“Together We Thrive” “Ffynnu gyda’n gilydd”
HEADTEACHER’S WELCOME Parkland Primary School is a happy, welcoming and well‑ordered community where children are supported to achieve academically, socially, emotionally and creatively. High expectations underpin all aspects of school life. We encourage resilience, reflection and independence, and support learners to thrive by providing engaging learning experiences within a broad and balanced curriculum. We value our strong partnership with parents and carers and are fortunate to receive excellent support through the Parkland Parents Association (PPA), which raises funds to subsidise trips, enhance provision and purchase resources. Anne Lloyd - Headteacher
Prospective parents/ carers are very welcome to visit the school—appointments can be made via the school office.
We strive to establish a love of learning in all our children by motivating them by providing engaging, quality learning experiences. High expectations underpin all we do and children are supported in the challenges to meet them, developing resilience and learning from mistakes as they progress.
At the centre of learning is a broad, balanced, relevant, and engaging curriculum, which ensures every child is able to achieve in their talents. Thinking and the growth of self-esteem and worth are central to developing independent learners and responsible citizens and we encourage reflection and problem solving within the children to extend and challenge them to achieve the highest standards possible. Mutual respect forms the basis for all our learning and the partnerships we have with parents/carers and the community enables us to achieve the standards which are hallmarks of the school.
The pupil's voice is established through the pupil participation groups which input into school evaluation and improvement. We place a huge emphasis on children’s views and opinions and believe in empowering children to become independent and active citizens through having input into decisions about their school and learning.
Our school is set within beautiful grounds, which enhance the learning environment and offer wonderful recreational spaces for our children. We believe learning is achieved through direct experience, with children's needs placed at the heart of all we do. It is our belief that children learn best when they feel safe, happy and secure in a stimulating environment which we strive to provide. We also believe that a broad curriculum is the platform on which we ensure ALL children are able to be stimulated, motivated and celebrate their talents. It is also crucial to the development and maintenance of self esteem, self belief and motivation, which are vital to achievement and developing a drive to succeed.
Telephone No: (01792) 205462
email: parkland.school@swansea-edunet.gov.uk
Web Site: www.parkland.swansea.sch.uk
Headteacher: Mrs Anne Lloyd
Deputy Headteachers: Miss Felicity Poole (BSc, NPQH) Mrs Rachel Leahy (BA, PGCE)
Chair of Governors: Mr Damian Rees
Age range of pupils: 3 - 11 years
Number on the roll: 633- May 2026
Parkland is a County Maintained, Co-educational, English medium Primary School.
The United Nations Convention on the Rights of the Child (UNCRC) is at the heart of our school’s planning, policies, practice and ethos. As a rights-respecting school, we not only teach about children’s rights but also model rights and respect in all relationships. Our belief in restorative approaches ensures that every child is heard.
We aim to make our school a place where-
- every individual is valued and all relationships are based on trust and respect
- everyone is important and we care for each other;
- every child is challenged, finds learning engaging and develops a real desire to progress on their learning journey;
- learning is important to us and we challenge ourself to improve;
- an enriched curriculum with meaningful, authentic and relevant experiences is provided;
- our learning is designed around us and our environment;
- every child strives to become ambitious, enterprising, confident and healthy learner;
- we are ambitious, enterprising, confident and healthy learners;
- each child is a reflective learner and demonstrates resilience in all aspects of life;
- we know what we can do, how to improve and enjoy challenge and persevere;
- every child has a voice and is encouraged to be curious, creative and independent learner;
- we are listened to and our voice is valued;
- we inform staff, pupils, guardians and governors to inform our continuing development;
- everyone makes decisions to help improve our school;
- we contribute to our community, Wales and the wider world;
- we learn about and help people in the community and around the world;
- our staff are learners too!
SAFEGUARDING / CHILD PROTECTION
The school takes the responsibility of care for its pupils very seriously. We are continually monitoring our security. The school has adopted a ‘single-point of entry’ security system. All entrances lock following pupil entry. Once the children are inside the building at the start of the school day access is only possible through the main front door. All visitors are asked to use the main entrance nearest to the office and report to office staff they are required to sign in electronically. We have CCTV that monitors the main entrances. All visitors are asked to report and sign out at the School Office where a security pass is issued for anyone who needs to visit areas where the children are working
Staff are kept fully updated with safeguarding procedures, and mandatory training is fully adhered to. All staff wear identifying lanyards.
MEETING THE LEARNING NEEDS OF ALL PUPILS
We seek to admit all children from within our catchment area. Children who carry statements of Special Educational Needs are admitted after discussion with the Local Education Authority’s Special Additional Learning Needs department which decides whether our school is the most appropriate placement. We support a policy of inclusion whereby children with additional learning needs are placed in mainstream classes (unless the statement specifies other arrangements).
All staff at Parkland Primary are well informed and committed to inclusion practices and procedures; staff are caring and use a positive approach to all children within the school.
Parents of children in receipt of Additional Learning Needs support are offered additional consultations with Additional Learning Needs Co-ordinator (ALNCo) Mrs A. Hughes.
LOOKED AFTER PUPILS
The school will ensure that Looked After Pupils are supported and their educational achievement closely monitored. We have a designated member of staff with responsibility for Looked After Children .
SCHOOL EQUALITY AND ACCESSIBILITY PLANS
We seek to admit all children from within our catchment. Everyone in Parkland Primary School is valued. All pupils, whatever their individual needs are treated with equal care and consideration. We are an inclusive school and each child in our care is provided with equal opportunities to develop all their talents and experience all that the school has to offer. The school will ensure that no child or adult is discriminated against due to disability, gender, race, religion or any characteristic background.
All pupils are actively encouraged to participate in all aspects of the curriculum and school life. Curricular and extra-curricular activities are planned so that no discrimination occurs on the grounds of gender, race, creed, colour, ability, religion or protected characteristic. The school gives full consideration to the requirements of all pupils.
Out of School Activities
These activities vary throughout the year but may include
Football, Rugby, Art, Netball, Rounders, Eco club, Cross country, Athletics, Gymnastics, Choir, Home Learning, Drawing, Sewing, Welsh/ Urdd, Orchestra and Media clubs.
School policies are available on the school website.
PLANNING AND PREPARING FOR LEARNING
The school became a Pioneer school for the development of the New Curriculum in Wales, and then an Innovation school. Our provision is in accordance with the recommendations.
We place strong emphasis on the acquisition and application of skills and knowledge through experiential and active learning, changing according to pupils' interests and rate of study, altering focus study each term
Our curriculum places emphasis on equipping young people for life. It provides pupils with opportunities to learn new skills and apply their knowledge positively and creatively.
Learners gain a deep understanding of how to thrive in an increasingly digital world. We follow a digital competence framework developing skills across the curriculum, and preparing them for the opportunities and risks that an online world presents. All teachers ensure that all learning is challenging and ambitious, ensuring progression relevant to pupils’ individual needs.
Each AoLE has a number of What Matters statements, which ensure breadth, and coverage of the fundamental key concepts, where teachers plan creatively across statements incorporating links across disciplines.
Learners will progress through the descriptions of learning , at a pace relevant to them as their skills are developed. Progression of learning is a shared experience with the pupil, teacher and parent/ carer so that everyone is aware of what is required next to allow learning to progress.
The teachers will...
• keep a consistent focus and value on the four purposes of the curriculum
• challenge all learners
• encourage sustained effort, growth mindset and development of metacognition
• use a blend of pedagogical approaches to promote problem solving, creative and critical thinking and inquiry based learning
• build upon previous knowledge
• create authentic contexts for learning
• use a range of assessment for learning principles
• teach across all areas of learning and experiences
• reinforce cross-curricular responsibilities including literacy (Welsh and English), numeracy and digital competency
• provide opportunities for pupils to practise their skills in real life contexts
• encourage pupils to take responsibility for their own learning
• support social and emotional development
• encourage independence and interdependence
The pupils will...
• build on what they already know APK (Activating Prior Knowledge)
• complete pathways to demonstrate what they know and where they need to go next in their learning
• make choices to support and about their learning including when to use ICT
• ask questions about their learning
• value their own and others’ ideas
• learn from their mistakes
• have time to reflect on own and the work of others (self and peer assessment)
• challenge themselves
• use a range of approaches to learning including metacognition
• enjoy working together and on their own
The school environment will provide...
• experiences of real life authentic problems and situations
• a safe comfortable, inspiring place for learning
• appropriate technology and resources to inspire learning
• enjoyable opportunities for outdoor learning
• opportunities for children to care for and manage their natural world
Teachers plan and prepare learning with a clear understanding of pedagogy and progression. Within any given lesson, adults consider their selection of methods in light of the purpose of learning in order for pupils to develop their metacognitive skills and progress their learning. This involves the teachers’ blend of theoretical and practical knowledge, deciding on how best to promote and support effective learning.
EXPECTATIONS FOR LEARNING
We have very high expectations of the staff, pupils and the environment in which we all learn.
Assessment at Parkland
• To enable our children to demonstrate what they know, understand and can do in their work;
• To help our children understand what they have done and what they need to do next to in their work;
• To allow teachers to plan learning that accurately reflects the needs of each child;
• To provide regular information for parents/carers that enable them to support their child’s learning;
• To provide the head teacher and governors with information that allows them to make judgements about the effectiveness of the school.
• To enable school leaders, including the governing body, to evaluate the effectiveness of learning for specific groups of learners to ensure an inclusive curriculum.
COMMUNITY LINKS
The school views the partnerships it has with the community as vital; the children in our school community are part of the wider community. Creating confident, ethical, and independent future community members is crucial to the success of the community and therefore central to all we do.
AFTER SCHOOL CLUB
The school has an after school club which is Care in Wales Registered (CIW), which carries a small fee of £7.00 per child per session. The club runs from 3.20pm to 5.30pm.
BREAKFAST CLUB
Early Breakfast Club 7.45am – 8.20am £3.00 per child/per day
Breakfast Club 8.00am – 8.20am £1.00 per child/per day
Free Breakfast Club 8.20am – 8.50am Free no charge
OAKTREE PLAYGROUP
We have a playgroup catering for children aged between 2 years and 4 years 11 months. The Playgroup Manager, organises this care. Please contact Oaktree Playgroup for further information For further information please contact the Ms Bethan Davies at Oaktree playgroup 01792 205462 or the school office.
The sessions are available from:
Morning: - 8.50 am – 11.45 am
Afternoon: - 12.45 pm – 3.15 pm
Before and after school provision is also available.
ATTENDANCE AND ABSENCES
School hours:-
- Morning Session 8.50 am to 11.50 am (early opening at 8.40 am to prevent crowding)
- Afternoon Session 12.50 pm to 3.20 pm
- Nursery a.m. 8.50 am to 11.40 am (early opening at 8.40 am to prevent crowding)
- Nursery p.m. 1.00 pm to 3.15 pm
We expect children to be punctual, but if, on occasion it cannot be avoided, it is better to be late than not to arrive. Children, however, should not arrive before 8.40 am (there is no supervision for pupils who arrive early). At 8.40 am pupils will be admitted to the building, to avoid congestion around the school.
We take attendance very seriously and request that parents /carers make every opportunity to ensure their children attend school whenever possible.
- Please contact the school on the first day of your child’s absence. This can be done by means of a message vis Dojo, a note from the parent/ carer or a telephone message
- If your child is absent for longer than 3 days you will need to contact the school again. The school has a first day response policy and will text or phone parent or carers if the absence is not communicated to the school.
- The EWO (Education Welfare Officer) tracks attendance carefully and contacts families where attendance is below an acceptable level.
- Please understand that children cannot reach their potential academically and socially if attendance is low.
- Under the 1991 Pupil Attendance Regulations, every school absence must be accounted for by a satisfactory explanation. If you choose to contact us by telephone, we have a dedicated voicemail for this, please call 01792 205462.
- Failure to provide a satisfactory explanation for absence will lead to that absence being classed as “unauthorised”.
The school will work with you as parents/ carers to support and improve your childs' attendance.
SAFE ACCEPTANCE AND DISMISSAL OF CHILDREN
Children should not be on the school site before 08:40 doors open at this time to avoid congestion around the school building. There are strict procedures in place for the safe dismissal of children at the end of the school day. Children are not allowed to walk home alone or with an older sibling unless their parents/carers have given consent.
Parents/carers are required to complete a safe dismissal form listing the people the school can release their children to at the end of the school day. In the event that one of these people are not able to collect a child from school, parents are asked to provide a password which they have previously provided to the school, they keep this secret and only give to people who they wish to collect the child from school.
LUNCH AT SCHOOL
All children who attend primary schools are entitled to a school dinner. However If you are entitled to Free School Dinner support please contact the school office for further information as you may be entitled to further support.
Our menus take into account up to date nutritional advice and place emphasis on providing a balanced tasty meal. A vegetarian and a halal choice is made available each day (to order) and other dietary needs are catered for.
During break times we have a fruit/ veg only healthy snack policy.
Drinking plenty of fresh water helps to develop concentration skills and the wellbeing of the individual. Children are encouraged to bring a water bottle (named please) into school and children have access to drinking water throughout the school day. You may wish to pack a non-fizzy drink if your child has a packed lunch.
We ask parents of children who bring a packed lunch to school to make every effort to ensure that the packed lunch contains a healthy eating and drinking selection.
We are a no nut school due to allergies
We are fortunate in having a very active PPA whose aim is to actively support the School. Staff from the school and parents attend meetings and staff also support fundraising events. The PPA is seen by the school as a crucial partnership in terms of the school’s success. They organise a great number of events throughout the year and raise considerable funds for the school. Without their support, we would not be able to resource the school as effectively as we do.
Our partnership with you is vital to your child/ren’s and the school’s successes.
Formal parent/teacher consultation interviews are held during the autumn and spring terms. During these times parents will be given the opportunity to discuss their child’s progress. They are held face to face, via Teams or through a telephone consultation . Parents/ carers can contact class teachers via Dojo or phone with concerns or for information during the school day.
We wish parents to have very high expectations of us as a school, in serving their children with the very best education possible, but parents in turn will need to offer their commitment in supporting their child’s learning.
Year 6 pupils are trained how to support/ play with younger children during playtimes
These pupils can easily be spotted with their bright yellow hats. Children in year 6 can volunteer to be a Parkland Band of Buddies (B.O.B.)
RELATIONSHIP AND SEX EDUCATION
RSE forms part of the curriculum aimed at developing pupils’ personal and social skills. Through the curriculum, pupils are provided with opportunities to explore their personal and social development. Activities are carefully selected and are designed to educate pupils about making informed decisions. In Year 6 pupils are taught about maturation. All learning is age appropriate.
Religious education is a compulsory element within the curriculum, and is taught in accordance with the authority's agreed syllabus. School assembly gives an opportunity for collective worship incorporating values, the rights of the child, biblical/ moral readings, fun songs and prayer. Religious education follows a Christian tradition but other religions and religious festivals are also included and celebrated. Children are encouraged to participate in these services, as at Parkland we believe it essential to understand and respect our own and others beliefs.
GENERAL INFORMATION
Complaints Procedure
Under Section 409 of the 1996 Education Act should parents be unhappy regarding curricular or any related issues, they can approach the Governing Body and the Headteacher. Should they not be satisfied, procedures are available to discuss this with Officers of the Local Education Authority (see page 3 of the prospectus for addresses of Chairman and Clerk to the Governing Body). The school has a comprehensive Complaints Procedure, a copy of this can be gained from the office, upon request.
Admissions
• Each child about to commence part time education at Nursery, or a full time place from Reception, will be invited to apply for a place at the catchment school maintained by the Local Authority. Parents can either apply in writing for a place at the catchment school or express a preference for a placement at an alternative school. Requests for a preferred placement will be granted unless to do so would prejudice the provision of efficient education or the efficient use of resources. Parkland also has Rising 3’s provision, more information about this can be obtained from the school office.
The Parkland Home school agreement will be shared with you
• Below is the statutory admissions information for Swansea.
• In Swansea all primary schools provide part-time nursery education for parents who would like their child to attend a nursery class. The policy of the Local Authority is to provide part-time nursery education only. A nursery place will be available for your child from the term following their third birthday although it may not be in the school nearest to your home address. You can apply for a place at your catchment school or any other school for which you may have a preference. Parents may wish to visit schools before they make a decision about which school they wish to apply for and visits to school should be arranged directly with the head teacher of the relevant school.
ADMISSION FOR PUPILS WITH DISABILITIES
The same admission criteria applies to pupils with disabilities, unless it is deemed that the school cannot make the necessary adaptations to cater fully for the child’s needs, and specialist provision is required. The school takes the approach to remove all barriers to full inclusion for all pupils. The school has disabled access from the junior yard and a portable ramp is sited at the main entrance of the school, this can moved to enable access to other areas of the school also. Specific details of how the school continually aims to be fully inclusive can be found in the School’s Equality Plan.
Further detail is available on the main school prospectus on our school website
www.parkland.swansea.sch.uk
The school’s charging and remission policy is based on the one provided by the LA which was accepted by the School’s Governing Body. Under Section 110 of the 1988 Education Reform Act, it is unlawful to charge for any activity (other than instrumental music provision) which takes part wholly or largely unlawful for Governors to discriminate between pupils on the basis of the voluntary unlawful for Governors to discriminate between pupils on the basis of the voluntary contribution, or lack of it. The Governing Body having adopted the LA policy for charging and remissions, has determined that parents be invited to make voluntary contributions to support a particular activity. The voluntary contribution would help cover the cost of transport, entrance fees and insurance. This ensures those valuable experiences such as educational visits and residential activities continue. Our Charging and Remissions contains further details on what is and is not allowed under the regulations. This document is available at the school.
LINKS WITH COMPREHENSIVES
Olchfa and Bishop Gore
Close liaison is maintained with the cluster primary schools, and also with Olchfa and Bishop Gore comprehensive schools to which our children transfer at the end of Key Stage Two.
Parkland and feeder schools have developed a transition plan ensuring seamless continuity for our pupils. Our transition arrangements have been recognised with a national award.
The head teacher has the overall responsibility for the school, depending closely upon the co-operation of all members of staff, in caring for the pupils. Each child is primarily cared for by their registration teacher. Members of staff deal with minor incidents, cuts and abrasions.
If a child becomes ill or has an accident in school, we often need to contact the parent. For this reason we ask you to supply us with up to date home, mobile and emergency (work) telephone numbers and numbers of relatives or friends who can look after your child until you return.
During break times, members of staff are on playground duty and the children are supervised in their classrooms if the weather is inclement.
Parkland Primary School has a positive behaviour culture, based on Paul Dix approach 'Be ready, be respectful, be safe.' Good behaviour is a necessary condition for effective teaching and learning to take place. Our main aim is to encourage self-discipline, consideration, and respect for other people and for property. We believe that everybody has rights, but in ensuring all our rights are met we must make sure that our behaviour does not impinge upon other people’s rights being fulfilled.
We encourage our learners to develop self-regulation, and to understand the “how and why” of their emotions in order for them to develop and apply strategies to best help and support them. Children are taught to regularly self-assess to identify where they are in terms of their feelings, and what they can do to help move them into a more mentally healthy zone.
Children will regularly check in/ out with staff and are learning mindfulness techniques to calm themselves and allow them focus on being in the ‘present moment’. This ensures they have a readiness to learn attitude, improves concentration and meta-cognition so that they can focus on their learning journey.
‘Restorative Practice’ is a strategy that can be used to resolve minor incidents that occur in our school.
This enables the child to explain their thoughts and reasons for their behaviour choice through questions
• What happened?
• Who has been affected and how?
• How can we make things right?
• What have we learnt so as to make the right choices next time?
The adult acts as facilitator. It is the children themselves, who come up with the solutions
This also makes pupils aware of the effect of their actions on others.
Staff have received training in Restorative practice. Paul Dix approach 'Be ready, be respectful, be safe.'
Emotion coaching
Emotion coaching is a specific way of adults interacting with all pupils in school. Pupils’ ability to regulate their emotions continues to develop as they mature. A range of feelings is inevitable, but being able to manage them is not a given. Often pupils need support to be able to understand what they are feeling and how to manage it.
As part of emotion coaching, adults at Parkland are encouraged to look for indicators of low-level negative emotions (often reflected through a pupil’s behaviour or body language) and to empathise with, label and validate those emotions as they occur. This approach is contrasted with ignoring or minimising the behaviour (and emotions or feeling) or solely applying consequences to the behaviour.
TACKLING BULLYING
Bullying is defined as; ‘Behaviour by an individual or group, repeated over time, which intentionally hurts others either physically or emotionally.’ Bullying is serious and it is imperative that we distinguish between occasional incidents of ‘conflict’ and bullying. This enables us to identify bullying and deal with it more effectively. This is not to diminish the feelings a child has when there are disagreements with their peers. Bullying in any form is considered to be totally unacceptable at Parkland Primary School and will not be tolerated. All staff, both teaching and support make every effort to make children aware of the effect and consequences that bullying behaviour may have.
Article 19 of the UNCRC states that all children have the right to be protected and the Children’s Act 1989 requires the safety and welfare of the child to be of paramount
At Parkland we put the pupils firmly at the heart of decision making. Research and case study examples suggest that developing children and young people’s participation is potentially beneficial for individuals, organisations and communities.
HEALTH AND SAFETY
Health and Safety/Security Arrangements Health and Safety checks are undertaken by the site manager (caretaker) and the headteacher. The staff and Governors ensure that the Health and Safety guidelines are adhered to (policy can be viewed on request) and continually review arrangements to provide a safer environment. A comprehensive Health and Safety Policy is in place, this includes relevant risk assessments and procedures, which are regularly reviewed to ensure the safety of all involved with our school.
MEDICINES
Children are not allowed to keep medicines on their person; the teachers keep all medicines, including asthma pumps/ epi pens which are safely stored and accessible for use in an emergency. We can administer medicines, usually, but relevant consent forms must be filled in. Medicines such as antibiotics etc are stored in the school office. Consent forms are available from the office and on the school website. This form must be completed BEFORE any medication can be administered. We ask that only essential medicines are sent to school. If your child is unwell they should not attend school.
ACCIDENTS/ EMERGENCIES
There are limited facilities for caring for sick children. In the event of a child being taken ill at school, or sustaining a serious injury, the parent / carer or nominated contact person will be informed and appropriate arrangements made. Please respond as soon as you are able to after receiving contact from school.
Estyn judged Parkland Primary as highly inclusive, with exemplary behaviour, strong leadership and excellent provision for wellbeing and ALN.
Estyn Interim visit letter April 2026 link https://estyn.gov.wales/app/uploads/2026/04/Interim-visit-letter-Parkland-Primary-School-2026.pdf
Home learning
Your child may receive all or some of the following home learning activities depending on their need and appropriateness
Bug club online reading books
The Math factor online learning platform
Activities linked to their learning
Children have reading journals to support the link between home and school.
Spellings are also sent home weekly to consolidate and extend understanding
Flipped learning - where children choose their own areas of interest within an identified phase topic
In setting home learning we aim to:
• Promote positive attitudes to work and school
• Raise achievement of all pupils
• Consolidate and reinforce skills and understanding in literacy and numeracy and across the curriculum
• Encourage and develop independent learning
• Increase self discipline
• Develop the home/school partnership
• Prepare children for transition in school and in Year 6 to secondary school
SCHOOL UNIFORM
School uniform is not compulsory, but has been adopted in response to the wishes of parents. We think of Parkland Primary School as a “united family” and therefore, we request and strongly encourage pupils to wear uniform at all times. This gives a sense of belonging and identity and helps to alleviate pressure put on parents by children who wish to be dressed in the latest fashion. Pre loved uniform is available - please contact the school office if you would like further information about availability. The recommended uniform is as follows:
The uniform is:
Bottle green sweatshirt with Parkland logo
White blouse/shirt OR white polo shirt with Parkland logo.
Grey trousers / grey skirt. Green and white cotton dress in Summer.
Uniform can be purchased at specialist uniform shops or through supermarkets and other clothes retailers. Green school jumpers and polo shirts without the Parkland logo may be worn.
All articles of clothing should be marked or labelled and sensible footwear is expected. The wearing of elaborate jewellery is actively discouraged and the school cannot be held responsible for losses.
Credits:
Created with images by Jamie Rickards - "untitled image" • KOZO - "新緑 青空の背景" • jonnysek - "green beech tree leaves" • Jon Anders Wiken - "Right, left, wrong wooden signpost in nature.,Message, do the right thing, do the wrong thing, boards, sign, rustic concept." • Unknown - "Two Brown Trees · Free Stock Photo" • Kalim - "Happy child boy playing outside in autumn" • Fahkamram - "Nature of green leaf in garden at summer.,Natural green leaves plants using as spring background cover page greenery environment ecology wallpaper" • Tim Barnes - "TexasWild Flowers" • Myshkovskyi - "Closeup of birch bud leaves in spring in the forest." • Jeremy Bishop - "Finding my roots" • Kristin - "Easy simple home organization and storage solutions for storing children's toys in toddler's room or adult living spaces" • Александр Беспалый - "basketball area in circle on the marking playing field with asphalt tarmac, sports lit by sun light on playground with copy space, nobody." • venars.original - "Green acorns on oak twig background." • Rabizo Anatolii - "Wedging the clay before starting making a pottery project to create proper consistency.,Removing air bubbles from clay before modeling to avoid the ruination of a ceramic product." • LIGHTFIELD STUDIOS - "Kids holding colorful books near faces isolated on white, banner" • Pixel-Shot - "Person standing on road with arrows pointing in different directions.,Concept of choice" • myboys.me - "Closeup: Hands of a little Montessori kid (3-6) learning about size, orders, sorting, arranging by engaged colorful wooden sensorial blocks.,Educational toys, Cognitive skills, Montessori activity." • spyrakot - "Hand prints on a white background" • yanadjan - "The child decides grunts on the asphalt.,Selective focus." • Juliane Liebermann - "Heading home before the storm" • Ashwini Chaudhary - "Happiness :)" • Irina Murza - "untitled image" • Zach Vessels - "I travel to Haiti several times a year and capture the people, landscape, and beauty this country has to offer. The trip is usually based around a mission trip where I serve at Mission of Hope. I film and capture photos during my travels as well. Follow me on Insta @zvessels55" • American Heritage Chocolate - "untitled image" • Conner Baker - "untitled image" • Unknown - "Free picture; together, family, process, washing, Labrador ..." • Eric Froehling - "untitled image" • Jude Beck - "Family silhouette" • Jozef Jankola - "windows with colored lenses" • nateejindakum - "An action sport picture of a group of kid playing soccer football for exercise in before the sunset. Picture with copy space for world cup concept." • Jonas Jacobsson - "www.jonasjacobsson.co" • Naypong Studio - "Sports Equipment on white background" • Aaron Burden - "Yellow petals flower" • Markus Winkler - "Yarrow, a medicinal plant" • Ben Wicks - "Playing in mud and streams is the best thing. This is three of my nephews / nieces and one of my kids after some muddy fun at Mottisfont house in Hampshire. Mottisfont is well worth a visit, a fantastic old house set in beautiful garns along the river test." • Unknown - "Free vector graphic: Feedback, Opinion, Gut, Bad - Free ..." • Marc Pell - "untitled image" • Unknown - "Smiley Face Emoticon · Free photo on Pixabay" • yns plt - "sun flowers" • Ievgen Skrypko - "Variety of musical drums and colorful maracas"