Day Plan
The school office is open from 8.30am - 4.00pm each day.
The school day starts at 8:50 am and finishes at 3.20 pm. Registration is from 8:40 am to 8:50 am.
Morning break
The morning break is for 10 minutes and takes place between 10:45 am -10:55 am each day, following our whole-school assembly which takes place between 10.30am and 10.45am.
Lunch
All children have a one-hour lunch break between 12:00 and 1.30pm depending on the year group.
Afternoon Break (KS1 only)
KS1 have a 10-minute break in the afternoon.
A typical school day at Hadley Wood Primary School
The below is a general breakdown of the school day. Each class and Key Stage has a slightly different timetable according to their individual requirements.
| 
			 
  | 
			
			 Times  | 
			
			 Information  | 
		
| 
			 Gates open  | 
			
			 8.40 – 8.50  | 
			
			 Gates open. Children make their own way to the classroom. Teachers will meet them and greet them.  | 
		
| 
			 Registration  | 
			
			 8.50  | 
			
			 The register closes at 8.50am. Children arriving to school late report to the front office to be registered.  | 
		
| 
			 Assembly  | 
			
			 10.30 – 10.45  | 
			
			 MONDAY – Values TUESDAY – Singing WEDNESDAY – Reading THURSDAY – Values FRIDAY – Achievement  | 
		
| 
			 Morning play time  | 
			
			 10.45 – 10-55  | 
			
			 Playtime takes place daily following our whole-school assembly.  | 
		
| 
			 Lunchtime  | 
			
			 Rec – 12.00 Yrs 1 - 2 12.00 Yrs 3-6 12.30  | 
			
			 Lunchtime is 60 minutes long for all children. At the end of lunchtime, teachers collect the class from the playground and walk back to the classroom.  | 
		
| 
			 Registration  | 
			
			 1.00 - Rec 1.00 - Yrs 1 - 2 1.30 - Yrs 3 - 6  | 
			|
| 
			 School ends  | 
			
			 3.20 (Where children have not been collected by 3.30 they will be taken to our Nurture Room).  | 
			
			 Children are brought to the playground by their class teacher unless they are attending a club. A few children in years 5 and 6 have permission to walk home alone (from their parents).  | 
		
