Your Child's Progress
A child should work hard at school and play at home! We take the view that if a child uses their time at school well then large amounts of homework are unnecessary. However, short periods of purposeful activities can support children’s learning and the school’s Homework Policy outlines the expectations as children move through the school. We enjoy Homework Exhibitons each term where we showcase our children’s work & the community come in to view what they have created.
Assessing your Child’s Progress
Pupils’ progress is measured consistently-this is may be through observation, feedback on marked work or short practical tasks. Children are ‘teacher assessed’ in all subjects at the end of each unit of work. In English and Mathematics, this is at least termly through a process called APP (Assessing Pupil Progress) when progress in reading, writing, Grammar Punctuation & Spelling as well as Mathematics are given additional moderated assessment. More formal assessments are given at the end of Key Stage 1 and Key Stage 2.
Reporting to Parents
We hold meetings with parents each term in order to share your child’s progress and set targets for the future. In addition, annual reports are sent home for children in full time education. Results of End of Key Stage Assessment tasks will be reported to you at the appropriate time. The progress of Reception children is shared with parents at the Foundation Stage Profile discussions held early in your child’s first full time term in school. Parents are welcome to make an appointment to meet their child’s class teacher at any time if they have a concern. Targets are set on a regular basis for each individual child; copies of these are sent home so that home and school can support each other in helping each individual child reach their next ‘goal’.
Special Educational Needs
We try to identify children who have special educational need, either’ Gifted and Talented’ pupils or those who may need a greater degree of help, as early as possible in order to support them. This may be provided by individual targets discussed regularly with parents and the child, and delivered in class through differentiation and support by adults.
The school has a policy, which allows all children access to the full curriculum, regardless of disability or learning difficulty.
Mr Christopher Rea is our Special Needs Coordinator (SENCO) and is responsible for the day-to-day provision of education for pupils with SEN. Mrs S Morrish is our named Governor responsible for SEN. Should it be necessary, the school has access to specialist support services and professionals who can visit to help and give advice.
Further information regarding our SEN policy including arrangements for complaints is available from the school office or on the school website.