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क्रैनब्रुक प्राइमरी स्कूल में हम अपने बच्चों को एक समृद्ध, संतुलित और सार्थक पाठ्यक्रम प्रदान करते हैं। हम एक रचनात्मक पाठ्यक्रम दृष्टिकोण का पालन करते हैं और जहां संभव हो सभी विषयों में विषयों को जोड़ने का प्रयास करते हैं। इसके अलावा, जीवन भर शिक्षार्थियों को बढ़ावा देने के लिए यात्राओं, स्कूल के आगंतुकों और विषय के दिनों की शुरुआत / समाप्ति द्वारा शिक्षण को बढ़ाया जाता है। माता-पिता की कार्यशालाओं के दौरान साझा किए जाने वाले पाठ्यक्रम के अवलोकन ब्रिटिश मूल्यों के साथ कनेक्शन सहित पाठ्यक्रम में लिंक पर प्रकाश डालते हैं।


हमारे पाठ्यक्रम पहेली प्रत्येक अवधि के लिए राष्ट्रीय पाठ्यक्रम की सामग्री का एक सिंहावलोकन प्रदान करते हैं।  इंग्लैंड में राष्ट्रीय पाठ्यचर्या सभी राज्य वित्त पोषित स्कूलों में पढ़ाए जाने वाले ज्ञान और कौशल को निर्धारित करती है। इसमें कहा गया है कि सभी राज्य के स्कूलों को एक ऐसा पाठ्यक्रम पेश करना चाहिए जो स्कूल / समाज में विद्यार्थियों के आध्यात्मिक, नैतिक, सांस्कृतिक, मानसिक और शारीरिक विकास को बढ़ावा देने के लिए संतुलित हो और बाद के जीवन के अवसरों, जिम्मेदारियों और अनुभवों के लिए स्कूल में विद्यार्थियों को तैयार करता हो।  


हमारे पाठ्यक्रम को रेखांकित करने वाले सिद्धांतों में शामिल हैं:

  • हमारे विद्यार्थियों के भीतर जिज्ञासा का विकास करना ताकि वे सीखने के लिए एक वास्तविक जुनून के साथ स्वतंत्र शिक्षार्थी बन सकें

  • विविध संस्कृतियों का सम्मान करने के लिए विद्यार्थियों को प्रोत्साहित करें

  • आधुनिक ब्रिटेन में जीवन में अवसरों, जिम्मेदारियों और अनुभवों के लिए कौशल के साथ विद्यार्थियों को तैयार करना

  • हमारे विद्यार्थियों को 'आकांक्षी' बनने और उनकी पूरी क्षमता तक पहुंचने में सहायता करें

  • स्थानीय क्षेत्र के प्रति जागरूकता, प्रशंसा और प्रतिबद्धता विकसित करें


At CPS, as a local authority maintained school we welcome all pupils, no matter what their starting point, and actively celebrate the diversity that exists within our school community and society in general. We are wholeheartedly committed to the Equalities agenda and believe that all children have the right to high quality education and that this should begin as early as possible.

In line with the SEN Code of Practice, we believe that our pupils with SEND (Special Educational Needs and Disabilities) have an entitlement to a broad and balanced curriculum and that our role is to work in close partnership with parents, carers and other agencies to offer the best provision that we can to develop independence and good communication and life skills.

For our children with additional needs we use a personalised approach and make reasonable adjustments, which enable them to have access to learning opportunities that nurture and develop these skills in a safe and secure environment.

We work successfully with a range of agencies, such as SALT, SEATTs, Occupational Health and Educational Psychologists to facilitate children’s learning, so that the approach is bespoke to each child’s needs.

Like all pupils, SEND pupils deserve a rich diet of all subjects. Through quality CPD and additional roles, such as LSAs, ELSAs, learning mentor and play therapist, we support the class teachers to ensure children have the skills to access learning in a wide range of subjects through adapting our approach for individuals as necessary. The non-core subjects, such as the Arts, we believe are a valuable way of engaging and capturing children’s interest and can be very successful in engaging SEND pupils.


Our Early Years team strive to provide an environment where children feel safe, happy, supported and secure. We consider each child’s interests, wants and needs so that they are ready to learn and excel. We are committed to providing quality Early Years education that is; creative, challenging, active and broad in scope, in order to develop a thirst and excitement for learning. Children develop a strong sense of self while also learning to play, negotiate and co-operate with others. Children experience a broad and balanced curriculum reinforced by high quality teaching and learning that meets individual needs. We work in partnership with families so that parents and carers are fully involved as their children’s first educators. Children are guided on a nurturing journey enabling them to become confident communicators, inquisitive, imaginative and empathetic learners. The fully inclusive and personalised curriculum promotes independence and encourages children to embrace challenge and to persevere.


Cranbrook Primary School follows the Statutory Framework for the Early Years Foundation Stage. This Framework specifies the requirements for learning and development in the Early Years and it is organised into seven Areas of Learning and Development. Through a well organised, stimulating and engaging environment, the children will organise their own play and will demonstrate positive characteristics of effective teaching and learning – playing and exploring (engagement), active learning (motivation) and creating and thinking critically (thinking). We plan a broad and balanced curriculum that values children’s prior learning and cultural backgrounds in order to widening their horizons. Our child initiated topics incorporate our schools core values of Equality, Respect, Resilience and Kindness.


Our carefully planned lessons aim to capture the children’s attention and imagination and create a sense of awe and wonder. We listen to children’s ideas, assess what they already know about a topic and question what they would like to learn. Topic themes and learning opportunities are selected according to the children’s own interests.  They build on children’s prior learning, skills and knowledge.  Communication and Language, Physical Development and Personal, Social and Emotional Development are at the heart of all learning. Topics are planned to ensure appropriate depth and challenge. The timetable is organised effectively to ensure a balance of teacher directed and child initiated activities and learning through play is vital. We use the environment to ensure the children’s needs are met through the continuous provision and enhanced provision, and by following their interests. Our continuous provision challenges the children to push boundaries, take risks and create their own learning pathways.

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