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Great Wakering Primary Academy

“Working as part of the Brickfields Multi Academy Trust”

Prospectus 2018/2019

P6240004(1)

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 Values and Aims

Vision

An exemplary school at the heart of our community highly regarded for the opportunities offered, the achievements and character of our children and the excellence of our staff.

School Values

Aspire              Respect            Achieve

Values in Practice

  • Aspiration
  • All staff, leaders and trustees will maintain an uncompromising focus on improving outcomes for all children regardless of starting points
  • Children will be inspired learners as a result of outstanding teaching
  • Children will leave our school well prepared for the future and the next stage of their education  
  • All staff will be positive role models for children and introduce them to the inspirational stories of others
  • Children will be offered the opportunity to take on a range of leadership roles to develop independence, personal responsibility and self-management of their behaviour
  • Risk taking is encouraged and children view mistakes as an important part of the learning process
  • Children have high expectations of what they can achieve and understand that perseverance, determination and resilience can result in great rewards
  • Children are happy to come to school and enjoy undertaking the challenges offered

Children’s views Aspiration means…

 “working towards your dreams to accomplish things you never thought possible and in turn inspiring others through your achievements”

  • Respect
  • The culture in our school supports mutual respect, tolerance and understanding of the views of others
  • Children are encouraged to think for themselves and challenge what they see/hear through lively debate of opinions and questioning
  • Pupils’ knowledge of personal safety and responsibility is demonstrated in the way that they show  respect for themselves and others
  • Pupils demonstrate excellent independent learning behaviour
  • Friendship is highly valued by all and everyone in school shows kindness to others
  • All members of our school community are proud of our school, our work and our achievements
  • Our school culture promotes diversity and equality of opportunity and supports and encourages all pupils and staff to excel
  • Positive relationships, trust and the opportunity to be heard result in happiness and wellbeing of all

Children’s views Respect means…

“treating people, nature and property in the way that you would like to be treated so everyone feels valued, happy and comfortable. Respect yourself by always trying your best”

  • Achievement
  • Everyone in our school has high expectations of themselves and others
  • All children are supported to excel and given the right provision to match their individual needs
  • All pupils will achieve regardless of starting points
  • Children will be provided with a wide range of opportunities to excel in learning, arts, drama, creativity and sports and all achievements will be celebrated
  • All pupils make excellent progress as a result of outstanding teaching
  • Pupils demonstrate resilience and don’t give up when facing obstacles or adversity

Children’s views Achievement means…

“never giving up to accomplish something that you set out to do. Everyone at our school achieves something every day, no matter how big or small”

Children’s views gathered in Talk for Change December 2018

 

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 Lead for Child Protection 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. Should there be concerns that a child is at risk or suffering significant harm, we, as professionals, have a legal duty to share information without consent.

A copy of the Child Protection Policy is available on our website.

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

As a school, 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 Objective

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 mandatory procedures and policies 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 sports 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 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 main office in order to gain access at all times.   The children have open access to the school until the gates are locked at 8.45 am 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 a Breakfast Club and an After School Club which run every school day during term time.  Breakfast Club is from 7.30 am to 8.30 am and is £3.50 between 7.30 am – 8.00 am or £2.50 after 8.00 am, which includes breakfast.  After School Club runs from 3.10 pm to 5.10 pm for all of our school age children and is £3 an hour or £5 for the two hours. 

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, Badminton and Pilates.

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.  These facilities are also available for children’s parties.

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
Miss Jennifer Burdett Assistant Head/Inclusion KS2
Mrs Alison Goodman Assistant Head/Inclusion KS1
Mrs Kelly Sheern Deputy Headteacher/Inclusion KS2
Miss Jane Bowers Class teacher
Mr Nigel Walker Class teacher
Miss Rebecca Greenshill 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
Mi ss Vanessa Williams Class teacher
Ms Jessica Wilkinson Class teacher
Miss Imogen Culliford Class teacher
Miss Zoe Priest Student teacher
Mrs Donna Rushman 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 Miss Stacey Grant Mrs Lisa Steel
Mrs Kim Cusack Mrs Claire Jaworska Miss Louise Traynor
Miss Susan Dansie Mrs Michelle Maddocks Mrs Liz Willson
Mrs Elaine Deadman Miss Sarah Merchant  
Mrs Jolyne Ellis Mrs Sarah Reayner  
Mrs Vicki Forde Mrs Jennet Smeeton  
Mrs Claire Friend Mrs Sue Smith  
Office Staff  
Mrs Heather White Business Manager
Mrs Jo Dabbs Finance Manager
Miss Paula Gray Office Manager
Mrs Clair Robinson Receptionist
Mrs Deborah Ankin Attendance Officer, Family Liaison and SEN Admin
Mrs Deb Wood Learning Mentor
Mrs Gill Fitz-Gibbon ICT Network Manager
Midday Assistants Mrs Michelle Maddocks
Mrs Jennet Smeeton (Midday Supervisor) Mrs Mandy Waghorne
Mrs Lisa Steel Miss Sarah Davies
Mrs Jet Lovell Mrs Sue Adkins
Mrs Emma Hutchison Mrs Claire Jaworska
Mrs Diane Ansell Miss Cassie Merchant
Miss Sarah Merchant Mrs Jolyne Ellis
Miss Emma Boyce Mrs Sharon Dean
Mrs Kim Cusack Miss Louise Traynor
Catering  
Miss Karren Overaa - Catering Manager  Mrs Ashley Locke, Mrs Tracie Anglin,  Miss Sharon Tillson  &  Miss Emma Waugh - Catering Assistants
Premises Staff  
Mr Bob Gowen - Site Manager Mr Christian Barnett - Assistant Site Manager
Mrs Loraine Harrison - Cleaner Mrs Mandy Waghorne - Cleaner
Mrs Julie Mansell - Cleaner  

School Day

7.30 am8.35 am Breakfast Club.  Parents will need to register their children for this facility via the school office.  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.  Reception Staff greet children at the gate, from Year 1 onwards a member of the SLT is available to take messages.

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

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 Pauls Discount Clothing Store, Southend on sea, Crawlers, Southchurch, Danielle’s, Rochford, local supermarkets or major stores in Southend.

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 2018

Uniform List for September 2018

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 straight 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 these should be small and functional.

Or option of -

Grey tailored pinafore dress (not black)

Royal blue v necked sweatshirt cardigan with school logo in white

Girls Year 6

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

 

 

 

 

 

 

 

 

Boys Year 6

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 plain 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 plain 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

Optional Outdoor Wear only

Royal blue fleece with white school logo 

 

The wearing of jewellery is discouraged.  Acceptable jewellery would include stud earrings (which must be removed for PE and swimming) 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.

Uniform – other items

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.

Children should not be coming to school wearing nail polish, temporary tattoos or any other cosmetic items.

Attendance

For the year 4th September 2017 to 11th May 2018

Group

Total No of Pupils

Authorised Absences

Unauthorised Absences

No of Pupils

% of Pupils

% of Sessions

No of Pupils

% of Pupils

% of Sessions

Totals

418

209

48.9

1.2

312

73.1

 

2.2

 

Overall attendance figure : 96.7%

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 essential that you telephone the school before 8:45am, you will also need to send in a note to explain the reason behind their absence on their return.  If a letter is not received the absence will not be authorised.

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 9.30 am.

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 written application to the Headteacher via a holiday form available in the school office.  Taking your child out of school during term time is likely to be detrimental to your child’s educational progress.  There is no entitlement to parents to take their child out of school during term time, however, you may apply to the school for leave of absence if you believe there are exceptional circumstances.

If the absence is not authorised and the holiday is taken, the case will be referred to the Missing Education and Child Employment Service who may issue a Penalty Notice for £120 (or £60 if paid within 21 days)  to each parent for each child taken out of school.

School Year 2018/2019

Autumn Term 2018

Monday 3rd September 2018 - Friday 21st December 2018

FIRST DAY FOR CHILDREN TUESDAY 4th SEPTEMBER 2018 (Start date for Reception Children will be later)

Half Term:  22nd October – 26th October

Staff Development Days: 3rd September, 29th October and 21st December

Spring Term 2019

Friday 4th January 2019 – Friday 5th April 2019

FIRST DAY FOR CHILDREN Monday 7th JANUARY 2019

Half Term:  19th – 22nd February

Staff Development Days: 4th January and 18th February

Summer Term 2019

Tuesday 23rd April 2019 - Friday 19th July 2019

LAST DAY FOR CHILDREN FRIDAY 19th JULY 2019

Half Term: 27th May 2019 – 31st May 2019,

May Bank Holidays – 6th May and 27th 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 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, at the botton of the page, for a sample of the Care Plan - Medication in School, Parental Agreement Form

Lunchtime Arrangements

Each day children may choose to have a hot school dinner, a jacket potato or a filled roll option, bring a packed lunch or go home for lunch.   All our school meals are cooked on site 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. 

During fine, warm days, children who bring sandwiches may eat them in a designated area outside.  As a Healthy School we try to encourage children to bring a healthy packed lunch to school and discourage sweets being included. 

We also ask that NO NUTS are brought into school, this includes peanut butter and Nutella because of pupils with nut allergies. 

We have a number of midday assistants 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: Universal Credit – provided they have an annual income of less than £7,400, Income support, Income-based Jobseeker’s Allowance, Income-related Employment and Support Allowance, Support under Part VI of the Immigration and Asylum Act 1999, the guarantee element of Pension Credit, Child Tax Credit – if the applicant is not also entitled to Working Tax Credit and has an annual gross income of no more than £16,190 and Working Tax Credit run-on – this is paid for four weeks after someone stops qualifying for Working Tax Credit.   

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, however if you meet the above criteria, please still apply as this entitles the school to access Pupil Premium, an amount of money paid to the school to support your child.

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. 

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 in their classrooms 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 Academy

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

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 leaders.  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.

Foundation Stage

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.  The children work across both classrooms and the outside area, developing autonomy and independence and working on the Characteristics of Effective Play.  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.  The English curriculum offered allows all of our children to acquire the skills necessary to become competent, confident speakers, listeners, readers and writers.   Planned lessons provide a structured, balanced and varied programme which take account of individual starting points and progress, and give our children the opportunity to use their developing English skills across the curriculum for an increasing range of purposes and audiences.

Lessons are planned to also develop a range of thinking skills, including information processing, reasoning, enquiry, creative thinking and evaluation.

Year groups plan using the objectives from the National Curriculum (2014) and writing is taught across the school using the ‘Talk for Writing’ approach.  Speaking and Listening underpins the development of reading and writing; this includes modelling standard spoken English and listening and learning behaviours to exemplify the features of a good speaker.  The Nelson Handwriting script is followed in school and joined script is encouraged once children’s letter formation has become fluent.

In reading lessons, two dimensions are planned for:

  • Word reading
  • Comprehension

Reading is taught through English sessions and in separate reading sessions where skills need to be taught explicitly and practised by the children.  Children are encouraged to read at home and have a phonics book, banded book and free choice book to share at home.  As children’s reading skills develop, they move from a phonics book to banded books and finally becoming a free reader. 

Phonics lessons for decoding and spelling are delivered on a daily basis in Key Stage 1, following the DfE ‘Letters and Sounds’ Scheme.  Key Stage 2 have regular spelling and grammar lessons planned from the National Curriculum (2014), where spelling and grammar rules are taught explicitly and applied in English lessons and throughout the wider curriculum.

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, with direct teaching, using a variety of styles to introduce and further develop skills and concepts, and the children are encouraged to learn number facts mentally, and use mathematical vocabulary, to increase fluency. 

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

Science

Great Wakering Primary Academy understands the need for all pupils to develop their scientific ability and understanding.

Aims:

  • Prepare our children for life in an increasingly scientific and technological world.
  •  Foster concern about, and actively care for, our environment.
  •  Help develop and extend our children’s scientific concept of their world.
  •  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 scientific enquiries that help our children answer scientific questions about the world around them.
  •  Equip children with the scientific knowledge required to understand the uses and implications of science, today and for the future.

There is strong emphasis on working scientifically and children regularly design and undertake practical experiments.

Computing

Computing is taught throughout the whole school according to the National Curriculum. The curriculum is divided up into three strands.

  • Coding - children learn to write simple algorithms and debug programs.
  • Information Technology - children operate computers, tablets, cameras and I-Pads and learn how to use the internet safely.
  • Digital Literacy - children learn to use programs such as Word and Powerpoint to present their work in all curriculum areas.

Each class is timetabled to use the Computer Suite weekly and there are additional tablets and laptops for classroom use.  All children have access to the internet through a filtered server and we have a virtual learning platform, DB Primary, which allows them to email each other in a secure setting.

Each classroom has an interactive Clevertouch TV, which can be used throughout the day, to play educational games, show videos and display work. This supports learning in all curriculum areas.

Computing is part of everyday life in the school and E-Safety is promoted in all curriculum areas to ensure that our children know how to keep safe on the internet. 

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 the 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 must be able to 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.  Essex County Council policy on health and safety during PE activities states that all jewellery must be removed, including stud earrings. Children will not be allowed to take part in PE lessons if they are wearing any jewellery.

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 ‘ExploRE’ the Essex agreed syllabus for religious education, March 2015.  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, climbing, 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 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, use of the 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 along 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 learning, behaviour, concentration, physical disabilities or social and emotional needs.

All pupils with SEND have a One Plan, 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 Inclusion Manager 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.

More Able 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.

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

There will be a Parents Consultation Evening usually in March.  The appointment will provide an opportunity to discuss your child’s:

  • progress
  • next steps in learning
  • targets

It is your choice as to whether your child also attends the meeting and participates in the discussion.

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 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.

Talk 4 Change

All children are involved in weekly ‘Talk 4 Change’ sessions in which they are encouraged to give their opinions in all areas of school life from lessons to building changes.

Prefects

A 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. 

Board of Trustees

Academy Trustees

The Academy Trustees are as follows and normally serve a term of four years.

All correspondence to be addressed to the Chairman of the Board of Trustees.

The Chair of Trustees:

Mrs Judith Puddick,

C/O Great Wakering Primary Academy

Clerk

Term of Office Ends

Clerk to the Trustees

Mrs Sarah Threadgold

 

Trustees

 

Mrs Judith Puddick (Chair)

2021

Mr Daniel Smith

2021

Mrs Anna Stokes

2021

Mrs Moira El Shaar

2021

Mrs Jo Dabbs

2021

Mrs Maz Norman

2021

Mr Graham Wells

2021

Mrs Paula Fisher

2021

Mr Andy Knight

2021

Headteacher

 

Mrs Hayley O’Dea

 

School Documents, Policies and Minutes of Trustee Board Meetings

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 Trust Board meetings are also available for interested parties.

Parents/Carers and the Academies 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.  Parents/carers are invited to join our Facebook page and explore our website.

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

Copy of the Medical Care Plan

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