This paper invites the reader to consider the notion of the 'local in primary history' and the impact of placing the child at the heart of all primary history, thus considering 'the child as the local'. It argues for children to be engaged, inspired and empowered in their learning, a move is needed from the traditional approach of 'local history' in schools to one where personal and community history is at the heart of the curriculum; through themselves, their personal history and local community, children begin to consider not only who they are, but their backgrounds and how they are contributing to the wider environment and historical framework. It draws largely from a theoretical perspective but considers alongside this the honest, open narratives of a range of primary school children and history curriculum leaders from locally diverse schools. The stories reveal the potential impact on a child's personal identity. The study concludes that whilst the shift in approach is both necessary for children's learning and pertinent for today's global community, history leaders need the time, autonomy and curriculum freedom to empower children's learning though the very resources they have at their fingertips -- the local and the child.