Welcome to the William Penn School website. You are invited to join us on a virtual tour of the school below. We would also be very happy to welcome you in person. Contact the school using the office email: office@williampenn.co.uk or telephone on 01403 741274.

School Vision and Strategic Plan

Living, Laughing and Learning Together’

At William Penn, we believe that every member of the school community is a ‘teacher’ and a ‘learner’.  We respect each other and value the rights and responsibilities of each individual.  We are a school with a Quaker foundation, characterised by a caring ethos which places importance on honesty, integrity, reflection, equality, peace, friendship and simplicity.  We strive for high standards and challenge ourselves to further our own learning and understanding throughout the journey of life.
Policy into Practice – What does this mean for Pupil Learning?
The following extract from our Teaching and Learning Policy illustrates how our Vision Statement is realised through our Mission Statement
We feel happy, safe, valued and respected
  • Everyone feels special, loved and cared for
  • Relationships are built on trust
  • Everyone is valued as an individual, their thoughts and ideas are respected and their interests are nurtured
  • Expectations and routines are clear, accepted and followed
  • Fairness and consideration are shown to others
  • ‘Mistakes’ are part of the learning process
  • Good role models demonstrate positive social interaction
  • Achievements within school and beyond are celebrate
We belong to a whole school community that works, plays and has fun together
  • Traditions and special events are celebrated together
  • Communication is open and encouraged
  • Everyday begins with a whole school assembly where a weekly theme is shared and reflected upon
  • Contributions from the wider school community to support learning are valued
  • Family helpers are valued and encouraged to participate in school life
  • The active Parent Teacher Association supports and promotes school in the wider community
  • Extra-curricular activities are wide ranging to extend learning
  • There are close working ties between our family group, pre-schools, secondary schools and external agencies
  • Governors are actively involved in the daily life of the school
We have a stimulating and supportive learning environment which promotes independence and a safe and healthy lifestyle
  • The school is welcoming and child centred
  • The learning environment is safe, organised, inviting and stimulating
  • Quaker values are displayed in each class and referred to during our learning
  • The indoor and outdoor environment is used to support and challenge learning
  • Displays are interactive and support, challenge and celebrate achievement
  • Classrooms are organised into learning areas
  • Children independently access high quality resources which are aesthetically arranged and purposefully organised
  • Children are encouraged to manage their own risk
  • Children and adults make a positive contribution to developing their own environment
Careful planning provides relevant, memorable and exciting learning opportunities which challenge and motivate
  • The curriculum is relevant and exciting
  • Cross curricular links are made
  • Planning is stage appropriate
  • Work is differentiated
  • Experiences relate to real life and are placed in a meaningful context
  • Children are able to follow their own interests
  • Children have ownership of their learning and contribute to their learning journey
  • Planning takes into account prior learning
  • Progression of skills is evident in planning, teaching and children’s work
  • Planning is flexible to ensure that the needs of the children are met
  • Sudden and unplanned opportunities for learning are embraced within and beyond the classroom
  • Experiences are varied and include working with experts, trips and visits and active learning themed days
A range of teaching strategies meet our learning styles and needs
  • A variety of teaching strategies and learning styles suit visual, auditory and kinaesthetic learners
  • Multiple intelligences are understood and inform learning choices
  • Role play and drama are used to further learning
  • Teaching strategies will include: direct teaching, group work, modelling, discussion, questioning and pair work
  • ICT is used to support teaching and learning
  • The teacher: acts as a facilitator for learning; enables children to learn by themselves or with others; explains; presents; debates; summarises and mentors
  • Misconceptions are addressed
  • Assessment for learning strategies are used
  • Children are refocused
  • Personal learning and thinking skills are taught
We are active and there are opportunities for challenge, innovation and adventure
  • Play is a vehicle for teaching and learning
  • We take risks in our learning
  • Imagination fosters creativity
  • Children have opportunities to direct and initiate their learning
  • Children learn in real and relevant contexts
  • Decisions and choices are made
  • Children experience open ended challenges
  • Independence is fostered and encouraged
  • There is time for thinking and reflection
  • Interactions within the learning community are purposeful
  • Questions are open and challenging and lead to deeper learning
  • Children ask questions to follow their own lines of enquiry
  • Children have opportunities to learn through first hand experience
  • Skills, knowledge and understanding are demonstrated
We understand how to learn and our progress and our success
  • Everyone is encouraged to be proud of their achievements
  • Learners are independent, resourceful and develop self help skills
  • Everyone understands their preferred learning and teaching styles and how to develop adapt and develop these to fit new circumstances
  • Learning is communicated in a variety of ways
  • Resilience and perseverance are encouraged
  • Learning relationships are understood
  • Self assessment and peer evaluation are undertaken
  • Learning objectives and success criteria are used to evaluate progress
  • Everyone knows when they have achieved a goal
  • Everyone knows the next step in their learning
  • Targets are set and reviewed together