edits and then we can publish?
Commented [A(3R1]: @Tracy Handford (Staff) - i have edited and added as requested. Please let me know if it is OK or if I have waffled too much.
Every year, a proportion of Year 8 pupils prepare for scholarship applications to senior schools in Kenya and the UK. Identifying potential candidates takes place towards the end of Year 6 where pupils are encouraged to participate in lunchtime activities linked to an area of scholarship. By October of Year 7 we give advice to pupils and parents as to where we recommend pursuit of a scholarship area; pupils are not able to apply for scholarships without the support and recommendation of Peponi House. Preparation during lunchtime activities continues in Year 7 and 8 until scholarship assessments have been completed.
Technology Integration
Peponi House pupils have access to banks of iPads, as well as two computing suites equipped with desktops. ICT skills are integrated into mainstream lessons wherever applicable and are also taught explicitly as part of the computing curriculum. It is expected that pupils engage with digital learning through iPads across the majority of subjects in all year groups. The tablets are used to enhance and extend learning, supporting independent learning strategies, and not as a replacement for traditional methods such as exercise books.
In Year 6, pupils are issued with their own centrally managed and monitored iPads. From September 2025, this provision will extend to include Year 7. Additionally, pupils with Learning Support needs may be issued with an iPad in Years 5 or 8 to support inclusive learning. All device usage is governed by the school’s IT and Acceptable Use Policies, which ensure responsible, safe, and purposeful engagement with technology.
As part of our commitment to innovation and future-ready education, Peponi House is also implementing an AI Strategy to guide the integration of Artificial Intelligence in teaching and learning. This strategy promotes the ethical, age-appropriate, and meaningful use of AI tools to personalise learning, support teachers, and foster critical thinking about emerging technologies. All AI-related tools are carefully reviewed for data privacy, curriculum alignment, and suitability for use in a school setting. The use of AI complements, not replaces, the central role of educators and is reviewed regularly in line with international best practices and our AI in Education Policy.
PE, swimming and sport
At Peponi House Prep School in Nairobi, Physical Education (PE) and sport are integral to the school’s holistic, British-style preparatory curriculum, shaped to support both academic development and the personal growth of pupils from Years 1 to 8.
Holistic Well being - PE fosters students’ physical health, coordination, and overall fitness. Through structured lessons and activities, pupils develop essential motor skills, teamwork, and confidence
Character and Life Skills- Regular participation in sports nurtures discipline, resilience, sportsmanship, and leadership aligned with Peponi’s mission to foster “aspiration and ambition” and nurture “global citizens who encourage and inspire positive change”
Competitive and Social Engagement - With a robust intra- and inter-school calendar, children learn handling competition, camaraderie, and respect for rules, values strongly embedded in the school’s ethos.
Curriculum Integration
Weekly PE Classes - The formal PE curriculum is aligned with the British National Curriculum and Common Entrance standards. It includes a structured range of sports and physical activities from Year 1 onwards
Seasonal Focus - PE and sports are organized along term lines, with each term highlighting different games:
September Term: Cricket, Football and Athletics
January: Hockey and Swimming
April: Rugby, Netball, Cross Country and Tennis
These align with the Kenya IAPS school circuit and help maintain a term-by-term focus
Fixtures & Galas - Pupils regularly participate in inter-house competitions, annual events like athletics sports day, cross-country runs and swimming galas, and competitions with other schools, such as IAPS cricket, hockey, tennis swimming, rugby, squash, netball tournaments and athletics meets
Creative Arts
At Peponi House, our art curriculum follows the UK National Curriculum for Art and Design, thoughtfully adapted to suit our Kenyan context. We aim to nurture creativity, curiosity, and technical skill in every pupil, providing opportunities to explore and express ideas through drawing, painting, printmaking, sculpture as well as Design Engineering From Key Stage 1 to Key Stage 3, pupils develop their ability to think critically, experiment with materials, techniques, and processes, and understand how art, craft, and design reflect and influence both local and global cultures. We celebrate and incorporate Kenya’s rich artistic traditions and heritage, encouraging pupils to draw inspiration from local artists, landscapes and sustainable solutions as they grow into confident and expressive young creatives.
Throughout their learning journey, pupils are introduced to a diverse range of artists and designers from around the world both historical and contemporary allowing them to explore different styles, movements, and perspectives. This approach helps them make meaningful connections between their own work and the wider world of art, allowing for a deeper appreciation of creativity across cultures and time periods.
Our curriculum is also designed to celebrate difference and promote inclusion, ensuring every pupil sees their identity, value, and culture reflected and respected in the art and design engineering studio. Learning extends beyond the classroom through exhibition visits and collaborative, hands-on workshops led by local artists and designers, offering real world creative experiences. A highlight of the year is our Creative Show an interactive and playful exhibition that shows pupils work across all creative and performance led subjects. Featuring both individual and collaborative pieces, the show is a joyful celebration of our pupils’ talent, imagination, and hard work.
From Years 6 to 8, we also offer a dedicated Art Scholarship Programme for pupils showing potential in the subject. This programme provides tailored support and enrichment, enabling our pupils to expand their technical ability, explore their creative voice, and develop greater independence in their work. Scholarship candidates benefit from additional studio time during lunchtime activities, personalised mentoring, and portfolio and interview development opportunities that prepare them for their chosen senior school art scholarships.
Performing Arts
Music is for everyone, and everyone has a story to tell at Peponi House. The rising importance of collaborative and creative subjects is reflected in the twice weekly music lessons, dedicated drama lessons from Year 5, opportunities to pursue scholarship groups, as well as private instrumental studies along with many Peponi Performing groups. These groups are led by student interest and rely on student leadership for success with the support of our entire Performing Arts team. These groups may change and adapt as the students grow and learn, but historically have included Senior Choir, Junior choir, Orchestra, Brass and Woodwind Ensembles, Percussion Ensemble, Guitar Ensemble, Drama Clubs, and scholarship specific groups.
Performances play a central role in providing students opportunities to expand their creative boundaries and challenge their own perceptions of their abilities. Every student at Peponi House will have an opportunity to formally perform and present their efforts and expressions at least once a year thanks to our prolific performance schedule. This may include Year Group Plays, Battle of the Bands, Musical Showcases, Solo and Small Ensemble Performances, Assembly Presentations, and Carol Services with a Nativity scene. We are mindful of our international make-up and do our best as a school to provide inclusive opportunities for all performers no matter the season.
Dedicated lesson times rely on building strong foundations of joyful interactions that build up personal skills, theoretical understandings, historical and cultural contexts, and provide practical creative opportunities for students to appreciate their reflected humanity in the performing arts. Inspired by the UK National Curriculum, Peponi House has a bespoke curriculum that prepares students to champion themselves as performers, storytellers, actors, musicians, and creators.
Curriculum foci for each Key Stage are laid out as such:
Music
KS1 (Y1-Y3) After having covered foundational musical elements in Kindergarten, KS1 focuses on building musical literacy skills through the recorder. The aim is to have students musically literate by the end of Year 3 to a level where formal recorder Level 1 certificates could be pursued if desired.
KS2 (Y4-6) Now comfortable with musical literacy, KS2 students focus on building their technical and ensemble skills. This includes continuing fluency in their music literacy as well as cultivating their creative portfolios through music technology and group projects relating to their thematic studies outside of the music lesson.
KS3 (Y7-Y8) Students focus on expanding their understanding of musical development through the ages, encouraging them to think and act on the future of music practices and production. They continue building their musical portfolio to prepare them for potential continued music studies after leaving Peponi House.
Drama
Y5 & Y6 Students focus on building their public speaking and performing skills through verse speaking, presenting at assemblies, and preparing for the Y5/6 play.
Y7 & Y8 Students pursue an in-depth study into influential playwrights, authors, and actors to further their technical and critical analysis skills when telling their own stories. They tackle the performance highlight of the year by preparing for the Y7/8 Musical, building up their supporting skills as directors, designers, managers, and tech supervisors
Curriculum foci for each Key Stage are laid out as such:
Music
KS1 (Y1-Y3) After having covered foundational musical elements in Kindergarten, KS1 focus on building musical literacy skills through the recorder. The aim is to have students musically literate by the end of Year 3 to a level that formal recorder Level 1 certificates could be pursued if desired.
KS2 (Y4-6) Now comfortable with musical literacy, KS2 students focus on building their technical and ensemble skills. This includes continuing fluency in their music literacy as well as cultivating their creative portfolios through music technology and group projects relating to their thematic studies outside of the music lesson.
KS3 (Y7-Y8) Students focus on expanding their understanding of musical development through the ages, encouraging them to think and act on the future of music practices and production. They continue building their musical portfolio to prepare them for potential continued music studies after leaving Peponi House.
Drama
Y5 & Y6 Students focus on building their public speaking and performing skills through verse speaking, presenting at assemblies, and preparing for the Y5/6 play.
Y7 & Y8 Students pursue an in-depth study into influential playwrights, authors, and actors to further their technical and critical analysis skills when telling their own stories. They tackle the performance highlight of the year by preparing for the Y7/8 Musical building up their supporting skills as directors, designers, managers, and tech supervisors
Science, Technology, Engineering and Maths (STEM)
Our school is committed to embedding a rich and purposeful STEM approach throughout our curriculum, recognising its potential to nurture creativity, critical thinking and problem-solving skills. By encouraging interdisciplinary learning and real-world application, we aim to equip students with the confidence and adaptability needed for an ever-changing world. We value collaboration across departments to ensure that our provision remains innovative, inclusive and reflective of the interconnected nature of modern education and industry. Through this approach, we strive to foster curiosity, resilience and a lifelong love of learning.
Languages
At Peponi House, the purpose of language learning is to equip pupils with practical communication skills and cultural awareness. We aim to develop confident speakers who can express themselves clearly in reallife situations, such as introducing themselves, talking about their families and pets, ordering food, and shopping. The Language Department offers Kiswahili, French, and Spanish. All pupils study Kiswahili, and from Year 1 onwards, they choose between French and Spanish as an additional language. Pupils are encouraged to continue with their chosen language through to Year 8, with the goal of reaching A2 level
proficiency by graduation. Language lessons are interactive and focused on speaking, listening, and functional use of vocabulary, preparing pupils to use the language meaningfully both in and beyond the classroom.
Organisation of the curriculum:
Years 1 to 4
Our dedicated and enthusiastic teaching staff are committed to creating an atmosphere in which every child develops their unique range of abilities. We have high expectations of all of our children and deliver interactive lessons in all subjects to engage all pupils in their learning. The focus of teaching and learning is based on an enquiry-based method, this approach develops skills required for lifelong learning, enabling pupils to take leadership in their learning and providing opportunities for agency.
Pupils learn via Thematic learning topics for the majority of lessons, which cover skills and knowledge in English, science, humanities, art and DE in quantities most suited to the theme.
The journey for children in Years 1-4 is enhanced with exciting and insightful trips where children are able to develop their contextual understanding of themes, create new ideas and lines of enquiry and put valuable skills into practice.
In Years 1 and 2 Forest School is weekly part of the formal curriculum. Forest School is a long-term process of frequent and regular sessions in a woodland or natural environment, rather than a one-off visit. Planning, adaptation, observations and reviewing are integral elements of Forest School. The school has a number of trained Forest School leaders who are able to plan and deliver this important aspect of our curriculum.
Mathematics is taught as a discrete subject in Years 1 to 4, separate from thematic learning, to ensure focused and structured progression. We follow the highly regarded White Rose Maths curriculum, which adopts a mastery approach. Lessons prioritise deep understanding over memorisation, making use of physical manipulatives, visual representations, and carefully structured questioning to support all learners in developing confidence and fluency in mathematical thinking.
Our English curriculum from Years 1 through 8 is designed to develop confident, skilled readers and writers at every stage.
In Years 1 and 2, children follow the Read, Write Inc. phonics programme, delivered in targeted groups and regularly assessed to ensure strong foundational skills. Those who have not yet securely mastered phonics by the end of Year 2 continue to receive focused support through the Fresh Start intervention in Years 3 and 4, helping to close gaps and build fluency.
From Years 3 to 5, pupils transition to dedicated spelling lessons that build on their phonics knowledge, expanding vocabulary and spelling accuracy.
To foster creativity and writing skills, we use the Talk for Writing approach extensively in Years 3 to 6. This method encourages pupils to orally rehearse and internalise story structures and language patterns before producing their own imaginative and structured writing.
As pupils move into Years 5 to 8, the curriculum broadens to include diverse themes such as historical fiction, poetry and fantasy. Pupils develop advanced comprehension and analytical skills, exploring language, structure and the author’s purpose and perspective. Writing tasks become more varied and sophisticated, focusing on purpose, audience, tone and style alongside continued mastery of spelling, punctuation and grammar.
Throughout all years, our well-stocked libraries provide a rich variety of reading materials, supporting a love of reading and the development of independent literacy skills. This progressive approach lays a strong foundation for success in the ISEB 13+ and British National Curriculum assessments while nurturing lifelong confidence in reading and writing.
Curriculum Policy
Years 5 to 8
Year 5 is a transition year during which the children are taught English and Humanities by their form teacher, whilst exposed to specialist teachers for the rest of the curriculum. From Year 6 onwards, all subjects are taught by subject specialists.
All pupils take Kiswahili throughout their time at Peponi House. In Year 5 pupils will have been learning one of Spanish or French and will continue to Year 8 with their choice.
All pupils are prepared for the I.S.E.B Common Entrance Examinations taken in Year 8. These demanding papers are taken in English, Maths, Biology, Physics and Chemistry. Non I.S.E.B exams are taken in History, Geography and Modern Foreign Languages. The cost of I.S.E.B. parents is added to Year 8 fees.
Organisation by ability (setting)
At our school, we tend to avoid setting where possible, recognising the benefits of mixed-ability teaching for collaboration and confidence. However, when it is in the best interests of the pupils, we take a pragmatic approach, grouping based on the specific needs and make-up of each year group. Our aim is always to give every child the best chance of experiencing success and achieving their full potential.
Overview of subjects
Years Subjects Extras
English, maths, science (biology, chemistry, physics), Kiswahili, either French or Spanish, history, geography, R.S., art, design engineering, computing, music, drama, P.S.H.E., P.E., games, swimming
6, 7 and 8
5
1, 2, 3 and 4
In 2025-26 the Year 8s will be learning Kiswahili plus two further languages out of Spanish, French, Latin and advanced Kiswahili.
Maths is set depending on needs of the cohort.
English, maths, science, Kiswahili, either French or Spanish, humanities, R.S., art, design engineering, computing, music, drama, P.S.H.E., P.E., games, swimming
Phonics/ English, maths, thematic learning, Kiswahili, French or Spanish, computing, music, P.S.H.E., P.E., games, swimming
Timetable and subject allocation
Years 1-2
Orchestra, Senior Choir and optional activities
Senior Choir and optional activities
Junior Choir and optional activities
The teaching timetable is a 40-lesson week of 8 x 40 minute lessons a day, ending at 3:10pm.
Years 3-8
The teaching timetable is a 45-lesson week of 9 x 40 minute lessons a day, ending at 3:50pm.
Curriculum Policy
Extra Curriculum Opportunities including Enrichment
Extra-curricular opportunities including enrichment and scholarship preparation are offered either before school, during the extended lunchtime or after school. There are also holiday camps on offer at specified times of the year.
Extra curricular performing arts opportunities consisting of choirs, ensembles, orchestra, cultural music and opportunities such as Battle of the Bands take place during extended lunch and after school. Peripatetic LAMDA and music lessons are offered within school.
Early morning, lunchtime and after school opportunities abound for sport and swimming. There are sessions for pupils who want to generally improve their skill and ability and sessions for squads in team sports. Tennis, running, swimming especially have extra training sessions either as part of school teams or as part of Peponi Bumblebees.
Peponi Bumblebees is our enrichment program offering a broad range of paid for activities that are designed to enhance and compliment the overall school provision. With activities before school, after school, and on weekends, it gives children space to explore their interests, build skills, grow confidence and skill level.
The activities are advertised in advance, are expert-led and run for a term of 8-9 sessions. Parents sign up for these activities by clicking on the link or scanning the QR code on the front page of the PH Activities booklet. Providers are paid directly, all details are included on the form. Children can choose from a wide variety of options from - Gymnastics, Ballet, Robotics, Golf and Pottery to Karate, Dance Fusion, Cooking, Chess, Yoga, Water Polo and much more.
Scouts for girls and boys in Year 6 and above is a staff-run activity which takes place after school weekly. Lunchtime activities take place during the activities slot after lunch Monday to Thursday (Years 5-8) and Monday to Friday (Years 1-4). They are not compulsory and we suggest that pupils do not do one or two activities a week. Activities are not available to pupils on the day that they have their fixtures afternoon (U13 on Wednesday , U11 on Tuesday, U9 on Thursday). The activities are run by the teachers and TAs in school We ask pupils commit to the full term of an activity if they have signed up. A full schedule is shared with families and pupils towards the end of the previous term so choices can be made. Some activities are by invitation only, or are requested as part of a pupil’s development, such as the Small Vocal Ensemble, English as an Additional Language support, scholarship maths and critical thinking. The majority of activities are open to all by age group. Examples include Model UN, debating, Yin Yoga, Painting by Numbers, Water Play, swim development and chess.