The PTI Primary Impact Award

St Mary's CofE School, Kirkby Lonsdale - Winner of the 2024/25 PTI Primary Impact Award

St Mary's CofE School has won the Award for its work towards elevating the status of art and the role it can play in the holistic development of its pupils and within its rural community setting.

The school has implemented a progressive art curriculum that emphasises clear learning objectives and the interconnections between various art forms. As part of a CPD programme and with expert guidance from Bob Sutcliffe OBE, teachers have been empowered to create challenging and enriching art experiences to develop curiosity and intellectual independence among students. They ran a successful 'Tree Therapy' Art competition culminating in an exhibition at Levens Hall showcasing student talent and promoting a deep appreciation for nature and its artistic expression.

St Mary's CofE School has created a calm and inspiring atmosphere for creativity. Through the introduction of art-specific language, students have gained confidence in articulating their ideas and engaging in critical dialogue about their work. The transformative power of art as a therapeutic tool is exemplified in the compassionate support provided to both staff and students, including a colleague battling terminal illness and a Year 4 pupil overcoming significant health challenges. These initiatives reflect the school's commitment to nurturing a vibrant and inclusive art education that enriches the lives of all its pupils.

Serving Kirkby Lonsdale and the surrounding villages, the school addresses a significantly higher level of dyslexia than the national average and aims to combat isolation through partnerships with the Milnthorpe Consortium, a network of 17 small schools in South Lakes. These collaborations provide invaluable training and resources for teachers, ensuring high-quality education for all students.

Pennyman Primary Academy has been nominated for a Primary Impact Award for coding in computing, developing the computing curriculum and integrating technology into primary lessons. Staff have gained a deeper understanding of the computing curriculum and introduced a variety of tools into the classroom. 

Through continued professional development, they have incorporated interdisciplinary links to enrich pupils' learning experiences, which is especially important in the primary curriculum. This includes teaching an adapted national curriculum for many of its pupils, since Pennyman Primary is a large academy with a specialist unit for children with physical, medical or learning needs. 

After learning about micro:bits and expanding their knowledge of coding progression, staff introduced physical computing devices to demonstrate the real-world applications of coding, making learning hands-on and engaging. These experiences are helping to prepare pupils for a digital future by developing their computational thinking and technology skills.

Milburn Primary School has been nominated for a Primary Impact Award for developing a vibrant music programme within its unique small-school setting. With a dedicated staff of just a Head of School, Teacher, and Higher-Level Teaching Assistant, staff have collaborated to create an engaging curriculum to engage their fifteen mixed-age students with a love for music, despite initially lacking specialist subject knowledge.

Time for music has now been timetabled and protected. Staff have created a long-term plan for musical education, ensuring all children have access to high-quality music lessons, experience live music, have participated in a major musical performance, and can play an instrument by Year 6. Thirteen of the school's fifteen students participate in a music club, where they have learnt to play the recorder. Many of those students have since acquired their own instruments to continue practice at home.

Collaboration is prioritised and essential to the delivery of music education at Milburn Primary School. All staff work together with their Cumbria music hub specialist teacher to deliver lessons, so they will continue to build their confidence and develop an expertise in providing music education. Students are included, too: they have been asked how they feel about music, what part of music interests them, any instruments they would like to play, and how the school can use technology to further develop music education.

Opportunities to engage with music beyond the classroom have been introduced. For example, students will be performing with 9,000 other children at a live stadium event, and tailored music sessions for SEND students are now offered. These efforts reflect the school's commitment to fostering a lifelong appreciation for music in every child.