Blackmoor Park Infant School
and Kindergarten
Part of The Three Saints Academy Trust
Impact Statements
At Blackmoor Park Infant School, impact statements are used to clearly demonstrate how our teaching and learning experiences support children’s progress, development, and enjoyment across the curriculum. They help us reflect on the effectiveness of what we do, showing how our trips and enrichment help our children build knowledge, skills, confidence, and curiosity.
The following statements are closely linked to the EYFS Statutory Framework and National Curriculum and include children’s voice to capture real, meaningful outcomes. They also provide valuable evidence for school improvement, staff reflection, and communication with our school committee, our families and Ofsted.
Impact Statement: Science Week – Eureka Discovery Centre
Date: March 2026
Our Year 2 visit to Eureka Science Museum had a really positive impact on the children’s learning, curiosity and confidence. The hands-on exhibits gave them the chance to explore and understand scientific ideas in a fun and memorable way, helping to bring their understanding of science to life. The children were able to see in action some of the concepts they have been exploring in class, such as forces and motion, magnets, light and sound, and simple chemical reactions. This helped to deepen their understanding and made their prior learning even more meaningful.
The children were fully engaged throughout the visit, showing lots of enthusiasm and asking thoughtful questions. They particularly enjoyed the interactive experiments and problem-solving challenges, which encouraged them to think creatively, test ideas, and work independently. These activities built on the investigations they have carried out in school, reinforcing key skills such as predicting outcomes, observing carefully, and drawing conclusions.
The trip also supported their personal development. The children behaved very well, worked cooperatively, and represented the school brilliantly. For many, it was a valuable experience that broadened their horizons, gave them new perspectives on how science is all around us, and inspired curiosity about the world.
Impact Statement: Science Week – Chester Zoo
Date: March 2026
The Reception trip to Chester Zoo had a really positive impact on the children’s learning and engagement. The excitement was clear from the moment they arrived, and this enthusiasm carried throughout the day. The visit provided a valuable real-life link to their current learning about animals, allowing them to see a range of animals up close and deepen their understanding of different habitats and characteristics.
The children were particularly engaged when discussing what they had already learned in class and were eager to make connections, using key vocabulary and sharing their knowledge with confidence. Seeing the animals in a real environment helped to bring their learning to life in a meaningful and memorable way.
One of the highlights of the day was the penguin enclosure. The children were fascinated watching the penguins swim and waddle, and they particularly enjoyed observing how quickly they moved in the water compared to on land. This sparked lots of discussion and curiosity, with many children asking questions and commenting on their behaviour.
Overall, the trip was a fantastic opportunity to enrich the children’s learning, build their curiosity, and create lasting experiences linked to their prior learning about animals.
Impact Statement: Science Week – Knowsley Safari Park
Date: March 2026
Nursery had a lovely visit to Knowsley Safari Park where the children enjoyed seeing lots of different animals and exploring the world around them. During the safari drive, the children were very excited to spot animals such as lions, monkeys and other wildlife. They enjoyed looking out of the windows and talking about the animals they could see, noticing how they moved and what they were doing. This helped the children to learn more about animals and their habitats, linking to EYFS Understanding the World as they explored living things and the natural environment.
The visit also encouraged lots of talk and discussion. The children shared what animals they recognised and talked about their favourites with their friends and adults. This supported their communication and language as they used new words and described what they could see.
LH: "We read the story Giraffe's Can't Dance and saw all the animals
TS: "The sealion jumped out of the water"
PP: "The monkey's got on the roof so we couldn't go in."
The trip gave the children a chance to learn through real experiences, helping them make connections between animals they may have seen in books and real life. The children showed lots of curiosity and excitement throughout the visit. The children enjoyed being part of an audience whilst watching the sea lion show. The children could not contain their excitement as the sea lions jumped through the hoops and collecting items at the bottom of the water.
Overall, the visit was a very enjoyable experience for Nursery and supported their learning about animals and the natural world while encouraging curiosity, conversation and exploration.
Impact Statement: Science Week – Imagine That
Date: March 2026
Year 1 had an exciting and engaging visit to Imagine That! Science and Discovery Centre. The trip provided the children with opportunities to explore a range of interactive activities that combined play, creativity and science.
During the visit, the children explored different play areas and took part in hands-on learning experiences. One of the highlights was making slime, where the children were able to observe how materials change when mixed together. They also watched a science demonstration using dry ice, which sparked curiosity and excitement as they observed the reactions and effects created during the experiment.
The children were able to investigate different areas of the centre, pressing buttons, exploring games and discovering how things worked. These activities encouraged the children to explore, experiment and develop their curiosity about the world around them.
The children shared their reflections about the visit:
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LH said, “I liked playing with the bubbles – you had to pull it up and it made a big bubble.”
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IC said, “I went to the dressing up part where you could put costumes on and imagine you were that person.”
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LL said, “I saw the astronaut and the games to play.”
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ED said, "I liked exploring the thunderstorm. It is like the weather and was very loud."
When reflecting on the trip, the children said that if they were to visit again, they would like to explore more of the games and activities, especially those that involved pressing buttons and investigating how they worked. Overall, the visit had a positive impact on the Year 1 children. It encouraged curiosity, exploration and hands-on learning, helping the children to engage with science and discovery in a fun and memorable way.
Impact Statement: Christmas – Pantomime Visit - Jack and the Beanstalk
Date: December 2025
This week, over 220 of our children enjoyed a truly memorable cultural experience as they travelled by coach to Knowsley Culture and Leisure Park to watch the pantomime Jack and the Beanstalk. The excitement was evident from the moment they set off, but nothing prepared them for the awe they felt on entering the magnificent auditorium. Many children were absolutely amazed by its size and splendour, and several commented that they simply couldn’t believe their eyes when they first saw the stage.
The performance itself was met with delight from beginning to end. The children laughed, joined in with the well-known pantomime traditions, and were completely immersed in the magic of live theatre. It was especially heartwarming to see children who had never visited a theatre before enjoying every single moment; for some, this was an experience that opened up a whole new world.
This visit provided valuable enrichment to our curriculum. Watching a live performance supports the Early Years Foundation Stage and the National Curriculum through the development of speaking, listening, and storytelling skills, as well as enhancing children’s understanding of performance, character, and narrative. Experiences such as this also play an important role in building children’s cultural capital, broadening their understanding of the arts and helping them appreciate cultural experiences beyond the classroom.
The joy and wonder on the children’s faces throughout the day made this a truly special trip—one that will no doubt be remembered for a long time to come.
Impact Statement: Remembrance Day – Visit to the Cenotaph
Date: November 2025
In November, the Little Leadership Team (LLT) took part in a thoughtful and meaningful visit to the Cenotaph. The trip provided an opportunity for them to reflect on remembrance, respect, and the importance of honouring those who have served their country.
During the visit, the children observed the wreaths and memorial plaques, placed their handmade wreaths, listened carefully as Mr Naylor explained the significance of the Cenotaph, and took part in a moment of silence to show their respect. They also explored the surrounding area, noticing symbols and names that helped them to understand how communities remember the past.
The experience supported the children’s personal, social and emotional development, encouraging empathy, reflection and a deeper appreciation of history and community values.
HW said, “We saw the poppies and stood quietly to remember the soldiers,” showing their growing understanding of respect and remembrance.
OB commented, “I felt proud when we stood still and thought about the brave people,” demonstrating emotional awareness and a connection to shared values of gratitude and reflection.
SK shared, “I learnt that the Cenotaph helps people remember and say thank you to those in the war” reflecting her developing understanding of history and the importance of remembrance in our world today.
It was a meaningful and memorable visit that allowed the Little Leadership Team (LLT) to represent our school and to connect their learning from assembly with real-life experiences, fostering respect, empathy and a strong sense of community.
Impact Statement: Otterspool Adventure Land – Adventurous and Imaginative Play
Date: July 2025
In July, the Year 2 children enjoyed a wonderful day out at Otterspool, where they took part in a range of exciting outdoor activities. The children had great fun on the soft play area, bounced enthusiastically on the inflatable pillows, and took turns driving the go-karts and jeeps. In addition the children visited the Adventure to see a number of the animals.
The visit provided valuable opportunities for the children to develop their personal, social, and emotional skills, as well as to broaden their understanding of the world around them.
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SG said, "When we were at Otterspool, we explored the castle and played games," showing their curiosity and sense of adventure.
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CG commented, "I became more confident to interact with more people. There were lots of little children there and I explained what to do," demonstrating growing confidence, empathy, and the ability to support others – key aspects of the PSHE curriculum.
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AK shared that she "became better at driving the go-karts," reflecting her perseverance and improving awareness of real-world experiences linked to physical development and understanding the wider world.
It was a thoroughly enjoyable and enriching day, with the children returning full of excitement, having gained not only new memories but also valuable life skills.
Impact Statement: Reception Visit to Martin Mere – Discovering Pond Life
Date: May 2025
As part of our topic on ponds and living things, our Reception children visited Martin Mere Wetland Centre to deepen their understanding of the natural world through first-hand experience. The visit offered rich opportunities for observation, discussion, and exploration, fully supporting the EYFS area of learning: Understanding the World.
The children were enthusiastic and curious, demonstrating early scientific thinking as they investigated pond habitats and the creatures living within them.
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Leo explained, “We worked as a team… we have to look after them.” This shows not only collaboration but also an emerging sense of care and environmental responsibility.
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Eliza said, “I caught two snails. Snails swim really slowly.” Her observation illustrates growing attention to detail and an ability to describe the features and behaviour of animals.
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Toby shared, “Pond skaters skate on the water… we learned that pond skaters are real.” This demonstrates a clear sense of wonder and the reinforcement of knowledge through real-life experience.
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Willem was fascinated by the life cycle of frogs, noting, “Tadpoles turn into little frogs and then big frogs.” This reflects an early grasp of growth, change, and biological development.
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Lavelle shared, “The lady taught us when we were catching things, we had to make a number 8 with the net.” She not only learned about pond creatures but also acquired a practical skill, developing her fine motor control and ability to follow instructions.
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Eden noted, “The flamingos stand on one leg – it was pink.” Her observation broadened her awareness of the wider natural environment, supporting learning about animal characteristics and habitats.
The visit had a clear and positive impact, enhancing children's scientific vocabulary, deepening their curiosity about the natural world, and strengthening their understanding of living things. Experiences like Martin Mere are invaluable in bringing learning to life, encouraging our children to explore, ask questions, and engage with the world around them.
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