School Updates

Keep up-to-date with what's happening.

Swipe content


  • Cooke 84
  • Ahlberg 97
  • Kipling 79.9
  • Jeffers 94.8
  • Milligan 85.5
  • Rowling 84.1
  • Morpurgo 82.7
  • Shakespeare 82.7

Interactive bar

School Logo

Welcome to


Primary School

Happy - United - Inspired

Get in touch

Contact Details

Social Media



This week we are going to be learning to use positional language to describe where something is. Use positional language to describe where the penguin is in the slides below.

Choose a positional language challenge to complete each day:

  • Go to the park and play a positions game with your family. Ask one person to shout positional instructions and everyone else has to follow them. You could saythat the last person to do it is ‘out’ and the last person in the game is the winner, or you could just do it for fun. Some examples of instructions could be, “Stand behind the slide,” “Stand on top of a path,” “Sit underneath the climbing frame” or “Stand next to the gate.”
  • Ask an adult to take some photographs of you and a cardboard box. You could stand behind it, in front of it, next to it and lie underneath it. If it is a big box, you could sit inside it too! Print the pictures and label each one using your position. Each time you label the picture, describe the position to an adult, e.g. “I am standing in the box.”
  • Draw a bush in the middle of a piece of paper. Draw a lion next to the bush, a mouse underneath the bush, and a cheetah in front of the bush. Draw a zebra behind the bush (you might just be able to see his tail poking out) and a parrot on top of the bush.
  • Draw a treasure map on a piece of paper - draw an island in the middle of the paper. Draw a pirate ship next to the island on one side and a ship wreck on the other side. Above the island, draw some smaller islands for boats to move in and out of. Below the island, draw some hungry sharks.
    What else can you add to the map? Can you describe the position?
    Draw a cross on the map to show where some treasure is buried. Can you describe where the treasure is hidden?
  • Play a twist on the game ‘I Spy’ but instead of guessing the word beginning with a certain letter, give clues as to the object’s position, e.g. “I spy with my little eye, something behind the …” or “next to the …”.
  • Ask an adult to hide a teddy bear or favourite toy and then write or say some clues about how to find it. Can you follow the clues and work out where it is hiding? The clue might say, “Go to the sitting room, look behind the sofa and under the cushion.” Could you hide something and give clues for someone to follow?
  • Ask a grown-up to give you instructions to arrange some items on some shelves or a cupboard. They might say, “Can you put the action figures on the top shelf?” “Can you put the cars next to the action figures?” “Can you put a teddy on top of the cars?” etc.
  • Collect 6 toy cars: a blue one, a red one, a yellow one, a silver one, a black one and a purple one. Can you put the red car in front of the blue car? Then put the yellow car next to the red car. Put the silver car on top of the yellow car and put the black one behind the blue car. Put the purple car in
    between the red car and the yellow car.