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Great Wakering Primary Academy “Working as part of the Brickfields Multi Academy Trust”

Prospectus 2017/2018

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Welcome to Great Wakering Primary Academy -

To all new parents, carers and children

It is the wish of all our staff and Trustees that your child will look forward to starting at Great Wakering Primary Academy.   We aim to provide a friendly, happy and caring atmosphere which enables children to take pleasure in learning and pride in their achievements.

We feel strongly that parents/carers should feel welcome to come into school and should work in partnership with the school for the benefit of the child.

We look forward to meeting and working with all of you.

Mrs Hayley O’Dea

Executive Headteacher

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Great Wakering Primary Academy Vision Statement

Our vision is to be an exemplary school community, working in partnership with others, highly regarded for the achievements and character of our students and the excellence of our staff, curriculum and learning environment. Anchor

Great Wakering Primary Academy Aims

'Working together at the heart of our community ...

with

Determination - Achievement - Courage - Respect - Inspiration - Equality - Excellence – Friendship'

  • Determination

 “In GWPS we never give up, we challenge ourselves to do our best. We believe it will happen and even if it is hard we persevere. We can then be proud of our achievements.”
• Achievement
 “Achievement is to reach your goals and targets and be able to do something well that you couldn’t do before. Sometimes we may fail but we achieve in the end as we learn lessons from our mistakes.”
• Courage
 “Courage is being afraid but having the confidence to face your fears and challenges, take a risk and push yourself to do it anyway.”
• Respect
 “At GWPS we treat every member of our community with fairness and respect by considering the thoughts and feelings of others, offering advice and encouragement, following the rules and showing tolerance towards others of a different faith, ability or opinion. We treat others as we would like to be treated ourselves”
• Inspiration
 “Inspiration is when someone makes you want to be a better person or aim for a new goal. Inspirational people are the best they can be in sport, or art, or music, or politics, or school. At GWPS we try to inspire others; we share each other’s achievements and that makes us want to have a go at new things.”
• Equality
 “Nobody gets left out at GWPS; we all have opportunities and choices. We are all different and we treat everyone fairly.”
• Excellence
 “At GWPS we aim high for excellence. Excellence is achieving your goals, trying your hardest, challenging yourself, supporting each other and doing something spectacular in sport, drama, music, art or class work.”
• Friendship
 “Friendship at GWPS means that nobody will ever be alone. Everyone has someone to rely on, someone to support them and someone to listen to them. Friendship means we can trust each other. We know there is friendship at GWPS because everyone is kind, helpful and relaxed.”

~

We adopted the Olympic/Paralympic aims following the 2012 London games. These definitions were determined by all of the children at GWPS during Talk for Change meetings during the Summer of 2014. These are displayed around the school and referred to regularly.                                                       

 Sept 2014

Safeguarding and Child Protection

The board of Trustees and Staff of Great Wakering Primary Academy take seriously our responsibility to protect and safeguard the welfare of the children in our care.

Our school therefore:
• Promotes an environment where children feel safe and secure, are encouraged to talk, and are listened to
• Equips children with the qualities and skills that they need to help them to stay safe
• Makes every effort to establish effective working relationships with parents/carers
• Ensures we practise safe recruitment including checking the suitability of all staff and volunteers to work with children
• Follows Child Protection Procedures which have been developed by the Essex Safeguarding Children Board and has a duty to refer Child Protection concerns to the relevant investigating agencies.

The Headteacher, Mrs Hayley O’Dea is the Designated Child Protection Co-ordinator who takes lead responsibility for dealing with Child Protection issues.  As part of this role it may be necessary to make child referrals to Social Care Services.

A copy of the Child Protection Policy is available on request.

Parents/Carers who wish to help in the school (or on school trips) are welcomed and they can check with the school office what safeguarding arrangements are required prior to starting.

Equality

Our mission statement for race equality:
• As an academy, we are committed to the promotion of equality of opportunity for all, including people from different racial, ethnic, cultural and religious backgrounds.  We consider that all manifestations of racism are wholly unacceptable and will act positively to eliminate racial discrimination where it occurs.   We will take prompt, effective and systematic action to deal with all racist incidents and to identify and address racial, ethnic, cultural and religious inequalities.
• We are also committed to promoting good relations between people of different racial, ethnic, cultural and religious groups.   We will enable every pupil to:
1. Participate in a curriculum that takes full account of the richness and variety of the world’s racial, ethnic, cultural and religious groups and develop understanding of some of the main causes of global inequality, disadvantage and poverty.
2. Recognise and challenge racism, racial discrimination and stereotyping.
3. Develop the knowledge and understanding skills and attitudes necessary for life in Britain’s multi-ethnic society and as global citizens in an increasingly interdependent world.
• We believe that these commitments are as important in the context of a school with limited ethnic diversity such as ours as in schools with a more ethnically diverse population.

Equality Objectives

We aim to provide the highest possible education for all at Great Wakering Primary Academy. The ethos of our school clearly reflects our commitment to fully including, respecting and supporting all members of our school community whatever their cultural background, belief, gender, race or disability.

  • Having referred to and analysed our equality information we have set ourselves the following objectives:-
  • To ensure that the curriculum effectively supports the needs of all children, with particular reference to vulnerable groups.
  •  To ensure that there are no gender differences in progress or confidence.

British Values

We actively promote British Values whilst encouraging pupils to regard people of all faiths, races and cultures with respect and tolerance.  We teach pupils that while different people may hold different views about what is ‘right’ and ‘wrong’ all people living in England are subject to its law.

Access, Entitlement and Disability Provision

It is our aim to ensure equality of access and entitlement for all our pupils.

We work to ensure pupils' access and entitlement to all aspects of the National Curriculum through appropriate differentiation and support as needed.   Support could include additional adult assistance or modified tasks and/or materials.

Physical access to all areas of our building will continue to provide a challenge but a ramp has been installed to provide access to our reception area, dining and assembly halls and main entrance.   Additional ramps enable access to our reception classrooms and the Technology room.  Disabled parking has been provided and we have a lift for wheel chairs users to enable access to the whole of the ground floor. 

Many of our internal steps have now been fitted with high visibility nosings in order to make them safer for all of our school community, including children and adults with impaired sight.

Health and Safety

The safety of our children, visitors and staff is our primary concern.  We follow all procedures and policies as outlined by Essex County Council to ensure any risks are effectively reduced and managed.

About our Academy

Great Wakering Primary Academy is a large school serving the parishes of Great Wakering and Foulness Island.  

In our school building we have a single storey area for the Foundation Stage and Key Stage 1, a very large hall, swimming pool, two playgrounds, a large playing field, a wildlife area, a quiet garden and adventure play equipment.   We also benefit from an outdoor area specifically designed for the Foundation Stage.  The staffing structure consists of Head, Deputy-Head, 2 Assistant Heads, 15 Teaching Staff, 15 Learning Assistants and an ICT Network Manager, 1 Midday Supervisor, 9 Midday Assistants, 1 Site Manager and 3 Cleaners, 1 Catering Manager and 3 Catering Assistants, a Bursar, an Office Manager, Admin Assistant, 2 Receptionists and a Family Liaison & SEN Admin.

The children in Key Stage 1 and 2 are taught in single age classes and our average class size is 30 children.  

The school has the luxury of being on a large site which is divided by security fencing and security arrangements.   All visitors must report to the foyer in order to gain access at all times.   The children have open access to the school until the gates are locked at 8:45am when the children are safe and secure for the day.  Despite security being such an issue with schools we would like to feel that all parents/carers still have access to teachers at any time, and we are available to speak to parents after school on the understanding that they make a call to the office in order to make an appointment.  We also operate an open door policy on a Tuesday after school whereby children are able to invite their parents/carers into their classrooms to see their work.

We have an After School Club which runs every school day during term time from 3.10pm – 5.10pm for all of our school age children.  On Wednesday evenings we also run a Teen Cafe youth group from 6pm – 8pm for Years 4, 5, 6, 7, 8 & 9.  Booking forms and more details can be found on our website.

The school continues to forge strong and meaningful links with the village community it serves.   Regular meetings are held with pre-school group leaders and this helps with the induction process of children into our reception classes.   The children from these early year groups visit school.   The school has a partnership with Great Wakering Cricket Club enabling us to develop good cricket facilities within the school grounds and share the playing fields with cricketers in the area.  Wakering Colts football teams use our football pitches at the weekend encouraging young footballers in the area to participate in competitive sports.  Our indoor facilities are used weekly for Karate, Zumba fitness, Pilates and Fitsteps.

The school now benefits from a fully modernised Sports Hall with Climbing Wall and flood-lit hard play court.  These have been financed by a grant from The National Lottery Inspired Sports Fund in partnership with Rochford District Council and Essex County Council.  The community will benefit from the use of the new sports facilities outside of school hours and during school holidays, making sport more easily accessible to all. 

The School Nurse is available for parents with any health concerns and a Family Support Worker is able to provide additional support to some of our children and their families.

We share our site with The Seashells Children’s Centre which offers a variety of services for the wider community their timetable of activities is published on our website.

Teachers  
Mrs Hayley O'Dea Headteacher
Mrs Sue Clarke Deputy Headteacher/Inclusion KS2
Mrs Alison Goodman Assistant Head/Inclusion KS1
Mr Nigel Walker Class teacher
Miss Jane Bowers Class teacher
Miss Jennifer Burdett Class teacher
Miss Gemma Cutmore Class teacher
Mrs Agnieszka Micek Class teacher
Mrs Yvonne Lawrence Class teacher
Miss Karen Lister Class teacher
Mrs Michelle Sekhon Class teacher
Mrs Julia Walker Class teacher
Miss Liz Lister Class teacher
Mrs Rebecca Watts Class teacher
Mrs Mandy Whitfield Class teacher
Miss Nicole James Class teacher
Miss Catherine Marshall Class teacher
Ms Jessica Wilkinson Class teacher
Miss Imogen Culliford Class teacher
Mr Connor Mortlock and Miss Vanessa Williams Student teachers
Mrs Karen Handley Specialist Learning Support Assistant = Art/PSHE/KS1
Mrs Liz Liston Specialist Learning Support Assistant = Music/RE
Mrs Julie Anderson Specialist Learning Support Assistant = Drama/PSHE
Learning Support Assistants    
Mrs Kim Cusack Miss Joanne Jowers Mrs Sue Smith
Miss Susan Dansie Mrs Michelle Maddocks Mrs Lisa Steel
Mrs Elaine Deadman Miss Sarah Merchant Mrs Liz Willson
Mrs Karen Farrow Mrs Sarah Reayner Mrs Deborah Wood
Mrs Vicki Forde Mrs Clair Robinson  
Mrs Claire Friend Mrs Donna Rushman  
Mrs Claire Jaworska Mrs Jennet Smeeton  
Office Staff  
Mrs Heather White Office Manager
Mrs Jo Dabbs Bursar
Mrs Gill Fitz-Gibbon ICT Network Manager and Admin Support
Miss Paula Gray/Mrs Karen Burroughs Receptionists
Mrs Deborah Ankin Attendance Officer, Family Liaison and SEN Admin
Midday Assistants  
Mrs Lisa Steel Mrs Mandy Waghorne
Mrs Jet Lovell Mrs Mandie Woodley
Mrs Diane Ansell Mrs Belinda Nichol
Mrs Emma Hutchison Mrs Jennet Smeeton
Mrs Sarah Reayner Mrs Claire Jaworska
Mrs Clair Robinson  
Catering  
Miss Karren Overaa - Catering Manager  Mrs Ashley Locke, Mrs Tracie Anglin,  Miss Sharon Tillson  &             Miss Emma Waugh - Catering Assistants
Premises Staff  
Mr Martyn Bowers - Site Manager Mr Liam Ankin - Assistant Site Manager
Mrs Loraine Harrison - Cleaner Mrs Mandy Waghorne - Cleaner
Mrs Julie Mansell - Cleaner Mrs Carol Bailey - Cleaner

School Day

7.30 am – 8.35 am Breakfast Club.  Parents will need to register their children for this facility via the school office.  Breakfast is on sale if required for a small fee.  Once breakfast is finished children will take part in a variety of supervised activities.

8:35 am – School gates are opened and supervision begins on the school playground.

Please note we cannot be responsible for children who arrive before 8.35 am if they do not attend Breakfast Club.

8:45 am - Bell rings for the official start of school.  School gates are closed.  Children arriving after the bell will be marked late.   

9:00 am - Registers close, children arriving after this time will be regarded as being absent and an explanation will be required.

10:30 am -   10:45 am   Morning Break KS1

10:55 am -   11:10 am   Morning Break KS2

12:00 pm -     1:00 pm   Foundation Stage Lunch Break

12:00 pm -   12:45 pm   KS1 Lunch Break

12:30 pm -     1:20 pm   KS2 Lunch Break

1:10 pm   -     3:00 pm   KS1 afternoon session

1:20 pm   -     3:10 pm   KS2 afternoon session

The taught week

Having deducted time for registration, assemblies etc. the taught week for KS1 is 22 hours and for KS2 23.75 hours.

Making a good start to your day

It is extremely important that children learn the habits of punctuality and, for this reason, we must emphasise how important it is that children arrive in school, on time, to go into the building with other children at 8:45am, before the gates are closed.  It is equally important to be on time for all afternoon sessions.

Play is an important part of children's development and the times before school, at break and at lunch time, are important periods for children to play and learn how to socialise and get along together.  In order to promote this we ask that you leave your children at the places indicated and allow them to start their day with their friends.   Areas designated for parents/carers during the delivery and collection of children may be seen on the plan at the end of this booklet.

Cycling to School

We have a cycle shelter with space for 40 bicycles.  Lockers for cycle helmets are also provided.  There is a £5 refundable deposit for a locker key.

School Uniform

We believe that school uniform helps to instil a sense of identity with, and pride in, our school.   All children are expected to wear school uniform and we trust you will support the school in this matter.   The list of uniform is quite clear and may be purchased from the Crawlers, Southchurch, Danielle’s, Rochford, local supermarkets or major stores in Southend.

Uniform List for September 2016

All uniform should be clearly labelled with your child's name

Girls from Reception to Year 5

Grey or black straight tailored trousers, can be elasticated waist (no flared, cropped or jersey)

Grey or black, knee length, school uniform style tailored skirt (no jersey)

White polo shirt embroidered with school logo in royal blue

Royal blue sweatshirt with white school logo

White or black plain socks

Black or grey opaque tights (no patterned or sheer)

Black shoes or smart plain black trainers

Hair clips/bobbles in school colours of blue, white or black.

Or option of -

Grey tailored pinafore dress (not black)

Year 6 Girls

As above except plain white shirt and school tie to be worn instead of polo shirts

Boys from Reception to Year 5

Grey or black straight tailored school uniform trousers (can be elasticated waist)

White polo shirt embroidered with school logo in royal blue

Royal blue sweatshirt with white school logo

White, grey or black socks

Black shoes or smart plain black trainers

Year 6 Boys

As above except plain white shirt and school tie to be worn instead of polo shirts

Girls Summer Term only

As above or option of - 

Blue and white checked school dress

Grey/black tailored knee length shorts

White polo shirt embroidered with school logo in royal blue

Boys Summer Term only

As above or option of – 

Grey/black knee length tailored shorts

White polo shirt embroidered with school logo in royal blue

Girls PE Kit

Light blue 3 button polo shirt

Navy blue PE shorts

Navy sweatshirt and jogging bottoms (for cold weather)

Trainers and Plimsolls

Swimming

Royal blue, navy or black one piece swimming costume

Royal blue school swimming hat

Boys PE Kit

Light blue 3 button polo shirt

Navy blue PE shorts

Navy sweatshirt and jogging bottoms (for cold weather)

Trainers and Plimsolls

Swimming

Royal blue, navy or black one piece swimming trunks or shorts (no long Bermuda shorts)

Royal blue school swimming hat

Optional Outdoor wear only

Royal blue fleece with white school logo

The wearing of jewellery is discouraged.   Acceptable jewellery would include stud earrings and a watch.   Necklaces, bracelets and rings should not be worn as these can be a hazard during active break times.  Flip flop and high heeled shoes are unacceptable at school for Health and Safety reasons.

Haircuts

Please remember that your child's image and the image which the school presents to the community can be affected by a haircut.  Hair colouring/bleaching, razor patterns are not appropriate for school.

Attendance

For the year 3rd September 2015 to 8th May 2016

Number of pupils 417

Number of pupil sessions 114,591

Total number sessions of absence 4033

Attendance percentage 93.3

All children who are absent from school must have a valid reason in order for the absence to be deemed authorised.   If your child is too unwell to attend school it is very important that you telephone the school before 8:45am and you will also need to send in a note to explain the reason behind their absence on their return.  Where possible appointments to the doctor, dentist, hospital etc. should be made out of school hours.

Without such information your child will be deemed to have taken an unauthorised absence from school.   We will attempt to contact parents of children who are absent without notification after 9:30am.

Leave of Absence Procedure

The Education Regulations 2006 have been amended as from 1st September 2013.  Headteachers are not permitted to grant leave of absence during term time unless there are exceptional circumstances, these would usually also be classified as compassionate leave. 

Other leave of absence requests will never be authorised;
• during the month of September
• during national or school tests or examinations
• when a child’s attendance is below 95% overall

Any leave of absence requests must be made through discussion with the Headteacher, Deputy Headteacher or Inclusion Manager it is for the Headteacher to determine if the request is reasonable. Each request can only be judged on a case-by-case basis and parents/carers will be informed if their request has been authorised in whole or in part. Parents/carers have the right of appeal to the school’s Governing Body. The Essex LA Code of Conduct on attendance provides advice on extended leave of absence for religious and/or cultural reasons, and these would form the basis for discussion between the Headteacher and the family.

Should the Headteacher consider it necessary, the Education Welfare Service may become involved and may be asked by the Headteacher to issue a penalty notice.

School Year 2016/2017

Autumn Term 2016

Thursday 3rd September 2016 - Wednesday 21st December 2016

FIRST DAY FOR CHILDREN MONDAY 5th SEPTEMBER 2016 (Start date for Reception Children will vary)

Half Term:  24th October – 28th October

Staff Development Days: 1st & 2nd September and 24th October

Spring Term 2017

Wednesday 4th January 2017 – Tuesday 4th April 2017

FIRST DAY FOR CHILDREN THURSDAY 5th JANUARY 2017

Half Term:  13th – 17th February

Staff Development Days: 4th January, 13th February

Summer Term 2017

Tuesday 18th April 2017 - Friday 21st July 2017

LAST DAY FOR CHILDREN FRIDAY 21st JULY 2017

Half Term: 29th May 2017 – 9th June 2017,

Bank Holiday: May Bank Holidays – 1st May and 29th May

Admissions Arrangements

We believe it is really important for the school to develop a very close relationship with parents/carers before children enter school.   There is a meeting for parents/carers organised before their children begin when there is an opportunity to meet the Head and the Foundation Stage teachers.   This is the time when we share some of our principles and practices with new parents and there is an opportunity to ask questions, followed by a walk around the school.

Our official admission arrangements approved by the LEA are as follows: All reception aged children can now start school from September regardless of birthday.   As a school we will ensure appropriate provision is in place to support the youngest children.

For children who join us from other schools and have not followed the induction process, we ask that parents contact the class teacher after the child has been in school for about a week in order to see how things are going and to see that the child is settled in school.

Should you and your child be joining us after the reception year, then I will only be too pleased to talk to you and your child during a school day and will take you on a tour of the school in order for you to see children and staff at work.

Medication

Children with non-contagious infections are expected to come to school.  In order to help with this, children who are taking medication should bring a clearly labelled bottle to the school office, where they will be stored for safe keeping.   There will be a form (Appendix 1) to complete for each medication, this form will need to be completed daily and medication will need to be collected at the end of each day.  We must emphasise, however, that it is the child's responsibility to come along to the office in order to receive their medication.   Similarly, all asthma pumps should be clearly labelled and will be stored in the child's classroom, or the office, as appropriate and will be freely accessible to all children should they need it.  Sun screens and insect repellent sprays should be applied at home.   These applications should be sufficient for the day.   All mid-day assistants and office staff are offered places on the emergency first aid course and are quite capable of dealing with the majority of accidents and injuries seen in school.    For ongoing cases we now keep a 'Medication Care Plan' which must be signed by the parent or guardian.

See Appendix 1 for a sample of the Care Plan - Medication in School, Parental Agreement Form

Lunchtime Arrangements

Each day children may choose to have a school dinner, bring a packed lunch or go home for lunch.   All our school meals are cooked in our school kitchen.  We aim to provide a meal that is tasty and nutritious as well as meeting the food standards for school lunches.  All school meals must be paid for in advance.  Where possible we prefer parents to pay weekly in advance, however, children can pay daily by giving their dinner money to their teacher in a labelled envelope.  A pack of envelopes for dinner money is available from the school office.  During fine, warm days, children who bring sandwiches can eat them in a designated area outside.  We try to encourage children to bring a healthy packed lunch to school and discourage sweets being included.  We also ask that NO NUTS be brought into school, this includes peanut butter and Nutella because of pupils with nut allergies. 

 We have a number of midday assistants, and a senior midday supervisor who look after the children each day and are dedicated to making sure your child has a safe and enjoyable lunchtime.  There is a designated medical area where children may receive medical attention.

Free School Meals

Those parents/carers who are receiving certain benefits may be entitled to apply for free school meals.  Parents/Carers who are entitled to apply would include those on Income Support, Job Seekers Allowance Income Based, Income-Related Employment & Support Allowance, the Pension Guarantee Credit and Child Tax Credit, but not in receipt of Working Tax Credit, with an annual taxable income of less than £16,190. There are a range of additional benefits that can be accessed through entitlement to free school meals even if your child does not stay for lunch, including financial support with educational visits, tuition, music lessons etc..  For further information on this please contact the school office.

Since September 2014, all EYFS children and KS1 children have been entitled to a free school meal regardless of parental income.

Break times

With the co-operation of our catering manager, we run a morning tuck shop from the school kitchen.   Due to recent Government guidelines we can only offer children healthy snacks and drinks such as fruit or fruit smoothies.  Children can also bring snacks from home but these too should be healthy.   We encourage all children to bring in a piece of fruit.  The following foods are not allowed: sweets, crisps, chocolate covered cakes/biscuits, fizzy drinks, nuts and Nutella (due to children with severe nut allergies). Children in the Foundation Stage and Key Stage 1 receive a free piece of fruit each day.  During wet break times, children remain in their classes and supervision is shared by teachers in adjacent classrooms.

The school follows the Healthy School Award policy which ensures that all aspects of food and nutrition in school promote sustainability and the health and well-being of our pupils.

Water Bottles

We encourage our children to drink water regularly during the day.  Water from home should be provided in plastic, sport drink bottles with non-spill caps. The children are able to keep these on their desks at all times. Please do not freeze bottles as this causes condensation problems on children's work tables.
 

Learning and Achievement at Great Wakering Primary School

The Curriculum

Our school delivers the requirements of the National Curriculum, we believe that children learn more when they are motivated so we have organised our curriculum into themes.

Teaching

(learning and achievement)

Our teachers plan for the needs of their own learners. The progression and continuity for all our children is monitored very closely by the Senior Leadership Team and subject co-ordinators.  Learning will include whole class, group and individual teaching.   Great emphasis is placed on differentiating the work within each class so that the tasks are matched as closely as possible to the needs and abilities of each child.   In this way children enjoy their learning and always have a sense of achievement.

Celebrating Success

It is an important part of the learning process that children see that their achievements are recognised and applauded.  To this end the school holds a celebration assembly every Friday morning.   Children's achievements are also rewarded by 'raffle tickets' and Headteacher Award stickers.   A ticket is drawn each week at the end of our celebration assembly and the holder of the ticket receives a small prize.   Every child belongs to a House Team - Roach, Blackwater, Thames or Crouch.   House team points are also awarded in order to reward and encourage children.   The tally of accumulated points for each house is announced weekly and a 'winning' house is rewarded each term.  In addition to this ‘Star of the Week’ assemblies are held weekly. This assembly also rewards sporting, musical and academic achievements.

The Foundation Stage Curriculum

Reception children work from the Early Years Foundation Stage Framework.   This covers 3 prime areas of learning: Communication and Language, Physical Development and Personal Social and Emotional Development and 4 core areas of learning: Literacy, Mathematics, Understanding of the World and Expressive Arts and Design.  Many of the activities are play based and the children are able to choose many of their activities, they are able to move freely between the inside classroom and outside area.  By the end of the Reception year the children are expected to reach the Early Learning Goal in each area.
 

Subjects of the National Curriculum Key Stages 1 and 2

In order to stimulate and enthuse the children in their learning, we offer a thematic based approach to learning where children study an exciting theme or topic each half term.  This is a skills based approach and the children learn key skills which enable them to become independent learners who are responsible for their own learning journeys.  Where possible, the core subjects are incorporated into these themes

The Core Subjects

English

English lessons are taught on a daily basis with the skills learnt reinforced throughout their theme work in other subjects .This gives the children practical experiences of using the skills in real-life situations and enables them to understand the purpose behind their learning. Children use a mixture of scheme and real life books to develop their reading skills and they take home books on a daily basis in order to further practice their reading skills with a parent/adult. This is really important as it enables the children to make sustained progress and involves the adult in their progression.

Guided reading takes place throughout the week and reading skills are developed through additional reading comprehension activities and games. The children will develop independent reading strategies as well as working with an adult during guided reading sessions.  Children in the Foundation Stage and Key Stage 1 develop their phonic skills through daily session following the Letters and Sounds Scheme.  Writing is taught in Literacy lessons and supplemented through work in guided groups where key skills are emphasised.  We follow the Nelson handwriting scheme and a joined script is introduced once the children’s letter formation has become fluent.

As you may be aware we have taken part in a two year project called “Talk for Writing.”  This project was led by some of the country’s leading experts in developing children's writing and we were one of only ten schools in Essex selected to take part.  We have been delighted at how well our children have embraced the techniques and the progress made by the children has been very encouraging.

Every opportunity is used to encourage children’s speaking and listening skills through group discussions, assemblies, story time and productions. The children will sometimes be given homework tasks that involve talking with their families about issues.

Mathematics

We aim to encourage each child to achieve their full potential in mathematics through an enjoyable balanced, stimulating and creative approach. Mathematics lessons take place daily.  Direct teaching using a variety of styles, such as the interactive whiteboard, is used to introduce and further develop skills and concepts, and the children are encouraged to learn number facts mentally, and use mathematical vocabulary. 

They learn how to problem solve in a range of contexts and do mathematical investigations. The children are encouraged to share ideas and strategies with their peers.

Science

We aim to help children:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
  • develop understanding of the nature, processes and methods of science through different types of science queries that help them to answer scientific questions about the world around them
  • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Children regularly design and undertake scientific experiments and there is a strong emphasis on the practical element of the subject.

Computing

There has been an explosion in the use and impact of ICT in everyone's lives and primary education is no exception.   We have a large suite of computers to enable children to be taught as a whole class and this is proving to be an effective way of children learning the basic skills and using these across the curriculum. The children follow the National Curriculum for Computing and are able to access a filtered Internet on a regular basis.  Every classroom is connected to the Internet to enable children to access it from the classroom and use ICT as a tool in every subject area.  We have a large bank of wireless laptops which are used within the classrooms to support learning in other areas of the curriculum.  Every class has an interactive Clever Touch TV.  Every child has access to our virtual learning platform, DB Primary, which allows them to email each other in a secure setting, blog and access school and homework.

The Foundation Subjects

History and Geography

Children cover all aspects of History and Geography as demanded by the National Curriculum.  This is often done through a thematic approach which allows a variety of stimulus, such as historical artefacts and school visits to be used.  This is designed to engage the children in their learning.  We are always looking for artefacts and interesting items and your donations to our resources would be very much appreciated.

Art and Design Technology

We believe that Art in our school is of the highest standard and this can be seen in the many displays around the school and in the way the children take pride in the presentation of their work.   Many of the drawing, painting and printing skills are developed through the work in other subjects, making it extremely relevant to the children's learning in this way. Children are encouraged to evaluate and describe their artistic compositions as well as the compositions of others. Children are given opportunities to use a range of artistic media during their studies and they develop a wide knowledge of different artistic techniques.

Music

Children are encouraged to compose, perform and listen to different kinds of music.   All children also participate in weekly Key Stage singing sessions.   Throughout the year, they are given opportunities to work towards a large scale performance.  We have an active Band and Choir.  Children study the work of various modern and classical composers during their music sessions.

PE and Swimming

We must emphasise that it is our policy for children to take part in games in all weathers apart from very extreme conditions.   It is very important that your child comes to school on games days, prepared for outside activity in weather which may be wet, cold, windy or muddy!

Children develop their physical skills through indoor and outdoor games, gymnastics and movement and dance. Some PE lessons are taken in the hall where there is a wide range of gymnastic apparatus for DSC_6419the children to work with.   We are fortunate in having such a large hall which we use to its maximum benefit, two large playgrounds and two extensive fields.   The school's scheme of work allows for progression and continuity.   Games are taken outside on the playground or the field.  Great emphasis is placed on team work, sportsmanship and an understanding of competition.   We take part in inter school competitions including District Sports and the Netball and Football Leagues.

Children in Reception through to Year 6 are given swimming lessons during the summer term in the school's own pool.  There is a charge for this which is collected prior to the swimming season commencing.

Jewellery and PE

It is our responsibility that children recognise the dangers of taking part in games whilst wearing jewellery.   We ask that you offer us your strongest support in this manner by sticking to the following principles.
1. That, when children have their ears pierced, they do so at the beginning of holiday periods in order that the earrings are ready to be removed at the start of term.
2. That, children should be taught to remove and replace earrings as they do other items of clothing.
3. Children remove and replace their own earrings, placing them in the custody of the teacher during the games period.   Alternatively, they can bring them home for you to replace at the end of the day.

We have used this approach for some time and find that it meets with the approval of most parents.   We ask that you support us in this manner in order that your child may take part safely in PE and Games activities.

Religious Education

Religious Education is part of the basic curriculum of the school, as set out in the Education Act 1996 and the Schools Standards and Framework Act 1998, and is recognised as part of the core entitlement.  It must be taught to all pupils enrolled in statutory education from age five.  However, parents have the right to withdraw their child(ren) wholly or partially from the teaching of Religious Education but will need to discuss this with the Headteacher.  The time allocation expected for each key stage should be:

  • Key Stage 1 – 36 hours per annum.
  • Key Stage 2 – 45 hours per annum.     

In the Foundation Stage, Religious Education is not taught directly but is planned and incorporated into the six main areas of learning in the curriculum.  Positive images in books and displays help to challenge children’s thinking and help them to embrace differences in ethnicity and religion.  Children also learn to form positive relationships in a setting that supports mutual respect, celebrates and acknowledges differences.

Key Stage 1 and 2 pupils are taught following a scheme of work (RE Matters for Every Child 2009) developed by Essex Standing Advisory Council on Religious Education (SACRE).  In Key Stage 1 children learn about, and from, religion with the main emphasis being on personal development, stories, festivals and celebrations.

Key Stage 2 children develop their knowledge and understanding of religious beliefs and practices with particular reference to all six of the main world religions as well as Humanism in Year 6.  Religious occasions and celebrations are also celebrated during assembly times and special days such as Chinese New Year.

Personal, Social and Health Education

Under the umbrella of Personal, Social and Health Education (PSHE), we develop pupil knowledge and understanding of themselves and the world around them.   We provide them with opportunities to learn about and discuss issues relating to friendships and relationships, healthy lifestyles, growing up, drug education, safety and citizenship and Sex and Relationship Education (SRE). 

“Sex and Relationship Education (SRE) is lifelong learning about sex, sexuality, emotions, relationships and sexual health. It involves acquiring information, developing skills and forming positive beliefs, values and attitudes." (Sex Education Forum) 

SRE begins with Relationships in Reception and progresses, appropriately, with each year to Year 6.  SRE should empower young people, build self-esteem, offer a positive and open view of sex and support sexual self-acceptance and mutual respect.

Planning for SRE also requires an understanding of young people’s needs. Knowing about aspects of SRE does not, on its own, ensure a young person’s personal safety and sexual health. Good SRE should help pupils to develop the personal skills they will need if they are to establish and maintain relationships and make informed choices and decisions about their health and wellbeing.

Parents have the right to withdraw their child from part or all of sex education that does not form part of the statutory National Curriculum.  Please contact the Headteacher if you would like to discuss this.

French

Children in Years 3 to 6 are taught French as part of the school curriculum.  Weekly sessions are provided for the whole class.  In Key Stage 1 children are introduced to the subject by their class teachers.
 

Extra Curricular Activities

We work hard to provide a range of after school and lunchtime activities.   These have included football, multi-skills, skipping, dance, gardening, cookery, maths, martial arts, netball, gymnastics, computer animation, computer gaming app club and homework club.

Children are offered the opportunity to play all woodwind, percussion, guitar, keyboard and brass instruments when they reach a suitable age/size. Children move on from here to their secondary schools orchestra or Music school.

Some children in Year 2 join other schools in the Infant Music Festival and children in Key Stage 2 can join the choir and may perform at the Cliffs Pavilion in June.

Since 2012 we have provided an After School Club.  Reception and KS1 children can attend from 3 pm and KS2 children from 3.10 pm till 4.10 pm or 5.10 pm.  Children have to be registered and pay per hour. Activities are run by qualified staff in the Atrium and outside areas and include arts and crafts, computers, team games and fun activities.

School Visits

It is a very important part of the children's learning process that they are stimulated to develop an interest in their learning.   To this end we try to plan visits on a termly basis, some involving nothing more than a walk up the High Street, other, a substantial journey on a coach.

For visits involving a coach journey an individual visit consent form will be sent to you.   We only use transport where children are provided with an individual seat and a seat belt.  For these visits there will be a need for a charge to be made.

The school asks that you make this voluntary contribution to support the school activity, but we must point out that children will not be treated differently, depending on the parent's ability to pay.   However, the school must reserve the right to cancel an activity if there are insufficient contributions to cover the cost.

Homework

We believe that it is very important that parents/carers take an interest in their child's education, and this can be demonstrated by sharing and encouraging learning at home.

The purpose of homework should change as children get older and the amount and frequency of homework will increase as children get older.

Regular reading is vital.   Primary school age children should read regularly with their parents/carers, or if they are fluent readers, read on their own for at least 10 to 20 minutes a day.   All children should be encouraged to enjoy books on a daily basis.

Homework will include a mixture of reading, writing, maths and other curriculum subjects.  This may be in the form of a worksheet or a project may be set which has to be completed over a number of weeks. We encourage parents to take an interest in their child’s learning and support them with their activities.

Special Educational Needs and Disabilities - SEND

Our teachers plan lessons that are inclusive for all children of differing abilities.  This includes those children that are working significantly below the level expected for their age or who may have an additional need that requires specific support to enable them to access their learning.

Additional needs may be linked to behaviour, concentration, physical disabilities or social and emotional needs.

All pupils with SEND have a personalised plan which details personalised targets, strategies put in place to support meeting these targets and how adults both at home, schools and sometimes outside agencies can further support the child.  These plans are reviewed termly in meetings with parents, pupils and teachers when successes are celebrated and future targets agreed.

Should outside agencies be required to advise the school in supporting pupils’ needs these may take the form of Educational Psychologists, Specialist Teachers or Family Support Workers.

The role of the Special Education Needs Coordinator (SENCO) is to maintain and monitor our inclusive approach to teaching pupils of all abilities and to ensure that they continue to make progress and have their needs met within the school environment.

Our SEND policy outlines these procedures in more detail and is available on our school website.

Gifted and Talented Children

We aim for all children to make progress and achieve their best through activities that extend their learning.

As for pupils with SEND, our teachers ensure that their lessons are inclusive and have tasks which are challenging, encourage independent application of skills and are focussed on the targets required for children to reach their full potential.

Various methods of assessment are used in lessons and across each term to track the progress of all our pupils to ensure that they are all making progress, regardless of their ability.  Termly meetings are held with class teachers to review the pupils’ progress in their class.

We also take a note of those pupils that have particular talents in extra-curricular areas, such as sport, music, dance or drama.  We rely on you as partners to work with us to identify and support the talents of these most able pupils.

Reporting to parents

Learning Review Meetings

Autumn Term

The first Learning Review meeting of the year is for parents to discuss with the teacher how the child has settled in to the new class and to identify targets for the coming year. 

Spring Term

During the spring term a second Learning Review meeting is held when the targets can be reviewed and altered or amended.

Summer Term

In the summer term parents have the opportunity to attend an open evening and meet their child’s teacher and celebrate their achievements. There is also a written report to summarise the year and report on assessments and progress.

Targets and Reports

In order for all our pupils to reach their full educational potential, they are involved in curriculum target setting so that they are aware of the next steps in their learning and identify what they need to do to make continual progress.  We involve children as much as possible in their target setting and they are encouraged to self-assess their work and use their peers to evaluate the progress they are making towards their learning goals.

A complete report for the year with the addition of comments about the foundation subjects and other curriculum activities constitute a report provided by the end of the summer term.   These reports are carefully considered and we hope they provide an accurate description of how your child has progressed.  The pupils actively participate in the Learning Review meetings by identifying their strengths and areas for development.

Behaviour

Code of Conduct
• Do be gentle, kind and helpful, don't hurt people or their feelings.
• Do be honest, don't cover up the truth.
• Do work hard, don't waste time.
• Do look after property, don't waste or damage things.
• Do listen to people, don't interrupt.
• Do remember your manners and respect each other; don't be afraid to ask for help.

A complete copy of the Behaviour Policy may be obtained from reception or viewed on our website.   This includes procedures for dealing with incidents of Bullying.  A separate Anti-Bullying Policy is also available.

It should be emphasised that high standards of behaviour and respect are expected at all times from adults and pupils alike.   We expect you, as parents/carers, to play a full role in supporting your child's good behaviour at school and ensure that they arrive at school each day ready to learn.

PALs (Playground Activity Leaders)

Children from Years 5 are invited to train as PALs.  These children help to organise and lead a variety of games during our lunch hour.

School Council

Children in Years 1-6 are represented on the School Council which meets regularly with the Headteacher.   All children are encouraged to work together to continue to improve our school.

Prefects

A small group of very responsible Year 6 pupils are selected each year to be prefects with a Head Boy and Head Girl.   They perform a variety of extra duties during the school day.  Each prefect is presented with a special badge in an assembly to which their parents/carers are invited during the Autumn Term.
 

School Governors

The School Governors are as follows and normally serve a term of four years.

All correspondence to be addressed to the Chairman of Governors.

The Chairman of Governors:

Mrs Judith Puddick,

32 Parade Walk,

Shoeburyness,

Essex SS3 9GE

Telephone:   01702 291911

Clerk (1) Term of Office Ends

Clerk to the Governing Body

Mrs Sarah Threadgold

 
Community Governors  

Mrs Judith Puddick (Chair)

Mrs Hilary Wilson (Vice-Chair)

03 February 2017

03 February 2017

LA  

Mrs Barbara Wilkins (Link)

Mrs Sarah Wilkinson

Mr Dan Smith

03 February 2017
Parent 3  

Mrs Anna Stokes

Mr Paul Bates

Mrs Jennet Smeeton

03 February 2017

03 February 2017

03 February 2017

Staff (4 inc. Headteacher)  

Vacancy

Mrs Claire Friend

(Observer)

03 February 2017

03 February 2017

Headteacher  
Mrs Hayley O'Dea 03 February 2017

School Documents, Policies and Governors' Minutes

We have a wide range of policy statements and procedures for our school.  A copy of our Publication Scheme is available from the school and any of our policies or procedures will be made available to anyone who asks.  Policies are also available to read on our website.  Minutes of Governing Body meetings are also available for interested parties

Parents/Carers and Schools Working Together

Children are more likely to be happy at school, and to achieve their best, if their parents/carers take an active interest in their education and welfare during the time the child is in school.

We value the involvement of parents/carers in the life of our school and offer many opportunities for you to take part in your child's education here.

We welcome any assistance that parents may be able to offer.  Some parents enjoy weekly reading sessions or participating with focus days in the classroom and many others support us on trips and excursions.  If any parent has skills or interests that they feel would be of interest to us please let us know.  Children love their parents helping out!

It is natural that parents/carers may, from time to time, be concerned about some aspect of their child's education or welfare at school.   This may, for example, be due to a misunderstanding about the school's approach to aspects of the curriculum, or about the way we deal with behavioural problems.

We therefore welcome enquiries from parents/carers about these and other matters and are confident that, in the vast majority of cases, we can reassure you by explaining our policies and practices, and how they affect your child.  Please talk to us straight away if you have any concerns no matter how small.

With a commitment from all concerned to resolve any such concerns calmly and rationally, we can work with you to try to achieve the most appropriate solution in your child's interests.

Expressing Your Concerns

Our policy, is that wherever possible, parental concerns and complaints should be dealt with as soon as they arise.   This is because we want to build and maintain good relations with you and to work with you to provide the best possible education for your child.

If, therefore, you have any concerns at all about your child's education or welfare at school, please speak to your child's class teacher in the first instance, they are available after school every evening to chat to you or you can make a longer appointment through the school office.  If you feel that your concern has not been answered or resolved you are welcome to make an appointment to see a member of the leadership team, again this can be arranged through the school office.

From time to time, situations can arise where parents/carers feel that they must state their concern more formally.   The procedures set out in our complaints policy explain how we handle such cases.   At the end of the guidance we explain where else, if necessary, you can get information and advice.

Keeping Our Mutual Cool!

We recognise that parental concerns can give rise to stressful situations for families and the school's staff.  We therefore ask you to bring your concerns to us in a spirit of positive willingness to seek a solution; and we will respond accordingly.

As partners in your child's education we all need to approach any difficulties calmly, and without aggression, so that we can work on the problem constructively together.

Appendix 1