Lowick and Holy Island C. of E. First Schools

Allocation of School PE and Sport Funding

The sports premium funding has had a huge beneficial impact for the children of both Lowick and Holy Island C. of E. First Schools. It has enabled the schools to make additional and sustainable improvements to their already outstanding PE provision, through facilitating the development of healthy, active lifestyles choices for all of the pupils within the school community. We have allocated money to three primary areas:

  • Investment in extended opportunities (e.g. experiencing a wide range of sporting/outdoor activities – team, pair & individual sports, high quality after school clubs – with qualified coaches, and transport to sporting events, festivals, tournaments, competitions etc.)
  • Investment in equipment and resources
  • Investment in skills and staff training.

Impact

  • Raised uptake and engagement with ‘Sport and PE’ (its widest definition) - eager participation in, enjoyment of, and achievement in, school PE and Sports, empowering pupils to ‘have a go’
  • Ensuring access to high quality PE provision through commissioning of external qualified coaches, qualified PE teachers and staff CPD (external venues and coaching alongside qualified practitioners). Therefore drive up expectations, achievement and progress, whilst developing capacity and sustainable expertise in staff skills set (impact beyond current cohort of children)
  • Pupils have access to, and experience of, PE and Sport across a wide range of activities – team, group, pair and individual sports, therefore all children can succeed regardless of ability and skill level (equal opportunity)
  • Pupils access ‘Outdoor pursuits’ – climbing, abseiling, orienteering, kayaking, assault courses
  • Early identification of potential ‘sporting giants’ – recognising and recommending routes to greater achievement within a sporting area. Thus strengthening links with external sport clubs e.g. football, swimming, gymnastics, cricket, dance
  • High quality resources and equipment – refurbishing current equipment and investing in new (including safe and fit for purpose storage).
  • Increased social development – as two very small rural schools it is imperative to negate social isolation. Therefore, a significant proportion of the funding is invested into transportation of pupils to a range of sporting venues, festivals, tournaments and sporting events. It is an opportunity for the pupils to work with other schools, whilst developing links with both children and staff, whom they will meet on transition to Middle School.
  • Children are learning vital life/key skills - teamwork, communication, compromise, resilience, self-challenge, self – worth, development and maintenance of healthy lifestyle choices and positive attitudes to exercise
  • Raised confidence and fitness levels, impacting not only on sporting achievement, but also within the classroom environment
  • The curriculum is seen as a ‘whole’ by all stakeholders, with cross curricular links made with:

-          Science (skeleton, cardio-vascular system, levers, forces)

-          Music (dance and movement, songs, rhythms – Hakka)

-          Maths (data handling from fitness challenges, measures – length, weight, time)

-          English (reading, writing – journals/diaries, reports, recounts, poetry, extended writing)

-          Geography (location of countries/cities/towns – Olympic & Commonwealth Games, Rugby World Cup)

-          History (development of sporting activities – Greeks, Victorians, modern day)

-          SMSC, RE and British Values (participation, representing your country, altruism, courage, enjoyment, dedication, perseverance, faith, compassion, honesty co-operation, unity, trust.

-          Art (Greeks)

-          DT (engineering of Formula 1 cars, stadiums & structures, equipment & clothing)

2014 – 2015
Lowick Allocation: £7,968
Holy Island   Allocation: £1,500
Combined: £9,468
Project/Activity Allocated

Weekly dance lessons with whole school

Dance expert – Joanne Burn (32 sessions @   £50/session)

£1,600
Weekly sessions in Sports Hall – Swan Centre,   Berwick £481

Chance to Shine Cricket Coaching

Coach – Steve Nutt

£300

Football coaching for pupils (after school club –   33 sessions @ £20/session)

Football coach – Luke Strangeways

£660
Purchase of PE equipment – Climbing Wall £6,427
Total £9,468
Balance carried   forward: £0.00
2015 – 2016
Lowick Allocation: £8, 120
Holy Island   Allocation: £2,500
Combined: £10,120
Project/Activity Allocation
Attendance @ Partnership sports festivals,   events, competitions e.g Glendale Area Sports £580
Replacement & purchase of PE equipment –   archery, football, athletics, outdoor pursuits, gymnastics £1,420
Refurbishment of storage facilities &   purchase of new storage sheds £1,398
Orienteering – whole school. Purchase of   equipment, 3 visits to local courses & transport £641
Accessing coaches, training, climbing &   bouldering wall @ Willowburn Sports Centre, Alnwick (21 children & 3   members of staff). 1 taster session, scheduled visits & transport. EYFS   & KS1 access soft play and large sports hall facilities. £2, 057
Countryside Sports – familiarization and taster   sessions for ‘field events’ – fishing, dog handling, dog sledging £245

Embedding dance across the curriculum (whole   school)

Dance expert – Joanne Burn (32 sessions @   £55/session)

£1,760
Access to purpose built large sports hall (Swan   Centre, Berwick). Expert coaching – cricket, rugby, skills development £497

Cricket coaching, building upon last year with   ‘Chance to Shine’

Coach – Steve Nutt

£371

After school football coaching 33 sessions @ £20/session

Football coach (Captain of Lowick - ladies) –   Stephanie Hay

£660
Visit to Murrayfield – linked to Rugby World Cup   (transport) £250
Tennis Coaching £340
Total £10,219
Projected overspend: £99

The 2015 – 2016 figures are based upon transport costs from 2014 – 2015. These figures and projects may require adjustment.

 

Lowick C. of E. First School

Pupil Premium Grant - Data Publication

The Pupil Premium is an element of school funding aimed at narrowing the gap in attainment between certain disadvantaged groups of pupils and those who are more well off. Since its inception funding has been allocated on the basis of individual pupils, who were eligible for free school meals, for looked after children in care for more than six months and children whose parents are in the armed forces. In 2014-15 funding was calculated on the basis of £1,300 for each pupil, in 2015 – 16 it rose to £1,320 for each pupil. It is for the schools to decide how the Pupil Premium is spent, since they are best placed to assess the additional provision which should be made for individual pupils.

(Note: information related to individual pupils remains confidential).  

Overview of the school

  % of pupils and   Pupil Premium grant (PPG) received
Academic year 2013 - 2014 2014 - 2015 2015 - 2016 2016 - 2017
Total number of   pupils on roll 36 42 43 37
% of pupils   benefitting from PPG 11% 11% 2.3% 2.7%
Total amount of   PPG received (£) 3,600 5,292 1,320 1,320

Objectives:

  • To narrow the gap in terms of attainment for children in receipt of FSM/SEN.
  • To ensure FSM/SEN pupils make expected progress.
  • To provide short term intervention programmes for underachieving pupils.
Summary of PPG   spend 2013 - 2014
Action

Spend

£

Evaluation:

Impact on Learning Outcomes

Evidence:

Pupil attainment & progress

ICT hardware

Fine/gross motor skills support

1:1 TA support – daily reading (65 days)

Speech & communications support (LIST,   Speech Therapy & training)

HLTA small group work

1,059

650

488

1,403

100% able to access ICT and become more   familiar with and use modern technology as a tool for learning.

Early interventions help us to identify and   tackle barriers to learning - phonic   programme positively impacted on reading & writing

Raised self-esteem of pupils with S & L   difficulties

75% of pupils improved in writing –   structure, grammar, punctuation.

APP progress in Reading, Writing in line with National Expectations – pupil   tracking/SATs

100% improved fine motor skills.

75% made progress in line with national   expectations for reading.

100% passed phonic test.

100% improvement in speech and language use.  

APP progress in Writing in line with   National expectations.

Summary of PPG spend 2014 - 2015
Action

Spend

£

Evaluation:

Impact on Learning Outcomes

Evidence:

Pupil attainment & progress

Writing support (Nurture gp)

1:1 TA support 4 afternoons per week for 10   weeks

Language skills support

1:2 TA support 5 mornings per week

Equine Therapy (6 weeks)

717

4,243

332

100% Improvement in writing (structure,   grammar, applied phonics & spellings, stamina) skills.

Language and basic skills acquisition   improved, linked to individual pupil targets, enabling pupils to access the   whole of the curriculum.

Raised self esteem and feeling of self   worth. Pupils feel able to access Residential visit to Whithaugh (linked to   Outdoors) and meet challenges of climbing, abseiling, orienteering and   kayaking.

APP progress in Writing in line with National Expectations – pupil   tracking.

Improvement in basic skills.

100% passed phonic test.

100% made progress in line with national   expectations for Reading Writing and Maths.

100% of pupils able to articulate feelings   and emotions, able to form positive relationships.

Summary of PPG spend 2015 - 2016
Action

Spend

£

Evaluation:

Impact on Learning Outcomes

Evidence:

Pupil attainment & progress

Language skills

1:1 TA support 3 sessions per week

1,320 Language and basic skills acquisition   improved, linked to individual pupil targets, enabling pupil to access the   whole of the curriculum.

100% made progress in line with Age Related   Expectations for Reading Writing and Maths.

Summary of projected PPG spend 2016 - 2017

Access to Whithaugh Park residential visit

Further develop Language skills with 1:1 focused   TA support in basic skills

150

1,170

We have reflected upon the needs of the   individual pupil and included in our decision making the guidance contained   within the Sutton Report.

Input will be targeted at specific needs of   the pupils;

Objectives:

-            To raise self esteem and feeling of self worth.   Pupil feels able to access Residential visit to Whithaugh (linked to   Outdoors) and meet challenges of climbing, abseiling, orienteering and   kayaking.

-            To embed language and basic skills, linked to   individual pupil targets, enabling pupil to access the whole of the KS2 curriculum.

Notes:  - Data/Information which identifies individual pupils remains confidential and is not reported to governors.

-       Schools decide on the most appropriate way to spend their allocated Pupil Premium– funding is not tied to specific solutions.

-       Governing Bodies are required to report online annually to parents on the impact of Pupil Premium, however schools and governor committees are likely to monitor more frequently as part of the school’s regular assessment process.

 

 

 

LOWICK C OF E FIRST SCHOOL

School admissions for Lowick School are dealt with by the School Admissions Team at Northumberland County Council.  Please contact the Admissions Team on 01670 624889 or This email address is being protected from spambots. You need JavaScript enabled to view it. for information.

HOLY ISLAND C OF E AIDED FIRST SCHOOL

ADMISSIONS POLICY 2017 - 2018 

The governing body of Holy Island Church of England Aided First School is the Admissions Authority for the school and they intend to admit up to 5 pupils to the reception year group in September 2017/2018. This arrangement follows consultation between the governing body, the LEA, all other schools in the area and all other Admission Authorities in the area.

The school is open to receive applications for admissions from the parents of all children. We must give priority to children in the care of the local authority (looked after children), giving adopted children who were previously in care (and children who leave care under a special guardianship or residence order ) the same (highest) priority for places as looked after children, and those with a statement of special educational needs, which names the school.

Admission of children below compulsory school age and deferred entry to school

The School Admissions Code requires school admission authorities to provide for the admission of all children in the September following their fourth birthday. However, a child is not required to start school until they have reached compulsory school age following their fifth birthday. For summer born children (those born after 1 April) this can sometimes be almost a full school year after the point at which they could first be admitted.

Some parents may feel that their child is not ready to start school in the September following their fourth birthday. Parents are entitled to request in writing that:-

  • their child attends part-time until they reach compulsory school age, or
  • that the date their child is admitted to school is deferred until later in the same  academic year or until the term in which the child reaches compulsory school age. The school will hold any deferred place for the child, although, in the majority of cases, we find that children benefit from starting at the beginning of the school year, rather than part way through it. 
  • that the date their child is admitted to school is deferred until the term after the child reaches
    compulsory school age

The child must, however, start school full-time in the term after their fifth birthday. If parents of summer born children wish to defer entry as outlined above and wish them to be admitted to the Reception Year in the term following their fifth birthday, rather than year 1, then parents should apply at the usual time for a place in September of the current academic year together with a written request that the child is admitted outside of his or her normal age group to the Reception Year in September the following year providing supporting reasons for seeking a place outside of the normal age group.  This should be discussed with the Head Teacher as soon as possible.  If their request is agreed, and this should be clear before the national offer day, their application for the normal age group may be withdrawn before any place is offered and they should reapply in the normal way for a Reception place in the following year.  If their request is refused, the parents must decide whether to wait for any offer of a place in the current academic year (NB it will still be subject to the over-subscription criteria in this policy) or to withdraw their application and apply for a year 1 place the following year.  Parents should be aware that the Year 1 group may have no vacancies as it could be full with children transferring from the previous Reception Year group.

Further information and advice on the admission of summer born children is available from Northumberland County Council.

Appeal where application is made outside of age range

Requests from parents for places outside a normal age group will be considered carefully e.g. for those who have missed education due to ill health.  Each case will be considered on its own merits and circumstances. However, such admissions will not normally be agreed without a consensus that to do so would be in the pupil’s interests. It is recommended that parents discuss their wishes with the head teacher in advance of applying for a place.  The governors may ask relevant professionals for their opinion on the case.  It should be noted that if a place in the requested age group is refused, but one in the normal age group is offered then there is no right of appeal.

In the event of the number of applications exceeding the number of places available priority will be given to applications in the order of priority indicated below.

Over-subscription Criteria

  1. Children with a statement of Special Educational Needs or with an Education Healthcare Plan (EHC) naming Holy Island School will always be offered places (supported opinion). If there is then greater demand for admission than there are places available, the following criteria will be applied in the order set out below.
  2. Children who live in the Parish of St Mary,Holy Island.
  3. Children with a brother/sister at the school at the time they would be admitted to the school.
  4. Children of parents worshipping regularly and frequently at the Parish Church of St. Mary, Holy Island. (Regularly and frequently is defined as attendance once per month over the last 12 months. It is sufficient for just one parent/carer to attend).
  5. Children of parents worshipping in another Christian Church who wish their child to attend this school because of its Christian foundation.
  6. Children of staff provided that they have been employed for at least two years or have been recruited to fill a post for which there is demonstrable skills shortage.
  7. Other children.

Tie Breaker

Where there are places available for some but not all applicants within a particular criterion, distance from home to school will be the deciding factor, with preference given to those whose home address is nearest to the school, when measured in a straight line (ie as the crow flies) from the front door of the child’s home address to the main gate of the school using the Local Authority’s computerised measuring system.

Waiting List

The school office will maintain a waiting list of applicants until 31st December. In the event of a place becoming available in the appropriate class during the year and there being more applicants on the waiting list than places available, the selection criteria and tie breaker indicated above will apply.

Notes

  • Parents are asked to let the Headteacher know at the time of application whether their child has a disability. Parents should be assured that the nature of the disability is not grounds for refusing the application. The school will make every reasonable adjustment to ensure that disabled children are not put at a substantial disadvantage in accessing a full curriculum and that they will not be treated less favourably, without reasonable justification, than their able-bodied peers.
  • If applicants are seeking admission under criterion of living in the Parish or worshipping regularly and frequently at a ParishChurch as above, they will be asked to provide evidence that they worship regularly and frequently eg a letter from the incumbent.
  • If applicants are seeking admission under criterion of special needs or other special circumstances they will be asked to provide appropriate evidence eg a letter from a doctor or specialist.   The governors must be satisfied that there is a specified medical reason which makes attendance at this school essential.
  • Brother or sister, half brother or sister, adopted brother or sister, step brother or sister, or the child of a parent’s/carer’s partner – in every case the child should be living in the same family unit at the same address.
  • A map showing the parish boundaries can be inspected at the school office.
  • Parents who are refused a place have a statutory right of appeal. Further details of the appeals process are available by writing to the Chair of Governors at the school address.
  • If a place is offered on the basis of false information (eg address or Church attendance) or if parents do not respond within the stated timescale to the offer of a place the governing body reserves the right to withdraw their offer.
  • Looked-after children and children who were previously looked after, but ceased to be so because, immediately after being looked after, they became subject to an adoption, child arrangements or special guardianship order.

Note:  By a “looked-after child” we mean one in the care of a local authority or being provided with accommodation by a local authority in the exercise of its social services function.  An adoption order is one made under the Adoption Act 1976 (Section 12) or the Adoption and Children Act 2002 (Section 46).  A ‘child arrangements order is one settling the arrangements to be made as to the person with whom the child is to live (Children Act 1989, Section 8, as amended by the Children and Families Act 2014, Section 14).  A ‘special guardianship order’ is one appointing one or more individuals to be a child’s special guardian/s (Children Act 1989, Section 14A).  Applications under this criterion must be accompanied by evidence to show that the child is looked after or was previously looked after (e.g. a copy of the adoption, child arrangements or special guardianship order).

  • This Policy refers to the 2014 code.

The school finds it very helpful to have an early indication of the number of children to be admitted to the reception class the following September. However, it must be stressed that formal written applications for admission must be made on the form provided by the Local Education Authority and returned to the Authority by the stated date. Places will then be allocated by strict application of the above criteria, with no reference to the date of application. Parents will be notified as to whether or not their child has been allocated a place.

                        

_______________________________________ Chair of Governors

Adopted by Governors at their meeting on 13th April 2016

Our Early Years Unit for Rising Threes is held in the building at the back of the main school every weekday morning.  We are open:

 

8.30am - 11.30am (or 8.30am - 12.30pm if staying for lunch) on Monday, Tuesday, Thursday and Friday

8.30am - 11.15am on Wednesdays

 

Our EYFS staff are:

Mrs C Strangeways (Teacher)

Mrs J Edmison (Teaching Assistant)

Miss S Hay (Teaching Assistant)

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

All content ©Holy Island and Lowick CofE First Schools 2016. E Login
 
Joomla Template: from JoomlaShack