Lunar New Year, also known as the Spring Festival, is celebrated by billions of people around the world. It follows the lunar calendar and usually falls between 21 January and 20 February. Each year is represented by an animal from the Chinese zodiac, which follows a 15‑year cycle. In 2026, we welcomed the Year of the Horse.

We celebrated Lunar New Year with a range of fun and engaging activities for all our students. Children explored Chinese writing, practising simple characters using a variety of materials. We also shared a sensory story about the Chinese zodiac animals, using textures, sounds and movement to bring the story to life and support participation for everyone.

Our celebrations continued with a special assembly, where we learnt about Lunar New Year traditions, symbols and customs. It was a joyful and inclusive way for pupils to learn about and enjoy this important cultural celebration together.

We celebrated World Book Day with exciting activities for all our students. Children explored different stories through sensory activities, props, and interactive storytelling. Some students also dressed up as their favourite book characters, making the day even more fun.

As a special treat, we welcomed a poet into school to share their work and inspire a love of language and creativity. It was a fantastic day filled with stories, imagination, and fun for everyone.

World Book Day 2026 at Mandeville was extra special this year. We had a fun and very successful day for our children. We enjoyed sensory stories performed by our very talented teacher, Goshia, who brought reading to life by engaging all the senses and making the stories meaningful and accessible for everyone.
The Fire Poet captivated all the children with his magical rhythmic voice, accompanied by the drum, encouraging everyone to join in. We were also delighted to welcome Singing Hands, who left a lasting impression on the children—many of whom were already fans of their YouTube videos. Their wonderful storytelling through song and beautifully synchronised signing made the experience truly special for everyone.

During the Spring term, members of the National Portrait Gallery worked with our pupils as part of their Faces and Places programme in Ealing schools. Pupils took part in sessions exploring art inspired by famous figures connected to Ealing. These workshops culminated in a series of photographs that focused on movement and expression.

The sessions supported the development of communication, self‑expression, confidence and physical movement, enabling pupils to explore cause and effect, body awareness and emotional expression within a safe and inclusive environment. The project culminated in a series of photographs focused on movement, with some of our pupils’ contributions selected and displayed in a National Portrait Gallery exhibition. This provided a powerful opportunity to celebrate their creativity, ensuring their voices and achievements were recognised beyond the classroom.

During the Spring term, two classes had the wonderful opportunity to work with the Mozartists, a group of three professional musicians, who delivered four interactive sessions with each class. The children explored a wide range of instruments and experimented with sound, rhythm and their own voices in a welcoming and engaging environment.

The sessions were thoughtfully designed to meet pupils where they were, using repetition, clear structure and sensory‑rich experiences to support understanding and participation. Children were encouraged to listen, respond, move and vocalise in ways that felt comfortable and meaningful to them.

These musical experiences supported the development of attention, communication, confidence and emotional expression, while also providing opportunities for shared enjoyment and connection. The live music created a calm yet exciting atmosphere, allowing every child to engage fully and experience success.

Every year, our pupils take part in a whole‑school art project that celebrates creativity, exploration and self‑expression. This year, our focus was art from around the world, drawing inspiration from artists from different countries and cultures.

Pupils explored how art can take many different forms, learning that artists come from all backgrounds and that there are no rules when it comes to being creative. Through hands‑on, sensory‑rich experiences, they discovered that art can be created using hands, feet, tools or recycled materials, and that everyone expresses themselves in their own unique way.

Throughout the project, pupils took part in a range of creative explorations, including:

• Pottery, shaping and moulding clay using their hands
• Sand and feet art, using movement and texture to create marks and patterns
• Bold, colourful shapes, experimenting with bright colours and strong forms
• Recycled materials art, creating artwork using found and reused resources

As part of our learning, pupils were introduced to the work of Neena Kalu, the 2025 Tate Prize winner. Her artwork and achievements provided an inspiring example of how creativity can be a powerful form of expression. Exploring her work helped reinforce the message that every child sees and experiences the world differently, and that these differences are something to be celebrated.

This project supported confidence, curiosity and creative risk‑taking, while allowing pupils to explore materials, movement and ideas in ways that felt meaningful to them. It was a joyful celebration of individuality and imagination, and a reminder that creativity belongs to everyone.

In the Sky Department, Science learning is closely linked to our topic on Nature. This term, pupils have been exploring different environments through engaging, hands‑on lessons that bring science to life.

As part of our learning, we have “travelled” to a variety of settings, including cold environments such as the Arctic, hot deserts, wet habitats like rivers and oceans, as well as familiar local spaces such as the park. Pupils explored what they might see in each place and used signs and spoken words to name, match and sort different natural features.

Learning was reinforced through practical experiments and sensory activities. Pupils made their own snow, blew and popped bubbles, observed erupting volcanoes and created rivers, allowing them to explore cause and effect and develop early scientific thinking. They were supported to answer simple scientific questions and to use specific equipment to complete step‑by‑step tasks.

These sessions encouraged curiosity, communication and engagement, while making science fun and meaningful for everyone. Pupils showed enthusiasm and enjoyment throughout, and the lessons provided valuable opportunities for exploration, discovery and shared learning.