Up and coming events:

Friday 10th March -   PTA fundraiser - Family Games Night (5pm-7pm) at Lowick School. There will be refreshments available (hot dogs and bacon rolls)

Monday 20th March -   School Open Afternoon at 1.00pm – all welcome

22nd – 24th MarchYear 3 & 4 Residential at Whithaugh Park

Thursday 6th April - Easter Afternoon Tea from 1.00pm

 

 

LOWICK AND HOLY ISLAND C. of E. FIRST SCHOOLS

PUPIL DISCIPLINE (ANTI BULLYING) POLICY

 

Statement of Intent

We are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable at our school. If bullying does occur, all pupils should be able to tell and know that incidents will be dealt with promptly and effectively. We are a TELLING school. This means that anyone who knows that bullying is happening is expected to tell the staff.

What Is Bullying?

Bullying is the use of aggression with the intention of hurting another person. Bullying results in pain and distress to the victim.

Bullying can be:

  • Emotional - being unfriendly, excluding, tormenting (e.g. hiding books, threatening gestures)
    • Physical - pushing, kicking, hitting, punching or any use of violence
    • Racist - racial taunts, graffiti, gestures
    • Sexual - unwanted physical contact or sexually abusive comments
    • Homophobic - because of, or focussing on the issue of sexuality
    • Verbal - name-calling, sarcasm, spreading rumours, teasing
  • Cyber - All areas of internet ,such as email & internet chat room misuse
    Mobile threats by text messaging & calls
    Misuse of associated technology , i.e. camera &video facilities

Why is it Important to Respond to Bullying?

Bullying hurts. No one deserves to be a victim of bullying. Everybody has the right to be treated with respect. Pupils who are bullying need to learn different ways of behaving.

Schools have a responsibility to respond promptly and effectively to issues of bullying.

Objectives of this Policy

  • All governors, teaching and non-teaching staff, pupils and parents should have an understanding of what bullying is.
  • All governors and teaching and non-teaching staff should know what the school policy is on bullying, and follow it when bullying is reported.
  • All pupils and parents should know what the school policy is on bullying, and what they should do if bullying arises.
  • As a school we take bullying seriously. Pupils and parents should be assured that they will be supported when bullying is reported.
  • Bullying will not be tolerated.

Signs and Symptoms

A child may indicate by signs or behaviour that he or she is being bullied. Adults should be aware of these possible signs and that they should investigate if a child:

  • is frightened of walking to or from school
  • doesn't want to go on the school / public bus
  • begs to be driven to school
  • changes their usual routine
  • is unwilling to go to school (school phobic)
  • begins to truant
  • becomes withdrawn anxious, or lacking in confidence
  • starts stammering
  • attempts or threatens suicide or runs away
  • cries themselves to sleep at night or has nightmares
  • feels ill in the morning
  • begins to do poorly in school work
  • comes home with clothes torn or books damaged
  • has possessions which are damaged or " go missing"
  • asks for money or starts stealing money (to pay bully)
  • has dinner or other monies continually "lost"
  • has unexplained cuts or bruises
  • comes home starving (money / lunch has been stolen)
  • becomes aggressive, disruptive or unreasonable
  • is bullying other children or siblings
  • stops eating
  • is frightened to say what's wrong
  • gives improbable excuses for any of the above
  • is afraid to use the internet or mobile phone
  • is nervous & jumpy when a cyber message is received

These signs and behaviours could indicate other problems, but bullying should be considered a possibility and should be investigated

Procedures

  1. Report bullying incidents to staff
  2. In cases of serious bullying, the incidents will be recorded by staff
  3. In serious cases parents should be informed and will be asked to come in to a meeting to discuss the problem
  4. If necessary and appropriate, police will be consulted
  5. The bullying behaviour or threats of bullying must be investigated and the bullying stopped quickly
  6. An attempt will be made to help the bully (bullies) change their behaviour

Outcomes

Prevention

We will use KIDSCAPE and SEAL methods for helping children to prevent bullying. As and when appropriate, these may include:

  • writing a set of school rules
  • signing a behaviour contract
  • writing stories or poems or drawing pictures about bullying
  • reading stories about bullying or having them read to a class or assembly
  • making up role-plays
  • having discussions about bullying and why it matters

HELP ORGANISATIONS:

Advisory Centre for Education (ACE)                            0808 800 5793

Children's Legal Centre                                                    0845 345 4345

KIDSCAPE Parents Helpline (Mon-Fri, 10-4)                 0845 1 205 204

Parentline Plus                                                                  0808 800 2222

Youth Access                                                                    020 8772 9900

Bullying Online                                                                 www.bullying.co.uk

Visit the Kidscape website www.kidscape.org.uk for further support, links and advice.

Under construction 

Lowick and Holy Island C. of E. First Schools

Policy for Encouraging Good Behaviour

Introduction

This policy is to read in conjunction with Pupil Discipline (Anti bullying) Policy.

Lowick and Holy Island C. of E. First Schools will be known as the school for the purposes of this document.

Aims and expectations

We want everyone in the school to feel loved, valued and respected, and to be treated fairly and well. We are a caring Christian community, whose values are built on mutual trust and respect with an understanding of right and wrong, the ability to acknowledge wrong doing, forgive each other in the knowledge that it is possible to begin again. The school behaviour policy is designed to support all members of the school to live and work together. Luke 15 11-32.

The school has one rule, the Golden Rule:

‘Treat others as you want to be treated’

The pupils were instrumental in developing the policy through the introduction of the 3 circles;

  • Respect and tolerance – we should respect the feelings, space and property of others
  • Keeping everyone safe – always thinking about the safe actions
  • A forgiving nature – we should try to forgive someone who makes a mistake and is truly sorry

See Appendix 1

The primary aim of this policy is to encourage good behaviour and ensure everyone’s safety. It is a means of promoting good relationships, so that people can work together with a common purpose of helping everyone to learn, in an effective and considerate way. The school encourages everyone to be respectful and thoughtful of others. We strive to treat all children fairly and apply this rigorously.

We aim to help children to grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school.

We reward good behaviour (positive reinforcement) and positive role models, as we believe that this will encourage children to aspire to consistent acts of kindness, positive behaviour and co-operation.

Rewards

We praise and reward children for making the right choices, having good dispositions towards learning and others and being a positive role model:

  • All staff reward children with jewels in the jar, once the jar is filled the whole school receive a treat – negotiated with the children (corporate reward)
  • Staff use positive reinforcement on a daily basis with praise given at every opportunity
  • A certificate is given out (by every member of staff) at the end of the week in an Award Assembly for achievement, behaviour, outstanding effort/attitude/positive disposition to learning or an act of kindness
  • Peers are encouraged to award jewels to a fellow class member for outstanding acts of kindness
  • ‘Gerald’ cards are rewarded to children for being positive role models, at the end of the week the child with the most cards takes home ‘Gerald’
  • The weekly Barnabas award goes to the child who has helped others.
  • Other awards are linked to performance skills, creative thinking, perseverance.

The school acknowledges all the efforts and achievements of children, both in and out of the school e.g. showing certificates in morning greeting, to the whole school and in Collective Worship.

Our expectations

  • We expect children to follow the Golden Rule
  • If a child is experiencing a difficulty with conforming to the Golden Rule time will be spent with that individual to negotiate targets/strategies to enable the child to move towards following the Golden Rule. (Positive reinforcement/behaviour modification)
  • If through their behaviour a child shows disregard to the safety of themselves or others, the teacher will record the incident and discuss the matter with the child/all staff/ whole school /parents and the Head teacher (Safeguarding) and together they decide the action to be taken.
  • If a child repeatedly acts in a way that disrupts or upsets others, the teacher/head teacher contacts the parents and seeks an appointment in order to discuss the situation, with a view to improving the behaviour of the child.

The Golden Rule is referred to during the school day as are the three circles. As a result the children are able to articulate and understand our expectations for behaviour. If there are incidents of anti-social behaviour, the tutor may discuss these with the individual or tutor group during Morning Greeting.

The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children are taught in a safe, secure and loving environment.

The role of the staff

It is the responsibility of the staff to ensure that the Golden Rule is respected throughout the school.

The staff in our school have high expectations of children’s behaviour, and they strive to ensure that all children work to the best of their ability and are treated fairly.

If a child misbehaves repeatedly, the staff keep a record of all such incidents. In the first instance, the staff deals with the incident him/herself in the normal manner. However, if misbehaviour continues, the staff member seeks help and advice from the Head teacher.

If necessary the SENCO/Child Protection Officer will liaise with external agencies, to support and guide the progress of each child. They may, for example, discuss the needs of a child with behaviour support services.

The role of the Head teacher

It is the responsibility of the Head teacher to:

  • Implement the school behaviour policy consistently throughout the school
  • report to governors, when requested, on the effectiveness of the policy
  • ensure the health, safety and welfare (Safeguarding) of all children in the school
  • support the staff in the implementation of the policy
  • keep records of all reported serious incidents of misbehaviour
  • liaise with Behaviour Support/Childrens Services

The role of the parents

Parents receive a copy of Appendix 1 and Voice levels poster (Appendix 2) as part of their child’s reading record. We expect parents to read and support these as well as support their child’s learning. We inform parents immediately if we have concerns about their child’s welfare or behaviour.

If the school has to use reasonable sanctions to keep their child and other children safe, parents should support the actions of the school. If parents have any concerns about the way their child has been treated, they should initially contact the teacher/tutor. If the concern remains, they should contact the Head teacher. If these discussions do not resolve the issue, a formal grievance can be implemented. (see Concerns and Complaints Procedure).

The role of governors

The governing body has responsibility for:

  • Adopting the policy and ensuring that the policy is implemented
  • Review the effectiveness of the policy on a regular basis
  • Carry out monitoring visits linked to the policy
  • Report back to the governing body after carrying out the visit

Adopted - November 2014  Reviewed - November 2015

Next Review Date: November 2016

Lowick & Holy Island C of E First Schools Local Offer

(See Northumberland Local Offer - https://northumberland.fsd.org.uk/kb5/northumberland/fsd/localoffer.page )

SCHOOL NAME:

Lowick and Holy Island C of E First Schools

TYPE OF SCHOOL:

Mainstream

First Schools with Early Years to Year 4 provision.

ACCESSIBILITY:

Wheelchair accessiblity

All school buildings completely wheelchair accessible.

Auditory/ Visual enhancements

Ramped entrances to buildings.

Other adaptions:

Low mobility accessible toilet.

Changing facilities available.

CORE OFFER:

Are you currently able to deliver your core offer consistently over all areas of your school?

Pupils with SEND have a right to quality first teaching. Staff work closely with parents to identify children with SEND, and intervention is put into place at the earliest opportunity. All children in both schools receive quality first teaching. We use many different teaching strategies and flexible groupings to scaffold the children’s learning, to ensure all children make at least good progress from their different starting points.

  • We have a nurturing, family ethos which ensures all children feel safe and secure. This is exemplified by our Tutor Group System in which each child is part of a nurturing, mixed age ‘family-group’. The Tutor Group session focuses upon emotional intelligence as well as peer mentoring (reading).The caring ethos is further embedded through the teaching of Christian values.
  • Success Criteria are used to help keep children on task. We employ self and peer assessment and positive feedback, with high challenge championed throughout the school.
  • A range of ‘thinking strategies’ are promoted throughout the school, enabling pupils to make cross curricular links, for example, the use of ‘The Mantle of the Expert’ technique. This gives learning a context set within the ‘real’ world.
  • Systematic phonics is taught throughout school from EYFS to Year 4, using the Jolly Phonics System.
  • Abacus Maths is used to target children’s learning. Through the use of personalised targets and Assessment for Learning, children know their next steps.
  • A range of mathematical strategies (linked to individual needs) supports the learning of all pupils including the use of partner work and access to physical resources, throughout school.
  • Visual maths aids are displayed in all class rooms e.g. 100 square, times tables, numbers, number lines etc. Individual resources are available for all children.
  • Teaching Assistants are used to support the learning of different groups of children.
  • We offer mentoring sessions on a one-to-one basis, for children to receive feedback on how to improve their work or go over any areas needing further support.
  • We work closely with parents to ensure good attendance of pupils. (Attendance figures are shared with parents on a half termly basis).
  • Fidget tools are available, when children have difficulty sitting still, as they provide an outlet for stress.
  • Emotional support is offered to any child who needs it through our trained Emotional Literacy Support Assistant (ELSA).
  • Staff meetings with focus upon SEND designated children; reviewing provision for additional needs
  • and targeted interventions for impact.
  • Continuing Professional Development, for all staff, with a focus upon SEND given high priority.

POLICIES:

Are the school policies available on the website for:

NB: Please note that some of these policies will be subject to review to reflect imminent changes in SEND legislation.

SEND

Yes

SAFEGUARDING

Yes

BEHAVIOUR

Yes

EQUALITY & DIVERSITY

Yes

Are you aware/familiar with the requirements of the Disability Discrimination Act 1995 and the Equality Act 2010?

Yes

RANGE OF PROVISION:

Please indicate what your school has to offer (over and above your core offer) in each of the following areas:

Areas of strength

  • Early identification of pupils additional needs, initial support from ‘in-house’ expertise, swift access to support from further specialists (LIST Team).
  • Recognising, promoting and celebrating individual strengths and talents
  • All teaching and support staff trained in delivery of Jolly Phonics
  • Dyslexia friendly class rooms.
  • ELSA   and Narrative specialist trained teaching assistants
  • Daily one to one reading recovery
  • Talk Boost – targeted interventions
  • All teaching assistants trained to a minimum of NVQ level 3
  • Parent   Reading and Early Maths Workshops

Specialist Facilities/Equipment to support SEND

i-Pads available in all class rooms.

Low level IWBs.

Low mobility accessible toilet and changing facilities.

A range of specialist ‘sensory’ equipment.

Low level push bars on all exit doors.

Open plan, flexible teaching groups to respond to changes within cohort needs.

Input from Therapists/Advisory Teachers/other specialist support services

Locallity Inclusion Specialist Team (LIST) ,

Children and Young Persons Service (CYPS)

Education Other Than At School Service (EOTASS)

We can refer to Speech and Language Therapy (SALT) and Occupational Therapy (OT)

We can refer to the Sensory Support Team, for children with visual or hearing impairments.

The Grove Special School is in our partnership and are available to offer advice, support and specialist training on a needs basis.

Breakfast and After School support

Early birds provision available from 8:00 each morning (Monday-Friday).

After school provision available until 4.00 most evenings.

Both are available to all children for a small charge.

INLCUSION:

How do you promote inclusion within the school? Including day and residential trips?

Lessons are as inclusive as possible, with adjustments made depending on need.

Children are only withdrawn from lessons for interventions when it is felt this is most beneficial to the individual child.

Children with disabilities are included on all school visits and residential visits.

What proportion of children currently at the school have an SEND?

Intervention 4% (Nationally 9.7%)

Intervention Plus 17% (Nationally for SA+ and Statements 7.7%)

Statement 0%

(September 2015)

PARENT SUPPORT

INVOLVEMENT/LIAISON:

How do you involve/support the parents of children/YP with an SEND regarding and meeting their needs. How do you communicate their progress and areas of difficulty?

Intervention plans are discussed with parents and sent home on request, together with meetings around the child and review meetings

Formal parents’ evenings are held twice a year, in the Autumn and Spring with an optional third offered in the Summer term.

Targets are sent home termly.

Interim reports in the Autumn and Spring terms and final written reports are provided in the Summer term.

We hold regular open days, where parents are invited into school.

We operate an open door policy for parents to discuss needs.

We signpost toward other services, e.g. parent support groups

How will school prepare children with SEND to join their next setting/college/stage of education or life?

We have carefully planned and structured transition programmes between schools. These needs are assessed on an individual basis through consultation with parents, the child and middle schools.

OTHER INFORMATION:

What else do you think parents carers would like to know about your school?

Children with additional needs make rapid and sustained progress due to the early identification and implementation of appropriate targeted support.

We use the following intervention strategies / programmes at Lowick and Holy Island:

  • Small group phonics sessions taught daily, based on regular assessment of progress.
  • Individual one-to-one interventions.
  • Small group interventions.
  • ELSA/ Social skills.
  • Talk Boost.
  • Reading Recovery.
  • Narrative.
  • Proprioceptor exercises.
  • Peer massage.
  • Dyspraxia focussed exercises.

Parents have access to parent consultations three times a year, but if parents or teachers are concerned about a child’s progress they are invited in to discuss this with the staff, so swift action can be taken. Our SEND policy is currently on our school website, but is subject to change due to new legislation.

COMPLETED BY:

(Name and position)

C. Vanson (Head Teacher)

K. Fieldhouse (SENDCo)

DATE COMPLETED:

April 2016

REVIEW DUE:

April 2017

         

Subcategories

 

LOWICK AND HOLY ISLAND C OF E FIRST SCHOOLS

 

SCHEDULE OF SCHOOL HOLIDAYS FOR THE SCHOOL YEAR 2013/14

 

 

 

HOLIDAY OR OCCASION OF CLOSURE

 

 

DATE ON WHICH SCHOOL WILL CLOSE

 

DATE ON WHICH SCHOOL WILL REASSEMBLE

 

 

Teacher TRAINING DayS - MONDAY 2 & tUESDAY 3 September 2013

 

 

Summer 2013

 

Friday 19 July 2013

 

 

Wednesday 4 September 2013

 

October Mid-Term 2013

 

Friday 25 October 2013

 

Monday 4 November 2013

 

 

Teacher TRAINING Day - MONDAY 6 JANUARY 2014

 

 

Christmas/New Year 2013/2014

 

 

Fri 20 December 2013  

 

Tuesday 7 January 2014

 

Spring Mid-Term 2014

 

Friday 14 February 2014

 

Monday 24 February 2014

 

 

Easter 2014

 

 

Friday 4 April 2014

 

Tuesday 22 April 2014

 

May Day – MONDAY 5MAY

 

 

 

 

 

Summer Mid-Term 2014

 

 

Friday 23 May 2014

 

Monday 2 June 2014

 

Summer 2014

 

Friday 18 July 2014

 

 

Tuesday 2 September 2014

 

Teacher TRAINING Day - Monday 1 September 2014

 

 

 

Lowick and Holy Island C. of E. First Schools

Equality Information (gathered 2011-12)

 

Age

Cohort size differs year to year fluctuating from 4 - 14 (2012). Combined data for Lowick and Holy Island.

Percentage of year group

Boys

Girls

Total

Reception

3[50%]

3 [50%]

6

Year 1

7 [77.7%]

2 [22.3%]

9

Year 2

5 [50%]

5 [50%]

10

Year 3

6 [42.8%]

8 [57.2%]

14

Year 4

0 [0%]

4 [100%]

4

Total

21 [48.8%]

22 [51.2%]

43

 

We have 37 children on the school register at Lowick and 6 at Holy Island; a combined figure of 43.

The age of parents/carers is not routinely collected although anecdotal evidence suggests parent age profile ranges from early 20s to carers (grandparents) in 60s.

(Source: SIMS, anecdotal evidence)

Disability

None of the pupils on roll currently has a physical disability, hearing or visual impairment. An accessible disabled toilet is available and used by pupils with short term medical needs.

There are a very small number of pupils (below 10) whose long term health issues have an impact on attendance. The actual number is not published as the pupils could be identified.

There are no disabled members of staff.

The accessibility issues which affect staff and pupils in school are the single step into Pre-School and the single step into the PIC at Lowick.

The percentage of pupils on the SEND register is 27.9% across both schools. This is significantly higher than other small schools within the partnership.

Pupils with SEN are tracked every half term as a separate group of learners to ensure they are not disadvantaged or making poor progress.

Pupils with SEN tend to perform in line with their peers with some exceptions and yearly fluctuations due to the range and number in the school.

(Source: Partnership Profile, SIMS, School Data Report, RAISEOnline)

Gender reassignment

No data is collated by the school about gender reassignment and the pupil or staff population.

Race

For both schools the population is one of 100% White British. The school has consistently recorded and reported no racist incidents to the Local Authority.

As the school is White British we do not currently record any performance trends according to ethnicity.

When we have had BME children, they have performed in line with their peers with some yearly fluctuations above and below expected attainment and progress due to the very small number in the school. BME pupils are tracked every term as a separate group of learners to ensure they are not disadvantaged or making poor progress.

The school has had no fixed term exclusions [Autumn 2011] to identify a trend relating to ethnicity.

(Sources: First School Profile, RAISEOnline report, NCC data unit, School Data report, school Gifted and Talented register)

Religion or belief

The school records data about religion in SIMS.

Leadership Team make arrangements for the alternative education of non-Christian children during daily collective acts of worship. Families that have expressed a religion other than Christianity are consulted regarding Religious Education for their children.

Religious leaders do play a part in the life of the schools. They include Church of England, Church of Scotland and United Reformed Church representatives.

(Sources: SIMS, anecdotal evidence, SACRE guidance)

Sex

Gender imbalance is evident in Year 1 with 7 boys and 2 girls, and in Year 4 - a cohort of girls.

Neither sex is under-represented in terms of total pupil population – see table above.

Boys generally enter school with lower attainment in both English (CLL) and Mathematics (PSRN).

Boys, and girls’ attainment and progress are tracked as separate groups of learners each half term to identify that neither group is disadvantaged or under performing. If trends or individuals are identified Leadership and Management allocate resources as appropriate.

By the end of Year 4 the gap has narrowed to similar attainment levels in maths, reading and writing with some yearly (cohort specific) fluctuations above and below expected progress and attainment.

Males are under-represented on the teaching staff (2 members of staff are male out of a total of 11). However school follows the Northumberland County Council recruitment procedures and policies which ensure neither sex is discriminated against in terms of recruitment.

( Sources: SIMS analysis, school data reports, Northumberland County Council Employment policies)

 

Sexual orientation

No data about the sexual orientation of pupils, parents or staff is collected or held by the school. Were it to be communicated to the school regarding a pupil, it would be recorded in the child’s personal file.

(Source: anecdotal)

Marriage and civil partnership

When information about changes in marital status or home circumstances is communicated to school, it is recorded in the school’s Admin file. Any changes to contact details are recorded in the pupil’s personal file.

No data is collated by the school about staff or parents marital status, apart from names given for home contact and information about whether letters home or reports are to be duplicated and sent to two addresses.

(Source: school admin procedures, SIMS)

Pregnancy and maternity

The school has developed flexible policies with regard to returning to work and flexible arrangements regarding emergencies relating to children, childcare and parenting. (Northumberland County Council Employment Policies)

(Source: School admin procedures)

FSM and IDACI:

Free school meals and School deprivation indicator currently show the school to be between 20th and 40th percentile.

Children in receipt of Free School Meals are tracked every term as a separate group of learners to ensure they are not disadvantaged or making poor progress. We are unable to make a correlation between FSM and Performance Trends, due to the very low numbers on FSM (1 child)

Super Output Area information shows that Barriers to Housing and Environment are in the 40% or below percentile (97.3%). This is due to the rural location of both schools.

(Sources: First School Profile, NCC Data Unit, RAISEOnline, Partnership Profile)

Vulnerable groups

There are currently no looked after children on roll.

There are currently no pupils with a parent/carer in the armed forces. This group would be tracked every half term as a separate group of learners to ensure they are not disadvantaged or making poor progress. This group of children would be predicted to make expected or better progress compared to their peers.

Children at risk from underachievement, and therefore in receipt of additional intervention, are tracked every half term as a separate group of learners to ensure they are not disadvantaged or making poor progress. Generally children in receipt of interventions achieve average attainment and make progress in line with peers with yearly fluctuations above and below average due to the low percentage of the group of learners.

(Source: SIMS, School Tracking System, School Data Report)

 

Bullying and discrimination

The school has an embedded behaviour policy based upon the Golden Rule. The children are encouraged to respect each other, themselves and the school environment; to ‘tell’ if they feel unsafe. If any issues arise, they are dealt with immediately and resolution sought.

No incidents of bullying have been recorded (2011) if any incidents were to occur these are reported to the Governing Body as part of the Head teacher’s report to the Governing Body each term.

With the huge increase of mobile technology usage in children school have introduced a comprehensive cyber-bullying programme that delivers e-safety training to pupils, staff, parents/carers and governors.

No data is recorded about the prevalence of, for example identity based bullying, homophobic language or gender based bullying.

(Sources: Headteacher’s analysis of bullying incidents, e-safety training file, Headteachers Report to the Governors)

Target

Pupils have limited experience of the wider cultural context of the UK and some stereotypical misconceptions about disability.

Objective: use the 2012 Olympic and Paralympic games as an opportunity to teach about Britishness and disability, and the Olympic values, using GET SET network and resources.

 

Other data:

Percentage of year group

FSM

SEND

Ethnicity

Looked After Children

Reception

0

0 [0%]

0

0

Year 1

0

3 [33.3%]

0

0

Year 2

0

3 [30%]

0

0

Year 3

0

5 [35.7%]

0

0

Year 4

1 [25%]

1 [25%]

0

0

Total for school – 43 pupils on roll (both schools)

1 [2.3%]

12 [27.9%]

0

0

 

 

 

 

Term of birth

(Percentage of year group)

Autumn

Spring

Summer

Reception

3 [50%]

1 [16.7%]

2 [33.3%]

Year 1

1 [11.1%]

5 [55.6%]

3 [33.3%]

Year 2

2 [20%]

4 [40%]

4 [40%]

Year 3

4 [28.6%]

6 [42.8%]

4 [28.6%]

Year 4

0 [0%]

1 [25%]

3 [75%]

Total for school – 43 pupils on roll (both schools)

10 [23.2%]

17 [39.6%]

16 [37.2%]

 

 

 
We were awarded Outstanding in both schools Ofsted Inspections  ARTSMARK: We have achived a GOLD award for our arts in school. "Artsmark provides a benchmark for arts provision that encourages schools to consider the opportunities they offer in art, dance, drama and music.  ICTMark Award  HealthandWellbeingLogo s   Active 08  Financial Management in Schools  Naace Feature School  3rd-Millennium-Learning-Logo-v5Eco Schools Bronze Award s

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