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Fagley Primary School

and

Childrens Centre

WITH ME IN MIND

because I matter now and in the future

SELF EVALUATIN D!UMENT

ctober "#$%

&We rea''( care and want our chi'dren to be successfu' in a'' as)ects of

'ife* in order to be confident* inde)endent* co''aborati+e and resi'ient

'earners in the e+er chan,in, societ( of toda(-.

WITH ME IN MIND

at schoo'* at home and in the communit(

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SCHOOL CONTEXT

Fa,'e( /rimar( Schoo' is an a+era,e )rimar( schoo' with "00 chi'dren on ro'e 123 chi'dren are in the "

(ear o'd room4- Most chi'dren 'i+e in an area around the schoo'* main'( made u) of White 5ritish

fami'ies 16$74 and /a8istani fami'ies* 12%-674 with an increasin, number of EU mi,rants and tra+e''er

fami'ies* man( of whom ha+e had no )re+ious schoo'in,- In an area that is e9treme'( de)ri+ed 1IMD :

""7 of fami'ies 'i+in, in the first #;%7 of the Inde9 of Mu'ti)'e De)ri+ation4 of income* 2%-"7 'one

)arents of which 63-

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therefore that the schoo' be'ie+es it has a stron, ca)acit( to ma8e further im)ro+ements as identified

on the schoo' im)ro+ement )'an-

The Leadershi) Team use >AISEon'ine and LA data to su))ort ma8in, @ud,ements about the

)erformance of chi'dren and to dia,nose stren,ths and wea8nesses- The LA @ud,es the schoo' to be a

)riorit( 6- The LA s)ecifica''( sa(s that the schoo' isB

Maintainin, ,ood 'e+e's of achie+ement in cha''en,in, circumstances

The e9tent to which 'eadershi) and the schoo' su))ort and 'ead ,ood )ractice across the East $

)artnershi)

Leadershi) is strate,ic and focussed on e+a'uatin, the im)act of actions on )u)i' achie+ement- ur

Schoo' Im)ro+ement /'an identifies c'ear actions to address areas for im)ro+ement* timesca'es to

ensure actions are achie+ed and im)act measured a,ainst )u)i' achie+ement-

utcomes for disad+anta,ed )u)i's are 8e( to the schoo'.s success- The 8e( wor8er )o'ic( and

)rinci)'es of inc'usion ensure that the /u)i' /remium fundin, is used effecti+e'( in ensurin, the

disad+anta,ed )u)i's achie+e e=ua''( to others nationa''(-

Hi,h achie+ements in En,'ish and Mathematics for disad+anta,ed chi'dren remains at the heart of

schoo's se'f;e+a'uation throu,h term'( ana'(sis and en,a,ement of )u)i's in a'' curricu'um and e9tra;curricu'ar acti+ities-

The Finance and enera' /ur)ose committee of the o+ernors re,u'ar'( re+iews the effecti+e

de)'o(ment of staff and resources* inc'udin, the )u)i' )remium* the s)ort )remium and SEN fundin, as

noted in o+ernors. minutes-

?e( staff )resent to o+ernors at each o+ernin, 5od( meetin, and Schoo' Im)ro+ement !ommittee

so that 8e( stren,ths and areas for im)ro+ement are shared with o+ernors with o))ortunit( for

cha''en,e- /u)i's re)ort to o+ernors ha'f;term'( throu,h the )u)i's. Hea'th and Safet( !ommittee

audits so that o+ernors ha+e both staff and )u)i' +iews-

The Leadershi) Team use attainment and )ro,ress data effecti+e'( to identif( and cha''en,e a''

underachie+ement- We ha+e wor8ed hard to )resent data to a'' staff and o+ernors in a user;friend'(

wa( and as a resu't* a'' staff and o+ernors in the schoo' 8now 8e( ,rou)s of chi'dren and indi+idua's

who are to be tar,eted in order to c'ose the attainment ,a)- Leadershi) ca)acit( is stron, throu,hout

the team* inc'udin, sub@ect 'eaders- The Headteacher and the De)ut( 'ead on )u)i' )ro,ress meetin,s*

as we'' as carr(in, out re,u'ar monitorin, and e+a'uation to measure im)act of chan,es* identif( areas

for de+e'o)ment and )ro+ide c'ear ,uidance for staff-

Where wea8nesses in teachin, are identified* schoo' 'eaders mode' ,ood )ractice and coach other

)rofessiona's to raise the teachin, and 'earnin, in c'assrooms to at 'east ,ood 1"#$2;"#$%4- There is a,ood 'in8 made between the schoo'.s ana'(sis of data and the e9)ectations of indi+idua' staff in

securin, ,ood )ro,ress- Teachers and the Leadershi) Team set cha''en,in,* indi+idua' tar,ets for a''

chi'dren in ?e( Sta,e Two based on )rior ?e( Sta,e attainment which is used to identif(

underachie+ement at the ear'iest )ossib'e sta,e and 8ee) e9)ectations hi,h- The same strate,( is

a))'ied for a'' chi'dren in ?e( Sta,e ne based on end of Ear'( Cears Data 1both LD and sub@ect

s)ecific4 and Ear'( Cears LD based on entr( base'ine data to nurser(- /u)i' /ro,ress tar,ets within

/erformance Mana,ement ha+e raised e9)ectations and acce'erated )u)i' )ro,ress-

Fa,'e( /rimar( is a member of the East ne /artnershi)- This )artnershi) has been formed with

fifteen other 'oca' )rimar( schoo's* two chi'dren.s centres and one u))er schoo' that wor8 to,ether to

,uarantee sustainabi'it( and de+e'o)ment throu,h tar,eted schoo' im)ro+ement- Throu,h this

)artnershi) we aim to de+e'o) !/D o))ortunities for a'' and fee' stron,'( that one of our aims is to

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)ro+ide staff with the necessar( s8i''s to further )ro,ress their careers whether that is throu,h

)ro+idin, e9ce''ent su))ort for NT.s* or throu,h 'eadershi) trainin, for more e9)erienced staff*

there are de+e'o)ment o))ortunities for a''- These term'( co''aborate meetin,s enab'e staff and

chi'dren to ref'ect u)on strate,ies and new initiati+es de+e'o)ed between the two schoo's- A recent

de+e'o)ment within the )artnershi) is that schoo's ha+e been strate,ica''( )'aced to su))ort and

cha''en,e in ,rou)s of 2-

Teacher assessment is accurate and robust- !'ose 'in8s with Thac8'e( /rimar( ha+e enab'ed the

Leadershi) Team to de+e'o) both schoo' staff.s )eda,o,( and accountabi'it( of their own c'assroom)ractice to im)act on chi'dren.s achie+ement- This co''aboration not on'( )ro+ided a more effecti+e

too' for monitorin, b( both schoo' 'eaders* conse=uent'( teachers to use the outcomes of assessment

to inform their )'annin, so that teachin, met the 'earnin, needs of a'' )u)i's more )recise'(- A''

'eaders are c'ear of their ro'e in raisin, standards- Senior and sub@ect 'eaders )'a( an acti+e )art in a''

forms of monitorin, and e+a'uation and )u)i' )ro,ress meetin,s this ensures a c'ear o+er+iew of

)ro,ress and attainment within their sub@ect on who'e schoo'-

The curricu'um has been re+iewed o+er the )ast (ear to increase )u)i's. en,a,ement and feedbac8* as

monitorin, and e+a'uation indicates that the( are now ta8in, ,reater ownershi) of their 'earnin,- Last

(ear has seen the schoo' wor8in, towards the new curricu'um that is enab'in, chi'dren to ma8e 'in8s

between the sub@ects and de+e'o) 8e( s8i''s within meanin,fu' conte9ts future wor8 wi'' see us focuson cha''en,e within indi+idua' sub@ects and ensure outcomes are of the hi,hest =ua'it( with the new

nationa' curricu'um- Lin8s between sub@ects are made to add re'e+ance and a''ow for ,reater

o))ortunities to a))'( En,'ish* Mathematics* communication and com)utin, s8i''s in a wide ran,e of

conte9ts-

E9tra;curricu'ar o))ortunities for chi'dren in a ran,e of artistic* creati+e and s)ortin, o))ortunities

are a+ai'ab'e to chi'dren durin, brea8fast c'ub* 'unchtimes and e+enin,s-

Leaders ha+e )ro+ided )u)i's with the o))ortunities to 'earn and ref'ect about a'' faiths throu,h

re,u'ar fami'( faith da(s and reco,nisin, 8e( faith ce'ebrations throu,hout the (ear- The mora'de+e'o)ment of )u)i's is su))orted throu,h the )ersona'* socia' and emotiona' de+e'o)ment teachin,

where a'' teachin, assistants ha+e recei+ed an accreditation throu,h hard wor8 and ri,orous trainin,

b( the Loca' Authorit( 1usua''( accredited to teachers4- Leaders ha+e wor8ed c'ose'( with staff to

de+e'o) a (ear.s cu'tura' ca'endar both wac8( and dee) to en,a,e a'' 'earners in the schoo'- E=ua''(

5ritish Va'ues are at the heart of the schoo'.s wor8 where e+er( o))ortunit( is ta8en be it )'anned

1Schoo' !ounci' nominations and e'ections* the 5ritish !ities Wee84 or s)ontaneous 1 as in the )'a(in, of

>u'e 5ritannia in a music assemb'( at the time of the Last Ni,ht of the /roms4 )romotin, a )atriotic

ethos in the schoo'-

Leaders and o+ernors )romote e=ua'it( of o))ortunit( and di+ersit( throu,h a'' as)ects of schoo' 'ife

with both focused meetin,s trainin, for e9am)'e around )re+entin, radica'isation and e9tremism and'oo8in, to )ro+ide chi'dren with safe,uardin, s8i''s at schoo'* at home and in the communit(-

Schoo' en,a,ement with )arents and carers is +er( ,ood and fami'ies +a'ue the )ositi+e re'ationshi)

with the schoo'- The schoo' has an Inc'usion Mana,er and /arenta' Lin8 Wor8er who su))ort +u'nerab'e

fami'ies across the schoo'* in )articu'ar with issues around care and attendance- The schoo' re,u'ar'(

see8s the +iew of )arentscarers on issues re'atin, to schoo'- /arent !onsu'tation da(s* he'd three

times a (ear* inform )arentscarers about their chi'd.s )ro,ress and he') them to su))ort 'earnin,

further- ))ortunities to ta'8 to )arents are +a'uab'e and 8e( wor8ers from Nurser( to Cear 3

de+e'o) these re'ationshi)s to the benefit of chi'dren understandin, that schoo' and home wor8 hand

in hand- /arent c'asses are run re,u'ar'( this has he')ed to encoura,e )arents as +o'unteers* then as

/arent !ham)ions 'eadin, to em)'o(ment in education- /arent c'asses su))ort fami'ies to de+e'o) an

understandin, of their chi'd.s 'earnin,* what their chi'd is 'earnin, about and 'earnin, for )arents in

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the form of En,'ish and Maths accreditation* Fami'( Lin8s* Mosaic and ESL c'asses- The schoo' has

achie+ed the &En,a,in, Fami'ies Award. 1"#$%4-

Safe,uardin, )rocedures are hi,h'( effecti+e in schoo'- raded outstandin, in a recent schoo' re+iew-

/rocedures are 8nown b( a'' staff and there is a c'ear 'eadershi) res)onsibi'it( in re'ation to !hi'd

/rotection- The schoo' )romotes e=ua' o))ortunit( for a'' and tac8'es a'' forms of discrimination-

/o'icies on tac8'in, a'' forms of )re@udice* to,ether with records of bu''(in,* racist incidents and an(

other serious incidents* to,ether with an( actions ta8en are carefu''( 'o,,ed- The Sin,'e !entra'

>ecord is in )'ace and is re,u'ar'( monitored and u)dated- The hea'th and safet( )o'ic( is im)'ementedeffecti+e'(* accidents are dea't with swift'( and a'' incidents are re+iewed in order to ad@ust )ractice

if necessar(- The Leadershi) Team and o+ernin, 5od( ensure that the we'';bein, of chi'dren is

centra' to its. thin8in,- Staff and chi'dren )'a( an im)ortant ro'e in ensurin, that the fabric of the

bui'din, is safe* re,u'ar chec8s are made of the )remises with concerns re)orted to the o+ernin,

5od(- As a resu't of this* chi'dren fee' safe in schoo' and are confident to share an( concerns the(

ha+e-

The schoo' effecti+e'( )romotes )u)i' understandin, of safet( throu,h the curricu'um so that chi'dren

ha+e a ,ood understandin, of how to 8ee) themse'+es safe and 8now who to ,o to if the( need ad+ice*

,uidance and su))ort- The schoo' is )roacti+e in wor8in, with other a,encies e-,- the Nursin, Ser+ice

to reduce the ris8 of harm to )u)i's- >is8 assessments are robust-

The effecti+eness of )artnershi)s in )romotin, 'earnin, and we'';bein, is ,ood- The schoo' has

de+e'o)ed stron, )artnershi)s with other a,encies such as the Education /s(cho'o,( Ser+ice to

)romote the we'';bein, of a'' )u)i's- These )artnershi)s ha+e enab'ed barriers to 'earnin, to be

remo+ed for a 'ar,e number of chi'dren* enab'in, them to ma8e better )ro,ress- An( chi'd

e9)eriencin, )ersona' or fami'( difficu'ties is we'' su))orted b( the Inc'usion Mana,er who has an

e9ce''ent 8now'ed,e of indi+idua's and )ersona' circumstances-

The Schoo' !ounci' is res)ected b( staff and chi'dren and ha+e four committees that are based around

the E+er( !hi'd Matters a,enda with chi'dren inter+iewin, new members of staff* re)ortin, to the

Hea'th and Safet( o+ernin, 5od( !ommittee and other such ro'es to de+e'o) both confidence and

res)onsibi'it(-

The o+ernin, 5od( shares the schoo'.s +ision* understands and cha''en,es the strate,ies that the

schoo' em)'o(s to im)act )ositi+e'( on schoo' im)ro+ement- The o+ernors a))'( their 8now'ed,e of

data dashboard* 8e( facts in >aise;n;Line and in schoo' data to fu'fi' their ro'e in both fu'' o+ernin,

5od( meetin,s* committee meetin,s and +isits into schoo'-

$%ALIT& OF TEACHIN# LEA!NIN# AN ASSESS"ENT

The =ua'it( and im)act of teachin, has remained &,ood with a number of outstandin, features. as

stated in the 'ast fsted Ins)ection in Februar( "#$"- There has been an increase in outstandin,

)ractice and no inade=uate )ractice- ur continuin, aim is to ensure ,reater consistenc( of im)act

throu,hout schoo' so that 'earners can raise attainment further-

When teachin, is ,ood or better )u)i's are en,a,ed at a'' times* )u)i's. res)onses ref'ect hi,h =ua'it(

attitudes to 'earnin, with wor8 bein, a))ro)riate'( cha''en,in,* inc'udin, for the most ab'e ,rou)s of

'earners- This is a'so a))'icab'e to our disad+anta,ed chi'dren 16G74 and our other 8e( ,rou)s

s)ecifica''( our disad+anta,ed White 5ritish chi'dren- Assessment for Learnin, strate,ies are a))'ied

effecti+e'( and s8i'fu' =uestionin, as we'' as time'( inter+ention from teachers and su))ort staff is

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ensurin, that 'earners ma8e ,ood and better )ro,ress- There is c'earer e+idence of chi'dren usin,

im)ro+ement strate,ies in mar8in, to ensure the( ma8e )ro,ress in 'essons and o+er time with dai'(

ref'ection of their 'earnin, in )'anners which the( share with )arents-

Teachers confident'( share ,ood )ractice and ana'(tica' discussion throu,h the )rocess of Lesson

Stud( and 5rea8fast Meetin,s which 'ead to additiona' ,ood )ractice- This has inc'uded teacher.s

confidence in ada)tin, their teachin, in order to res)ond effecti+e'( to chi'dren.s needs-

Throu,h our continuin, wor8 on &utstandin, Learnin, 5eha+iours. which are based on the se+en habits

from &Leader in Me. staff and chi'dren de+e'o) in both )ersona' and 'ife'on, 'earnin, s8i''s- We )re)are

our chi'dren for the future with s8i''s to be successfu' be(ond readin,* writin, and maths throu,h an

inno+ati+e curricu'um which is s8i'' based with themes that interest both staff and chi'dren with

e9citin, 'iterature* new'( desi,ned acti+ities and e9)eriences to e9)'ore and en@o(- This a))roach is

the core e'ement to our teachin, and 'earnin, curricu'um which is to de+e'o) e9ce''ent attitudes to

'earnin,* as we'' as the im)act on achie+ement a,ainst nationa' standards-

Hi,h'( effecti+e s(stems for ensurin, ,ood beha+iours of 'earnin, combined with an atmos)here ofmutua' res)ect su))orts the schoo'.s )ositi+e ethos-

The Leadershi) Team has a c'ear +iew of what the stren,ths and )riorities are of teachin, and 'earnin,

and assessment- To address these )riorities a tenacious )ro,ramme of interna' !/D and )eer su))ort

is in )'ace this continues to de+e'o) a hi,h =ua'it( consistent a))roach to ensurin, teachin, and

'earnin, is ,ood or better throu,hout schoo'- The head and de)ut( underta8e the ma@orit( of 'esson

obser+ations the outcomes are trian,u'ated with scrutin( of the wor8 in )u)i's. boo8s and the )u)i'

)ro,ress data to ensure that the Leadershi) Team ha+e an accurate )icture of the im)act of teachin,

o+er time- bser+ations of teachin, are 'in8ed to the Schoo' Im)ro+ement /'an and focus on this

a'on,side )ro,ress bein, made within 'essons and how teachers de+e'o) )ro,ress o+er time- Sub@ect

'eaders )'a( at inte,ra' ro'e in a'' as)ects of schoo' im)ro+ement-

The use of assessment to su))ort 'earnin, is ,ood- The schoo' has ri,orous s(stems in )'ace for

co''atin, and recodin, assessment information* data is used hi,h'( effecti+e'( to inform and im)act on

the =ua'it( of teachin, and rates of 'earnin, for )u)i's- The schoo' is ma8in, ,ood use of Af'

strate,ies in c'assrooms and is an inte,ra' )art of the teachin, and 'earnin, )rocess- /u)i's 8now

where the( are and what the( need to do to further im)ro+e-

Homewor8 is set throu,hout schoo' in 'ine with the a,reed a))roach- This focuses on a )iece of writin,1diar( or b'o, writin,4* s)e''in,s)honic )ractice* times tab'es* readin, and the wee8'( ta'8in, )rom)t-

Teachers are +er( c'ear with )arents at each consu'tation da( with re,ard to homewor8 e9)ectation-

Transition between c'asses and 8e( sta,es enab'e teachers to meet )u)i's. needs- !hi'dren are e=ua''(

)re)ared for the ne9t sta,e in their education and adu't 'ife- This bui'ds on the stron,* mutua' trust

between the staff that e9ists within the schoo'-

Moderation in readin,* writin, and maths a'on, with c'assroom en+ironment re=uirements and trainin,

has 'ead to )ositi+e )eda,o,ica' discussions in staff teams between Fa,'e( schoo' and Thac8'e( schoo'-

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The robust* ri,orous ha'f term'( )u)i' )ro,ress re+iews identif( underachie+ement and actions are

)rom)t'( ta8en to address this- Such ri,our and c'earer 'ines of accountabi'it( 1attainment and

)ro,ress of 8e( ,rou)s attainment and )ro,ress of indi+idua' chi'dren end of (ear and ?S tar,ets

on,oin, combined data throu,h Venn dia,ram and a better understandin, of nationa' data4 is ensurin,

staff de+e'o) a stron, understandin, and ownershi) of the data and address concerns at the ear'iest

)ossib'e sta,e-

PE!SONAL EVELOP"ENT' (EHAVIO%! AN )ELFA!E

The beha+iour of the chi'dren and their attitudes to 'earnin, is a rea' stren,th of the schoo'- /u)i'.s

beha+iour in 'essons and around schoo' is +er( ,ood* with much bein, e9em)'ar(- utstandin, 'earnin,

beha+iour charts are in e+er( c'assroom- /arents are contacted +ia te9t messa,e to inform them that

their chi'd has recei+ed outstandin, 'earnin, beha+iour and commendation that da( at schoo'- /u)i's

are a'wa(s we'' beha+ed in 'essons and ma8e a stron, contribution to the schoo' as a 'earnin,

communit(- utstandin, 'earnin, is a'so reco,nised at the wee8'( &Let.s !e'ebrate. assemb'( where

each c'ass chooses a chi'd to recei+e the &utstandin, 5eha+iour Award.- /arents are in+ited to the

assemb'( to ce'ebrate with their chi'd- There is a hi,h'( )ositi+e ethos based on achie+ement* 'earnin,

and ce'ebration- Throu,h our a))roach to focus on 'earnin, beha+iour* there has been e9ce''entim)ro+ements in ,enera' beha+iour o+er the )ast four (ears* with the number of incidents reduced

mar8ed'( as documented in the /ur)'e Lo,s* /arent Lo, and o+ernors >e)orts- Where inter+entions

ha+e been )ut in )'ace to mana,e the beha+iour of indi+idua' )u)i's the( ha+e been +er( successfu'- We

ha+e de+e'o)ed a cu'ture of ce'ebratin, e9ce''ent 'earnin,- Incidents of e9c'usion are e9treme'( 'ow as

most chi'dren res)ond to an a'ternati+e so'ution and a'' )u)i's demonstrate res)ect for the schoo'

'earnin, en+ironment-

/arents are made aware of concerns raised b( schoo' staff and b( other adu'ts in the communit( and

their consent then sou,ht in accordance with 'oca' )rocedures with the em)hasis bein, on a )ositi+e

outcome for both )arents and chi'dren- When )arents raise concerns these are addressed and'o,,ed )rom)t'( with fo''ow u) feedbac8 to ensure a'' =ueries or worries ha+e been addressed- From

the 'ast round of =uestionnaires and information from )arent +iew from the 'ast academic (ear*

)arents are +er( )ositi+e about schoo'- $##7 of )arents sa( that their &chi'd is we'' 'oo8ed after at

schoo'. March "#$6-

Learners demonstrate a hi,h 'e+e' of concerns for their own safet( and that of others* inc'udin,

showin, com)assion for chi'dren with disabi'ities- !hi'dren 8now the( ha+e to ta8e care when usin,

certain e=ui)ment* inc'udin, the use of I!T- The schoo' o)erates a ero to'erance a))roach to racism*

+io'ence and )re@udice* the im)act of this is that bu''(in, is rare and )u)i's 8now that see8in, the

su))ort from staff throu,h 8e( wor8ers or the Inc'usion Mana,er is the best route to dea'in, with an(

concerns the( ha+e- A'' c'assroom are e=ui))ed with worr( bo9es and a fee'in,s chart to te'' adu'tshow the( are fee'in, whether it be ha))(* unha))( or unsafe- Staff as8 =uestions about safet( with

the chi'dren and chi'dren 8now their identified 8e(wor8er with whom the( can ha+e a one to one chat

with if needed-

Each c'ass +isits the )ositi+e 'ifest('e centre and e+er( No+ember the schoo' ta8es )art in ce'ebratin,

Anti 5u''(in, Wee8- Schoo' a'so reco,nises >oad Safet( Wee8 and Internet Safet( Wee8- Stran,er

dan,er and other a,encies come into schoo' to he') the schoo' )romote )ositi+e ref'ection of fee'in,

safe* not @ust at schoo' but at home too- A wee8'( safet( =uestion is sent home +ia te9t and the schoo'

news'etter for them to discuss at home with their fami'ies- !hi'dren share their fami'(.s discussions

and these are recorded in f'oor boo8s- !hi'dLine comes into schoo' each (ear to )romote safet( and

the Inc'usion Mana,er has a bo9 where chi'dren can re=uest a meetin, if the( fee' unha))( or unsafe-

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The schoo' has not had an( racist or bu''(in, incidents as 'ow 'e+e' un8ind beha+iours 1bein, mean4 are

dea't with so that this )re+ents esca'ation where this cou'd ha))en- E9c'usion is 'ow and re'ated to one

incident b( one chi'd- !hi'dren are rewarded as e9ce''ent ro'e mode's i-e- Schoo' !ounci'

re)resentati+es* !'ass 'eadershi) ro'es* House !a)tains and De)ut( House !a)tains* /'a( Leaders and

En+ironmenta' Mana,ers and the( reco,nise what an im)ortant ro'e the( )'a( in schoo'- !hi'dren are

ea,er to )artici)ate and ta8e on res)onsibi'ities* )'a(in, a +er( acti+e ro'e in im)ro+in, schoo' 'ife-

!hi'dren e9)ress their +iews throu,h Schoo' !ounci'* contributin, to the de+e'o)ment of the schoo'-

The schoo' has a &House S(stem. where chi'dren are )ut in houses named after famous 5radfordians

the im)act of this is that 'earners are de+e'o)in, a stron,er communit( and cu'tura' )ride and wor8to,ether to achie+e co''ecti+e ,oa's discussions with the +ast ma@orit( of 'earners share the )ride

that the( fee' in bein, )art of Fa,'e( /rimar(-

Attendance 'e+e's di))ed in "#$2 : "#$6 for the first time in three (ears to G67- After dee) ana'(sis

throu,hout the (ear it was identified that e9tended ho'ida( 'ea+e had the most ne,ati+e im)act on

attendance- The Inc'usion Mana,er has wor8ed to ensure that chi'dren 8now wh( it is im)ortant to

attend schoo' dai'( and to ensure that the( arri+e on time- Attendance is reco,nised wee8'( at the

ce'ebration assemb'( and ha'f term'( chi'dren with ,ood attendance are )'aced into a )rie draw to win

a bi8e- The schoo' has recent'( re+ised its attendance )o'ic( to further im)ro+e attendance- Last

(ear schoo's attendance increased b( #-37 but we are aware that we need to continue to im)ro+e this

fi,ure-

Inc'usion is an inte,ra' )art of success at Fa,'e( as is the )rofessiona' de+e'o)ment and su))ort for a''

staff from induction meetin,s at the start of their career* throu,h to further de+e'o)ment as the(

sta( with us-

!hi'd /rotection )o'icies and )rocedures are secure'( in )'ace and the schoo' has a robust s(stem of

monitorin, and record 8ee)in,- S(stems in )'ace meet the needs of +u'nerab'e ,rou)s and indi+idua's

inc'udin, those e9hibitin, ne,ati+e socia' and emotiona' beha+iours* menta' hea'th needs* LA!* !hi'd

/rotection* obesit(* !hi'dren in Need and a'so 'ow attainment and most ab'e when affectin, their

attainment as identified at )u)i' )ro,ress meetin,s- The schoo' has a +er( ,ood re'ationshi) and is we''re,arded b( outside a,encies e+ident in re)orts and feedbac8 from a ran,e of )rofessiona's- !hi'dren

are ,uided to ma8e sensib'e choices re,ardin, their )ersona' hea'th and safet( thou,h the curricu'um

and two +isits each (ear to the /ositi+e Lifest('e !entre- The Inc'usion Mana,er +isits each c'ass most

da(s so that de+e'o)ed re'ationshi)s secure )ositi+e outcomes-

E;Safet( is discussed with chi'dren re,u'ar'( in both com)utin, sessions* /SHE 'esson and who'e schoo'

assemb'ies- E;safet( meetin,s are offered to )arents to he') su))ort on'ine safet( at home- A'' staff

are trained to identif( dan,ers on the internet and to 'oo8 out for si,ns of ,roomin,* chi'd

e9)'oitation* bu''(in,* e9tremism and radica'isation- E=ua''( ,o+ernors ha+e a'so recei+ed in schoo' e;

safet( trainin,-

For chi'dren in Cear 3 transition is ha))enin, throu,hout the schoo' (ear to )re)are them not on'( for

secondar( schoo' but read( for 'ife in wor8- +er the (ear the chi'dren +isit Uni+ersities* co''e,es and

@ob fairs- uest s)ea8ers come to schoo' to discuss careers and future as)irations with the chi'dren-

Last (ear the chi'dren were +isited b( an '(m)ic ath'ete for the reat 5ritain '(m)ic team- At the

be,innin, of the schoo' (ear chi'dren in Cear 3 are inter+iewed about what the( ho)e to achie+e in the

future and how schoo' can he') them to achie+e this-

Each ha'f term schoo' identifies areas from within Socia' and Emotiona' As)ects of Learnin,-

Assemb'ies are de'i+ered to the chi'dren in an a,e a))ro)riate wa(- Staff fo''ow u) the assemb'ies

with c'ass discussions- The chi'dren ha+e access to boo8s and stories he')in, to further de+e'o) the

chi'dren.s understandin, of other )eo)'e.s fee'in,s and thou,hts-

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The ce'ebration of &Faith Da(s. each ha'f term he')s to su))ort di+ersit( within the communit(- The

chi'dren ha+e wee8'( >E 'essons to he') )romote a better understandin, of the cu'tures in the wider

communit(- The schoo' in+ites 'eaders from the 'oca' Mos=ues into schoo' to he') de+e'o) re'ationshi)s

within the communit(- Su))ortin, the >E curricu'um are wee8'( /SHE 'essons and M( /'ace In The

Wor'd 'essons which he') chi'dren to understand the dan,ers the( ma( come u) a,ainst in 'ife and

ideas on how to dea' with them- The schoo' wor8s c'ose'( with the safe ,uardin, 'ead from 5radford

Mos=ues-

Schoo' has desi,ned and incor)orated a food techno'o,( room and a))ointed a s)ecia'ist teacher who)romotes hea'th( eatin, 'ifest('es to the chi'dren- /arents are in+ited to a coo8 and eat sessions to

continue to )romote this at home- Visits to the /ositi+e Lifest('e !entre ha+e a'so su))orted this-

Schoo' has ado)ted a hea'th( eatin, )o'ic( and has recei+ed the schoo' Hea'th( Schoo's Status-

!hi'dren are in+o'+ed in choosin, the schoo'.s 'unchtime menu throu,h the schoo' counci'* this he')s

them to thin8 about ma8in, the correct hea'th( choices- The schoo' has a'so discoura,ed chi'dren

from eatin, cris)s at brea8 times and encoura,ed them to re)'ace it with fruit 1)ro+ided free of

char,e b( schoo'4 or their own hea'th( snac8-

Fa,'e( /rimar( Schoo' offers a wide ran,e of after schoo' s)ortin, acti+ities and chi'dren identified

as obese are encoura,ed to attend the wee8'( &Fa,'e( Fitness. c'ass a'on, with )arents form the 'oca'

communit(-

!hi'dren and staff ce'ebrate hi,h 'e+e's of achie+ement both academica''( and in other as)ects in

schoo' 'ife- This cu'minates in term'( ce'ebration of achie+ement* with bands* sin,in, and the &>ed

!ar)et. with )arents readi'( a))'audin, the successes of their chi'dren-

We want our chi'dren to be )roud and safe and en,a,e with a +ariet( of outside a,encies which then

has a fundamenta' im)act on 'earnin, and 'ife 'on, choice-

Stand u) S)ea8 out For chi'dren to debate bi, issues and understand other )eo)'e.s )oint of +iewco+erin, res)ect and e=ua'it(-

Mosaic /romotes 'eadershi)* citienshi) and future as)irations-

/o'ice Summer !am) Teaches res)ect* res)onsibi'it(* future careers* 'oo8in, after the en+ironment

and )romotes res)ect of the Emer,enc( res)onse teams-

!u'ture Fusion /romotin, safet( when chi'dren mo+e to u))er schoo' b( teachin, about usin,

)ub'ic trans)ort and how to si,n u) for bus )asses-

oo Lab Discuss as)irations for the future- Teaches em)ath( towards anima's-

5'ast /ro@ect Su))ortin, se9ua' e9)'oitation in (oun, bo(s 1'in8ed to NS/!!4

5arnardo.s Su))ortin, transition to Cear 3 )u)i's from the be,innin, to the end- Su))ort

for fami'ies in ma8in, ,ood choices-Fami'ies First utside su))ort a,enc( to )re+ent absences* +io'ence in the home* AS5.s and

,enera' fami'( su))ort around beha+iour-

Fami'( Action Ser+ice for )arents re=uirin, su))ort for their chi'dren that ha+e been +ictim

or witnessed demotic +io'ence* berea+ement or socia' abuse- A'so offer fami'(

thera)( sessions-

Where in the Wor'd

1EU4

Dis)'a( in schoo'- For a'' new chi'dren to schoo' from an EU countr(- Discuss

where the( ha+e come from with their c'ass- He')s others to understand the

wider communit(-

Induction /romote a sense of be'on,in,- A'' new chi'dren to schoo' ,reeted with a card in

their 'an,ua,e and ,i+en a ,ift to we'come them to the schoo'- Dis)'a( board

for other chi'dren in schoo' to 8now who is new and to ma8e fee' we'come-

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Teaches the chi'dren to ta8e care of one another-

5irthda(s Each chi'd.s birthda( is ce'ebrated in schoo'- A'' chi'dren recei+e a birthda(

card* stic8er and boo8s mar8- It is de'i+ered )ersona''( and the who'e c'ass

ce'ebrate their birthda(-

O%TCO"ES FO! P%PILS

*ey Stage T+o ,-ased on ./01 data2

Attainment

Standards at the end of ?S" in "#$% ha+e continued on a risin, trend in readin, and writin,- The

a+era,e )oint score is 'ess than $ )oint difference to Nationa' in a'' sub@ects 1combined4*

mathematics and writin, the difference in readin, is $-" a)s 1ho)efu''( mo+in, a'' b'ue from

Attainment A+era,e /oints Score at ?e( Sta,e " )a,e 2< in >aise n Line4- In "#$%* the

)ercenta,e of chi'dren who achie+e a Le+e' 6 in En,'ish and Mathematics was eadin, standards at the end of ?S" continue on a risin, trend where the ,a) to Nationa' is now

$-" A/S and abo+e Nationa' at G"7 at Le+e' 6 1Nationa' 0G7 at Le+e' 64- Le+e' % 1"G74 in readin,

is hi,her than in Le+e' % mathematics 1"$74-

In Writin, standards rise on the )re+ious (ear to "< A/S which is #-G A/S be'ow Nationa' with

027 achie+in, Le+e' 6 1c'ose to Nationa' 0%74-

IN /S standards at the end of ?S" continue on a risin, trend from %67 at Le+e' 6 in "#$6 to

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Progress across *S.

?S" 1(ears 2* 6 and %4 ,enera''( match the Nationa' e9)ectations at 2%7 in readin,* 227 in writin,

and 2%7 in maths abo+e e9)ected )ro,ress* when measurin, chi'dren.s )ro,ress from the end of

?S$ to the end of their (ear ,rou)* with Mathematics showin, 'ess )ro,ress than >eadin, and

Writin, in each (ear 2 and (ear 6 a'thou,h at Nationa' in (ear % with 267 chi'dren ma8in, more

than e9)ected )ro,ress-

?S" 1(ears 2* 6 and %4 is 'ess stron, at e9)ected )ro,ress* when measurin, chi'dren.s )ro,ress

from the end of ?S$ to the end of their (ear ,rou)* with the 'ow abi'it( chi'dren 'owerin, the c'ass7 )ro,ress-

*ey Stage 0 ,-ased on ./01 data2

Attainment

+era'' attainment at the end of ?e( Sta,e $ has continued to rise and more ra)id'( so in "#$6 :

"#$%- Attainment in readin, and writin, shows an im)ro+in, trend- Howe+er* further

im)ro+ements are needed to ensure that a ,reater number of chi'dren achie+e a "a in a'' sub@ects-

The o+era'' ?S$ )oints score is simi'ar to the )re+ious (ear 1with readin, s'i,ht'( better4-

Progress

/ro,ress throu,h ?S$ shows that the schoo' is in a ,ood )osition- /ro,ress in Cear " shows

)ro,ress in readin, to be %-6 a)s* in writin, 6-% A/S and in mathematics to be 6-2 A/S-

Progress and attainment across the c3rric3l3m o4 disad5antaged 636ils

The attainment and )ro,ress of disad+anta,ed )u)i'.s matches or is im)ro+in, to that of other

)u)i's- 1in ?S" %67 of the cohort are disad+anta,ed with one chi'd re)resentin,

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The )ercenta,e of SEN chi'dren attainin, Le+e' 6 or abo+e at the end of ?S" in readin, is

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Forest Schoo's /a,e $

What do we use to inform our teachin,

The Letters and Sounds document is used throu,hout schoo' to inform the )ro,ression and teachin, of

the different )hases-

What does /honics 'oo8 'i8e across the schoo'

Nurser(

In Nurser( there is a ,reat em)hasis on de+e'o)in, s)ea8in, and 'istenin, s8i''s indi+idua''( and in sma''

or 'ar,er ,rou)s- /hase $ )honic acti+ities are inc'uded as )art of e+er(da( teachin, acti+ities and

then introduced more forma''( in sma'' ,rou) sessions- There is a stron, focus on de+e'o)in, thechi'dren.s ca)acit( to 'isten* concentrate and discriminate between sounds and a'so to )re)are chi'dren

to enunciate sounds correct'(-

>ece)tion

In >ece)tion* /hases " and 2 are introduced and tau,ht in discrete sessions- Thou,h initia''( tau,ht as

a who'e c'ass* chi'dren are then ,rou)ed accordin, to attainment to meet the needs of the chi'dren-

The c'assroom en+ironment ref'ects the a,e re'ated e9)ectation- This wa(* chi'dren who need e9tra

su))ort sti'' ha+e e9)osure to the fu'' ran,e of )honemes tau,ht-

As we'' as discrete teachin,* chi'dren are encoura,ed to a))'( their )honic 8now'ed,e for a )ur)ose in

the dai'( )ro+ision- This mi,ht ran,e from readin, ca)tions or en+ironmenta' )rint to writin, in thero'e )'a( area- Writin, materia's are wide'( a+ai'ab'e for the chi'dren to use and chi'dren can access

boo8s at a'' times as we'' as ta8e them home to read-

At the be,innin, of the schoo' (ear* )arentscarers are in+ited to a )honics session where the( can

see how )honics is tau,ht and the correct )ronunciation of sounds is mode''ed- Acti+ities are )ro+ided

to mode' how to b'end and se,ment sounds to read and s)e'' words and to show how these can be easi'(

done at home to su))ort chi'dren.s 'earnin,- Acti+ities are a'so )ro+ided to show how this then

)ro,resses into readin, sim)'e ca)tions and sentences- /arentscarers are a'so made aware of the

e9)ected )honic 'e+e' for that (ear ,rou)-

A'' staff in >ece)tion ha+e recei+ed )honics trainin, and ha+e an understandin, of how )honics shou'd

be tau,ht effecti+e'(-

?e( Sta,e $

/honics is tau,ht e+er( da( in a discreet "# minute 'esson- !hi'dren are ,rou)ed accordin, to their

)honics attainment and are tau,ht b( the teacher and teachin, assistants- /'annin, is )ro+ided b( the

teacher- 5oth Cear $ and Cear " teach the a,e re'ated )hase- This 'e+e' of )honics is the e9)ectation

and as a 'in8 to ensure a))'ication* the )articu'ar )honemes tau,ht are incor)orated into teachin, in

other areas of the curricu'um so that chi'dren can use and a))'( what the( ha+e 'earnt in )honics

sessions within other sub@ects-

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In addition to 'earnin, )articu'ar )honemes for the wee8* there is a'so an e9)ectation that chi'dren wi''

'earn to read and s)e'' the hi,h fre=uenc( words- Word bo9es ha+e been distributed to each (ear

,rou) and a'' chi'dren within ?e( Sta,e $ ha+e a word bo9 containin, the first $## hi,h fre=uenc(

words- These bo9es are chec8ed re,u'ar'( b( both the teacher and teachin, assistant to ensure

chi'dren 'earn the words- ?nown words are then )'aced into a word boo8 and are re+ised as

a))ro)riate- nce the first $## hi,h fre=uenc( words can be read* chi'dren are then mo+ed onto the

ne9t "## common words- It is e9)ected that chi'dren wi'' 'earn these words at home and )ro,ress

throu,h them at a ,ood )ace-

A'' members of staff within ?e( Sta,e $ ha+e recei+ed )honics trainin,-

?e( Sta,e "

It is reco,nised that )honics teachin, and 'earnin, does not finish at the end of ?e( Sta,e $- As

chi'dren mo+e into ?e( Sta,e "* the( be,in the Su))ort for S)e''in, )ro,ram- Howe+er* chi'dren

identified on the )honics trac8er that are sti'' wor8in, on the )hases as out'ined in the Letters and

Sounds document* are )ro+ided with a tai'ored catch u) and re+ision )ro,ram a'on,side the a,e re'ated

e9)ectation for the (ear ,rou)- ?e( word bo9es are a'so )ro+ided and chec8ed re,u'ar'( for these

chi'dren-

!eligio3s Ed3cation

Each (ear ,rou) co+ers s)ecific re'i,ions and themes throu,hout the (ear* in order to broaden their

8now'ed,e of the si9 ma@or faiths- Visits to )'aces of worshi) or +isitors into schoo' are arran,ed to

embed 'earnin, and foster a dee)er understandin,- /re and )ost 'earnin, sheets are used at the

be,innin, and end of >E 'essons* each term* so the chi'dren can see their )ro,ression- Each ha'f term

we ha+e a fami'( faith da( to ce'ebrate a festi+a' from one of the faiths- Each festi+a' has been

carefu''( se'ected to )romote e=ua'it( and di+ersit( and a'so wor8s a'on,side our outstandin, 'earnin,

beha+iours- Durin, the faith da(s* chi'dren 1from each c'ass4 are )ut into their house ,rou)s where

the( wor8 a'on,side an( fami'( members the( ha+e in schoo'- /arents and carers are in+ited to come

into schoo' and ta8e )art in the ce'ebration and achie+ement with their chi'dren* and can 'earn to

res)ect each other.s cu'tures and differences to,ether-

As a schoo' we )romote 5ritish +a'ues in a number of different wa(s- We ha+e an annua' schoo' caro'

concert in the 'oca' church* >ece)tion chi'dren ho'd a nati+it( )'a( and we ha+e a who'e schoo'

!hristmas dinner that )arents and carers are in+ited to- For Har+est* we co''ect donations of tinned

and dried food for the 5radford Food 5an8- Some chi'dren ha+e )re+ious'( ta8en )art in the 5e'ie+e in

5radford conference* where the( ha+e )artici)ated in acti+ities around identit(* +a'ues* commitments

and be'iefs- The conference encoura,es chi'dren to 'earn from each other and share their e9)eriences

in order to )romote communit( cohesion* throu,h an understandin, of shared human +a'ues* and a'so)romote chi'dren.s Socia' Mora' S)iritua' and !u'tura' de+e'o)ment-

The )ositi+e cu'ture we )romote throu,hout the schoo' is em)athised throu,h acti+ities such as Stand

U) S)ea8 ut and Ma8e a Difference- This in+o'+es the chi'dren trainin, to become ambassadors for

either the Anne Fran8 or ?o8eshi e9hibition- This trainin, encoura,es and im)ro+es se'f;confidence

and awareness in cha''en,es faced b( others from )ast to )resent- The s8i''s the( 'earn he') to

)re)are them for the ne9t sta,e in their education-

SOCIAL "O!AL SPI!IT%AL C%LT%!AL

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As a schoo' we ta8e )ride in ha+in, SMS! in the heart of e+er(thin, throu,hout our schoo'- We

understand the im)ortance of the chi'dren bein, aware of and e9ce)tin, the di+ersit( of 5ritain and

the wor'd around them- This is )romoted b( usin, a ran,e of 'ife issues as assemb'( focuses each wee8*

such as safe,uardin, Wee8* >emembrance Da(* Fairtrade Da( and Friendshi) Month-

Each (ear we ha+e a focus on raisin, awareness of a +ariet( of different charities- !hi'dren contribute

in 'essons such as coo8in, and forest schoo's* to he') with fundraisin,- This (ear we are ho'din, a

McMi''an !offee Mornin, 1)arents are in+ited4* Farm Africa;We''( Wa'8* !hi'dren in Need and !omic

>e'ief-

We su))ort chi'dren.s understandin, of how to 8ee) themse'+es safe from re'e+ant ris8s b( on,oin, E;

Safet( 'essons and safet( =uestions of the wee8- We a'so ha+e a focus on 5'ac8 Histor( Month in

ctober* Anti 5u''(in, Wee8 in No+ember and Internet Safet( Da( in Februar(- !hi'dLine wor8sho)s

are de'i+ered in u))er 8e( sta,e "* and we ensure e+er( chi'd throu,hout the schoo' has the

o))ortunit( to share an( concerns- Worr( bo9es and fee'in,s charts are in e+er( c'assroom and a

8e(wor8er is assi,ned to each chi'd- !ontinued 'earnin, of these and other 'ife issues are focused on

durin, M( /'ace in the Wor'd a sub@ect that co+ers re'e+ant issues from around the wor'd* acti+ities

to )romote se'f;confidence and se'f;awareness* careers ad+ice and ,uidance about education*em)'o(ment and trainin,* ,enera' hea'th and we'';bein, and a'so a'' other as)ects of /SHE and

!itienshi)- Newsround is a'so watched to encoura,e chi'dren to be aware of ,'oba' issues- Annua'

+isits to the /ositi+e Lifest('e !entre he') to insta'' 'earnin, around 8ee)in, safe and transition to

secondar( schoo's- As a schoo' we understand the im)ortance of transition to new c'asses as we'' as

new schoo's and 8now how difficu't it can be* es)ecia''( for man( of our chi'dren at our schoo'- In

order for thin,s to run smooth'( and for the chi'dren to fee' more confident* we ho'd a transition wee8

in Ku'( so the chi'dren can s)end time ,ettin, to 8now their new teacher and c'assroom- Cear 3

transition is on,oin, throu,hout the who'e of their fina' (ear with +isits to career fa(res* uni+ersities

and a'so +isits from a +ariet( of )rofessiona's such as '(m)ic ath'etes* sea cadets* nurses and ooLab-

Each c'ass has a different focus on 5radford durin, the s)rin, term these inc'ude ,ainin, 8now'ed,e

on 5radford !it( Footba'' !'ubs fire disaster* mi''s and trans)ort* chan,in, industr( in the area and

the 5ronte sisters- We ha+e house mornin,s each ha'f term that are named after 5radfordian )eo)'e

who ha+e had a )ositi+e im)act on 'ife toda(- Each house ,rou) ta8es )art in an acti+it( to he') de+e'o)

their 'earnin, and 'ife s8i''s- These acti+ities are co+ered throu,h 'ibrar(* !it( Ha'' and museum +isits*

forest schoo'* coo8in,* IT* art and circus s8i''s wor8sho)s-

5ritish Va'ues are )romoted throu,hout the curricu'um* and we a'so ha+e s)ecific e+ents )ure'( basedaround these +a'ues durin, our 5ritish Va'ues wee8- Each (ear ,rou) focuses on one of the +a'ues

throu,hout the wee8 and then their wor8 is dis)'a(ed in our 5ritish Va'ues a''er(- We ha+e afternoon

tea* on one of the afternoons* for the who'e schoo'* sandwiches* buns and scones are made and ser+ed

b( chi'dren- This is a fantastic o))ortunit( for the chi'dren to embrace bein, 5ritish and the +a'ues

he'd b( a''- The wee8 is to))ed off with a who'e schoo' rendition of the nationa' anthem and )arents

are in+ited to wa'8 around our 5ritish Va'ues a''er( of wor8- This (ear we are a'so focusin, on 5ritish

cities in order for the chi'dren to im)ro+e their 8now'ed,e and understandin, of the ,reat cities within

our countr( and to de+e'o) their ,eo,ra)h( 8now'ed,e- Saints Da(s are co+ered in Literac( 'essons to

a'so embed 5ritish +a'ues-

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ur schoo' is ta8in, an acti+e ro'e to become a schoo' of sanctuar( for refu,ees and as('um see8ers-

!hi'dren are continuin, to ,ain 8now'ed,e* em)ath( and understandin, on the unfortunate e+ents ta8in,

)'ace in our wor'd toda(- Last (ear* the who'e schoo' too8 )art in >efu,ee Wee8- Each (ear ,rou)

created a )iece of artwor8 around the theme &common ,round and shared dreams.- The artwor8 was

then dis)'a(ed in ?a'a San,am for the )ub'ic to +iew- Cear $.s co''ecti+e artwor8 of the &do+e of )eace.

was used on f'(ers and )osters to )romote the e9hibition throu,hout 5radford- !it( of Sanctuar(

meetin,s* for schoo's* are hosted here so that we can share our ,ood )ractice-

We continua''( encoura,e our chi'dren to 'et their +oice be heard and to ha+e a sa( on thin,s that

ha))en in our schoo'- This is done throu,h our Schoo' !ounci'* who ha+e been chosen fair'( b( chi'dren

and staff after a))'(in, for the )osition and bein, inter+iewed- The successfu' a))'icants then ta8e

su,,estions from the chi'dren in schoo' on issues such as chan,es to schoo' dinners and new e=ui)ment

for outdoors- The Schoo' !ounci' are a'so in+o'+ed in inter+iewin, )otentia' new staff* safe,uardin, and

attendance* finance and fundraisin,* hea'th( 'ifest('es and hea'th and safet(- The( then re)ort bac8

to the rest of the schoo' re,u'ar'( throu,h Schoo' !ounci' assemb'ies-

!eading

At Fa,'e( /rimar(* we see8 to not sim)'( teach our chi'dren to read* but to want to read* to choose to

read and then to 'o+e to read- We reco,nise that bui'din, this ethos in+o'+es sharin, this attitude

across a'' sub@ects and a'' (ear ,rou)s-

!hi'dren in our Foundation Sta,e ta8e )art in dai'( shared readin,* in which boo8s* information and

stories are discussed and ce'ebrated- 5oo8s are a means for chi'dren* es)ecia''( those with 'itt'e

En,'ish 'an,ua,e e9)osure* to de+e'o) their +ocabu'ar( and detect sounds and rh(thms : with the focus

bein, on the en@o(ment of the e9)erience- This is where the 'o+e of what boo8s ha+e to offer is born-

?e( Sta,e ne em)owers our chi'dren to want to read- !ontinuin, from >ece)tion* chi'dren in Cear $

and " ha+e dai'( )honics 'essons which enab'e them to mo+e to inde)endent readin,- This ,rowin,

confidence and com)etence is su))orted throu,h bui'din, on our stron, 'in8s with )arents and carersB

chi'dren )ractise their s8i''s and share boo8s at home- A'' chi'dren ha+e access to ,ood =ua'it( and

cha''en,in, te9ts* re,ard'ess of their home bac8,round-

In ?e( Sta,e Two* )honics teachin, continues in inter+entions for those chi'dren who ha+e not (et

understood each )hase of the Letters and Sounds )ro,ramme so that a'' chi'dren* re,ard'ess of

abi'it(* want to read because the( can- !hi'dren in Cears 2 to 3 a'so continue to com)'ete a >eadin,

>ecord at home to ensure communication continues between schoo' and home- It is in ?e( Sta,e Two

where chi'dren a'so 'earn to choose to read-

Learnin, at Fa,'e( /rimar( ensures the chi'dren are introduced to rich and +aried te9ts ; not @ust in

En,'ish 'essons* but throu,hout the curricu'um* inc'udin, in assemb'ies- Teachin, around these te9ts

a''ows chi'dren to discuss* embed and a))'( new +ocabu'ar(B boo8s are the +ehic'es to creatin, more

articu'ate 'earners- >eadin, for )'easure is de+e'o)ed throu,h Shared >eadin, sessions in each c'ass in

which teachers* and subse=uent'( chi'dren* mode' statin, o)inions about te9ts- Teachers se'ect te9ts

to sustain* and in res)onse to* chi'dren.s interests- Teachers mode' readin, with e9)ression so that

chi'dren understand the e9)ectation durin, uided >eadin, sessions- ?now'ed,e of each c'ass.sinterests is a'so bui't into wee8'( 'ibrar( sessions c'assroom staff accom)an( chi'dren and ensure

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boo8s are chosen for interest (et remain accessib'e- The 'ibrar( time is an o))ortunit( for chi'dren to

en,a,e with boo8s s'i,ht'( abo+e their inde)endent readin, 'e+e' : we a''ow chi'dren to choose to read-

Understandin, of what is read is the 8e( to a 'o+e of readin,- Each c'ass has at 'east three uided

>eadin, sessions )er wee8- !hi'dren of a'' abi'ities are tau,ht to retrie+e information from te9ts the(

can access and ana'(se information and e+ents- !hi'dren who ha+e mastered these s8i''s and ha+e

e9)erienced a'' we ha+e to offer at Fa,'e( /rimar( tru'( do 'o+e readin,-

S6eech ? Lang3age Thera6y

I ha+e been wor8in, in Fa,'e( /rimar( Schoo' as a S)eech Lan,ua,e Thera)ist since No+ember "#$2-

This in)ut has occurred on a wee8'( basis-

Wor8in, as )art of the schoo' team in Fa,'e( has enab'ed me to )ro+ide ho'istic care for each student

on m( case'oad b( wor8in, a'on,side the SEN!o* c'ass teachers and teachin, assistants- Schoo' staff

ha+e been trained to su))ort the students. s)eech* 'an,ua,e and communication needs 1SL!N4 throu,h

indi+idua' and ,rou) s)eech 'an,ua,e thera)( 1SLT4 )ro,rams or as a who'e c'ass a))roach- As a

resu't staff 8now which )athwa(s to fo''ow in order to su))ort the students. SL!N and fee' more

confident when 'eadin, inter+entions-This inte,rated a))roach has su))orted the students. abi'it( to

access to the curricu'um-

Ear'( inter+ention has a'so been tar,eted within the schoo' and chi'dren centre settin,- This ear'(

inter+ention has had a )ositi+e effect on the students. s)eech and 'an,ua,e de+e'o)ment* which is

e+ident from the reduced number of o'der chi'dren needin, su))ort in schoo'-

Wor8in, in Fa,'e( /rimar( Schoo' has a''owed me to a'so su))ort fami'ies* who ma( not ha+e been ab'e

to attend communit( a))ointments- 5( bui'din, on the estab'ished )arenta' 'in8s in schoo'/arents of chi'dren with SL!N ha+e attended meetin,s* trainin, sessions and thera)( sessions- 5(

bui'din, on /arents. confidence and 8now'ed,e around S)eech Lan,ua,e de+e'o)ment this has enab'ed

them to better su))ort their chi'd.s s)eech and 'an,ua,e de+e'o)ment-

I 'oo8 forward to continue wor8in, co''aborati+e'( with the staff in Fa,'e( /rimar( Schoo' to su))ort

the student.s SL!N-

Tal9 4or )riting

At Fa,'e( /rimar( Schoo'* we reco,nise that ,ood writin, re'ies on chi'dren.s abi'it( to ha+e an e'ement

of f'uidit( in their 'an,ua,e and communication s8i''s-

Ta'8 is the foundation s8i'' to a''ow coherent* c'ear and en,a,in, writin,-

Man( of the chi'dren who attend our schoo' stru,,'e with Lan,ua,e and !ommunication s8i''s a'on, with

)oor +ocabu'ar(- As a resu't of this* we ado)ted the Ta'8 for Writin, 1T6W4 a))roach to brid,e the

,a)* e=ui))in, chi'dren not on'( with an arra( of te9t structures but a'so with the +ocabu'ar( and

'an,ua,e which cou'd be a))'ied in different conte9ts-

Each ha'f term* both a fiction and non;fiction te9t is tau,ht usin, the T6W method- Te9ts arese'ected carefu''( to 'in8 into curricu'ar themes- As a who'e schoo'* we fo''ow the )ro,ression

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document )ub'ished b( /ie !orbett 1recent'( u)dated to fit the new Nationa' !urricu'um4- This

indicates the 8ind of 8e( 'an,ua,e that shou'd be tau,ht in each (ear ,rou)-

Te9ts are re;written accordin,'( to feature 8e( 'earnin, that is needed based on )rior assessment and

8nown ,a)s-

Stor( or te9t ma)s are made b( the teacher and actions are used to 'earn the te9t b( heart- This is

a))ea'in, to +isua'* auditor( and 8inaesthetic 'earners-

An( 8e( 'an,ua,e tau,ht has an action- These are dis)'a(ed in c'ass as a reminder for future 'earnin,

and a))'ication- Each (ear* a'' the dis)'a(ed actions ,et )assed u) a'on, with the c'ass so that the ne9tteacher can bui'd on that 'earnin,-

!hi'dren are tau,ht how to inno+ate the te9t 'earnt in order to create a new one- This is done )rimari'(

throu,h shared and ,uided writin,-

ur ho)e as a schoo' is that chi'dren wi'' ha+e a ban8 of different te9t structures and +ocabu'ar( that

can then be used in the in+ention sta,e-

This is where chi'dren are ab'e to write an arra( of te9ts usin, what the( ha+e 'earnt a'on, with what

the( ha+e )ic8ed u) throu,h readin,-

To hei,hten the )rofi'e of T6W* dedicated c'ass assemb'ies are he'd where (ear ,rou)s areencoura,ed to share some of their stor( te9t ma)s and )erform the te9ts 'earnt- This a''ows for

both teachers and chi'dren to see the im)act and )ro,ression throu,hout the 'ife of the schoo'-

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