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MISSION STATEMENT
THE SCHOOLS MISSION STATEMENT
Vision + action + enjoyment = success
At Barlow Hall Primary School we will be an inclusive school where all children matter and become life-long learners and successful citizens.
Our vision is to treat all our learners as individuals, catering for different learning styles. All our children will enjoy and achieve. Teaching and learning will be differentiated to match the needs of each childs physical, emotional, social, spiritual, moral and cultural development. Assessment for learning enables knowledge and understanding about individuals to inform the way they are taught and learn. All will benefit from a rich, broad and balanced curriculum that will be presented in an interesting, exciting and imaginative way. There will be lots of opportunities for first hand experience, practical work, investigation and learning through play. The curriculum will be enlivened and enriched by visits, visitors and extensive use of the environment. Children will see the purpose and value of what they are doing. Literacy, numeracy and being emotionally literate will be central to our childrens success. Opportunities to transfer and use these skills will be extended across the curriculum preparing our children for life-long learning and enabling them to achieve future economic well being. Barlow Hall will be the heart of the community, it will build on our strengths to serve the needs of our children and families. Children will be healthy and be taught how to stay healthy for life. Children and families at Barlow Hall will have a voice and it will be listened to, informing much of what and how we do things. We will use the childrens skills and those of the staff, governors and wider community. Additional opportunities before and after school will support the needs of our families. Success will be promoted and progress and achievement will be rewarded and celebrated. Barlow Hall will drive its own improvement, setting its own challenging targets and recognise that for the sake of our learning community we can always improve. Our staff, parents, families and governors will have high expectations and set high standards in everything for our children. All will be treated fairly and listened to. Children will be safe and learn how to stay safe. All will have an opportunity to take responsibility to build their self esteem and to develop their confidence. Children will be self motivated, independent learners who behave with consideration and respect. Our children will make a positive contribution. Barlow Hall will be a welcoming, bright and lively, happy place where children feel secure, where good behaviour is expected and where children enjoy growing up.

Our Vision

Our Vision

SCHOOL AIMS
BARLOW HALLS SCHOOL AIMS
Vision + action + enjoyment = success
At Barlow Hall at: our vision is th
fe. and sa e y m o c l e at ever ess. w h t s l e o e s ls ogr ne f dividua excellent pr Everyo n i s a ted od kes ing go . re trea ool and ma a p o l s e r v e g e ch rn ens, d ay of livin z All lea ild enjoys s i t i c nd yw ch ed eople aing a health p single s a balanc . p d w o o n l r a e g v de ing en ing Childr l skills, and l, excit about learn u f g n i a ean ate soci and m is mren passion u l u c arninglass in i e r l d r l i u n h i c c nce yc Our h makes excelle ing in ever h their r o f whic h n teac d wit assio ve a p is excellent are delighte ement. a h e W e p s y, develo g, ther parent munit teachin school. All earning and m o c erse ices. the ns l f a div es and serv o childre t r a he iti at the nge of activ s er i l o o a h r togeth k r o Our sc hub for a w . hool and a the sc hildren learn d n a rs. s c matte y Parent to help our a s ents n. nd par a rovisioelop n e p r s d l r i a h dev y Ye our c n Earl brains and i What e c n e ell ildrens skills. ve exc l We ha ulate our ch and social w Hal ge o l e r c m a i n t B e t of We s e ran intelig be par ful and wid chool. o t d es rou der feels pith the won ildren at th e n o y Ever School, w s of the ch re ry Prima ferent cultu of dif

BARLOW HALLS LEARNING CHARTER

At Barlow Hall we believe... We learn best in different places, inside classrooms, outside on visits at home. When we learn with other children, by themselves and with adults. Where we enjoy what we are doing and know why we are doing it. When we see that our learning fits into a big picture and we know what the big picture is. When we have enough sleep, food, water and exercise. When we take risks in a supported environment. When we have goals and know how to achieve them. When we can make connections with other learning. When we consolidate and try out our learning. When we have positive and respectful relationships. When our teachers and parents work together. When we can learn in the way we like best. When we are emotionally supported. When we share our learning with others. We know learning never finishes. When we talk about it.

Our Vision

BEHAVIOUR POLICY
HOME - SCHOOL CONTRACT
At Barlow Hall we have a home - school agreement which outlines our commitments as a school to our children and families and the commitments our families and children make to our school. This agreement needs to be carefully considered and becomes a contract of partnership. The most effective way of dealing with bullying is to prevent it from happening. At Barlow Hall we have a strong anti-bullying ethos where all feel able to voice their concerns and adult and child relationships are positive and respectful. The personal and social curriculum permeates all aspects of our school life. The delivery of high quality teaching and learning promote positive learning environments. We review our policy and procedures for dealing with any incidents. We have a clear behaviour management policy. We have a range of play and social interaction activities at lunchtimes and a good outdoor environment for our children. When dealing with bullying incidents the following core principles have been identified: Find out what has happened Find out who has been affected and make sure the perpetrator understands how those involved feel. Enable those who have done harm to put things right and make amends. These principles are based on the restorative approach and permeates much of our work at Barlow Hall. The basic ethos is that punishment alone is not very effective in getting people to understand the effects of their behaviour on other people. Restorative approaches include punishments but go further than this. These approaches are crucial in getting young people to change their behaviour. The schools Restorative approaches and Anti-bullying policy are available on request.

PROMOTING POSITIVE BEHAVIOUR

In order to provide all children with the excellent education they all deserve, the staff and governors of Barlow Hall Primary School have a Parental Guide to Good Behaviour Management. This explains our approach to supporting children. At Barlow Hall Primary School we want to ensure that the children have the opportunity to feel secure, enjoy school and learn effectively. We are working very hard to reduce the occurrence of bad behaviour by celebrating ALL positive and acceptable conduct. We will focus on and reward good behaviour whenever possible and in as many ways as possible. Children learn best when they are clear about what they are supposed to do and when they are continually and consistently encouraged to do it. Everyone in our school should aim to be: G Careful and kind G Polite and friendly G Helpful to each other G Quiet and hardworking This behaviour will be encouraged in every area of school activity and pupils will be rewarded for good behaviour. Such rewards will include: G Stickers and certificates G Positive letters and certificates sent home G Treat time such as Free choice, extra playtimes, toy time, parties G Child of the week certificates G Stickers and rewards from the headteacher G Classroom incentives like cumulative points systems G Positive points cards which feed into classroom systems G School reward shop This list is not complete and reward systems will be consistently reviewed.

RACE EQUALITY STATEMENT

Barlow Hall is proud of its communitys cultural and religious diversity. Difference in what ever way is celebrated. We are committed to ensuring that every individual, regardless of gender, ethnic origin, religion or disability has access to and participates in the full curriculum and the learning experiences offered. At Barlow Hall we promote a positive approach to celebrating difference. Our curriculum supports and reflects the multi cultural and ethnic society in which we live and which we value. Racism at any level will not be tolerated. We oppose all forms of racism and racist behaviour.

ANTI-BULLYING POLICY
There is a very important relationship between educational attainment, school attendance and the emotional wellbeing of children. At Barlow Hall we are totally committed to providing a safe learning environment. We teach our children mutual understanding, friendship, inclusion, co-operation and cohesiveness as part of our schools curriculum in order to support our rich and diverse school community. We follow a Restorative Approach when dealing with incidents of anti-social behaviour or resolving situations where there is conflict. At Barlow Hall we believe bullying is an abuse of power where one person or a group of people deliberately hurt another over a period of time and where victims find it difficult to defend themselves. Bullying can be physical, verbal or indirect, for example, exclusion from groups, spreading rumours etc.

If your child chooses not to follow our code of conduct, then the following consequences will take place: A warning will be given and the childs name written on the board. If the child chooses to continue to not follow our Code of Conduct then... Stage1 = 1 cross Sit in class on their own Stage 2 = 2 crosses Lose 5 minutes of their playtime Stage 3 = 3 crosses Spends 1/2 hour teaching session in another room Stage 4 = 4 crosses As above plus the teacher will speak or write to parent Stage 5 = Severe Clause As above but the child is sent to the Headteacher or Deputy who contacts parents. The child spends a day in another classroom. The Headteacher will need to see the parents. Severe Clause If your child is involved in an incident of physical violence, verbal abuse to a teacher or school adult, a racist attack, is found to be bullying other children or leaves the classroom or school without permission, then they will be placed on severe clause. All the staff at Barlow Hall Primary School will teach the school and classroom rules to the children. Children will be shown how to resolve conflict without physical or verbal violence and how such an atmosphere allows teachers to teach so that the children can learn. We strongly believe that home and school must work together to create a secure and caring environment in which your child can be happy and fulfil his/her potential. In our opinion, the importance of good behaviour cannot be overestimated. Please help us to make this a happy school for everybody. Your support and co-operation is vital.

Always li follow insten to and str the first uctions time

Walk from tro away ub tell an adle and ult

Look afte ra property nd respect school en and our vironmen t

Keep han and othe ds, feet r ob to yourse jects lf

OUR SCHOOL CODE OF CONDUCT

1. Always listen to and follow instructions first time 2. Walk away from trouble and tell an adult 3. Look after and respect property and our school environment 4. Keep hands, feet and other objects to yourself 5. Walk down corridors with hands by your side 6. Be polite and positive in everything you say.

Walk dow n co with han rridors by your sds ide

Be polite and posit everythin ive in g you say

Our school rules

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LEARNING
THE SCHOOLS MODEL OF LEARNING
At Barlow Hall we are committed to developing all learning based on what is known about how the brain works. Learning to learn is an important part of our curriculum. We all learn in different ways. Our teaching takes this into account and opportunities for children to learn in different ways is planned for by all our staff.
Our children have designed WILF and WALT characters to support their learning cycle. Talking, reflecting, thinking, working independently and with others are all part of learning. Children take regular brain breaks in order to maximise their learning. We believe that children are intelligent in different ways. Much of what we do is based on Howard Gardners multiple intelligences model. Children can be number smart, music smart, nature smart, body smart, picture smart, word smart, myself smart and people smart. Valuing different intelligences helps our children achieve and have confidence in themselves as learners.

CREATING THE CULTURE FOR LEARNING

Children need to be in a state of relaxed alertness, with challenge but low stress. Working in partnership with our families children need to have enough sleep, water and a nutritional diet. At Barlow Hall we work very hard to provide a supportive learning environment. We use positive affirmations to enforce and develop childrens perceptions of themselves as positive learners. Mind maps are used to help children develop a big picture of their learning. Visual clues are used to support children and remind them of key information. Movement is very important in learning, children have first hand experiences as much as possible. Lessons are chunked into manageable parts. Brain breaks allow children to re-energise during lessons. Talking is actively planned for and encouraged, including the use of the childs first language. This allows children to support each other, reinforce what they have learned and reflect for themselves. Developing thinking is a key aspect of what we do. Children are encouraged not only to answer questions but to ask questions too.

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COMMUNITY & CURRICULUM

COMMUNITY
At Barlow Hall we are committed to providing our children with opportunities to make a positive contribution to their community as well as preparing them to be able to achieve economic well-being. We use visitors and visits to enable us to broaden our curriculum. Manchester offers a wide and rich range of opportunities. These are built into our curriculum and the school is always involved in a range of local projects. We have strong networks with other Manchester primary and special schools and belong to several educational improvement partnerships. Links with the local high schools are good and transition experiences are planned throughout the year. Links with other agencies such as health and the police are built into our curriculum. We encourage parents to support and help in school. We value greatly the skills and expertise available. Voluntary roles are subject to Criminal Record Bureau clearance and the school can help parents through this process. Parents views are regularly sought, analysed and help shape our schools development. Parent Focus groups, which are open to all, meet half termly.

CURRICULUM
At Barlow Hall Primary School we have five Areas of Learning in Foundation Stage, these are Communication, Language and Literacy, Mathematical Development, Knowledge and Understanding of the World, Physical Development and Creative Development. In Key Stages 1 and 2 we organise our curriculum into five areas of learning: 1. Basic Skills 2. Well Being 3. Knowledge and Understanding of the World 4. Science and Technology 5. The Arts

We have developed termly units of work that link areas of learning together and enable children to transfer skills across subjects. At the beginning of each year curriculum plans are sent home so that families can support learning. The curriculum for the term is also displayed outside classrooms for parents and carers to consult. We provide a broad and balanced curriculum so that other areas of learning which go beyond the National Curriculum are included as part of our units of work; for example, staying safe, being healthy, local links, festivals, global links and school events.

SURE START
At Barlow Hall we are very fortunate to have a Childrens Centre on the school site. This centre enables us to bring pre-school and other support services directly to our parents and the rest of our community. Please visit the Childrens Centre or come into school to find out more about the range of services offered.

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OUR CURRICULUM
COMMUNICATION LANGUAGE AND LITERACY
In Literacy we deliver most of the curriculum through daily literacy hours. Opportunities are planned to enable children to transfer skills during other lessons. Guided reading takes place daily where children are given opportunities to read alone, in pairs or in small groups. We also offer reading recovery intensive teaching for some children in years 1 and 2. Our aim is for all children to be readers by the end of Key Stage 1. Children learn how to write in a variety of different ways, for example; letters of persuasion, invitations, stories, poems, reports and arguments. Planned opportunities help develop childrens speaking and listening. These can include role play areas, drama as well as partner and group talk.

SCIENCE
Science is taught through units; for example living things, shadows and light. The emphasis in science is to raise questions, investigate and provide answers by applying knowledge to explain scientific events and findings. Opportunities to transfer skills are planned into other aspects of work.

DESIGN TECHNOLOGY
Design Technology is taught through our units of work rather than on a weekly basis. Children develop knowledge, skills and understanding in order to prepare them for life in the twenty first century.

PHYSICAL DEVELOPMENT
We are committed to our children being fit and healthy and therefore have at least three taught physical education lessons a week. These are: games, gymnastics and dance. Children in years 3 and 4 also have weekly swimming lessons. Additional opportunities are offered to children throughout the year to experience specific games for example tennis, tag rugby, football. The school is committed to providing opportunities for physical development in addition to lesson time. We have lunchtime and after school physical development activities.

ART
Art has a high profile at our school. We have a specific art room which is very well resourced. Children develop their creativity and imagination and use a range of skills to produce their own work. We look at other artists from a wide range of different cultures. Art is often taught in blocks of time and not necessarily on a weekly basis.

INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)

ICT is a powerful learning tool and an integral part of life in the twenty first century. Children learn a range of skills and use these to access software and other technologies to support their learning across the whole curriculum. Children learn to word process, handle data, control technology and create multimedia presentations. They also learn how to access and use the internet safely.

HISTORY
Allows children to learn about different historical times in different places. Historical understanding, knowledge and research skills are taught through as many first hand experiences as possible. Manchester has a wealth of museums and local landmarks to support childrens learning and we plan relevant experiences into our curriculum plans.

MATHEMATICS
Mathematical development is mainly taught through daily numeracy hours. Opportunities to transfer skills are planned into other aspects of work. Mental calculating is practiced on a daily basis. Numeracy lessons are in three parts. A warm up involving a mental and oral starter, a main learning activity and a plenary to reflect on learning.

RELIGIOUS EDUCATION
We follow Manchesters scheme of work where children learn about their own and each others religions. This is an important part of celebrating and understanding our schools diversity. Many of our families and children are our best resources in supporting learning, it is what helps make Barlow Hall a special place to be.

MUSIC
Music is taught weekly and we follow Manchesters music scheme Getting started with music. Again opportunities to link in with other learning are taken. We have a separate and well resourced music room. Children are given opportunities to receive individual tuition. In year 4 children begin to learn how to play instruments. At years 5 and 6 a specialist music teacher works with the children and class teacher.

GEOGRAPHY
Provides opportunities for our children learn about the physical and human environment in our local community and in contrasting areas of Britain and the rest of the world. Children learn about how people live and how humans have influenced our world. We build opportunities for regular fieldwork into our geography curriculum which enables children to use the outdoors.

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ASSESSMENT
ASSESSMENT, REPORTING AND RECORDING
ASSESSMENT AND RECORD KEEPING
Assessment for learning is an integral pert of our teaching at Barlow Hall Primary School and involves: Making daily observations of what children say and do. Marking and assessing childrens learning, giving regular feedback to learners and parents. Talking to and questioning learners, involving children in assessing their own learning. Responding to childrens work by stating what they have done well and providing targets for improvement. Making clear to children WALT (what am I learning today) and WILF (what am I looking for today). Sampling childrens work in order to moderate achievements. Summative Assessments each term to assess what children can achieve in a test situation independently from the teacher. Individual Education Plans which are assessed termly. Referrals are made for assessments by outside support agencies as appropriate. Targets are shared with learners and parents/carers who are involved with teachers in monitoring progress towards including goals. Learners collective in self assessment through questionnaires and pupil focus groups. This enables the adults in school to consider the views of children in monitoring their progress.

END OF KEY STAGE STATUTORY ASSESSMENTS

Children at the end of the Foundation Stage will be assessed using the Foundation Stage Profile. Achieving a point 6 score indicates that a childs progress is in line with that of a four year old. Children in Year 2 are tested in the Summer Term in Reading, Writing and Mathematics. Achieving level 2b indicates that a childs progress is in line with that of a seven year old. Children in Year 6 are tested in May in English Mathematics and Science. Achieving a level 4 indicates that a childs progress is in line with that of an eleven year old. These results are reported to parents/carers and shared with the Local Authority.

SCHOOL COUNCIL
In order to encourage pupil voice and promote citizenship we have a School Council. Each class from Year 1 upwards elects one boy and one girl to represent their class on the School Council. Issues are discussed through a Class Council in order that School Councillors may take forward learners opinions. The School Council meets once a month. The Class Council meets every fortnight.

PARENTS EVENING AND REPORTING TO PARENTS/CARERS

Parents Evenings are held twice annually. Written reports are produced annually, parents/carers are actively encouraged to respond to the content of these report and the progress that their child has made towards targets.

OPTIONAL SATs
Optional SATs are used termly in Key Stage 2 in order to track childrens progress in line with their end of Key Stage Results.

CHILDRENS RECORDS
The school keeps records from the time a child begins the school and it shows the progress and achievements the child makes both academically and socially at the end of each year. These records are confidential and are available to parents/carers on request. Childrens attainments are tracked and monitored termly on a formal basis. This progress is monitored termly by the senior management team.

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TRANSITION
TRANSITION
We recognise and endeavour to support all of our children during periods of Transition on their journey throughout school. We will work actively with parents/carers and other educational establishments in order to best support our children. Key Periods of Transition are: Entry to School Reception to Year1 Year 2 to Year 3 i.e. Key Stage 1 to Key stage 2 Year 6 to Year 7 i.e. the change from Primary to Secondary School The last half term of each academic year provides numerous opportunities for children to experience what the transition to their next class will be like through planned transition sessions. It is advisable that families have considered and decided upon their choice of Secondary School by the end of Year 5. The local authoritys Admissions Team are available to provide advice. The school is keen to support parents/carers in their course of action at this point, as failure to follow the correct course may result in disappointment. All records and assessment information is passed on each July in order that targets and pupil progress can be best planned for.

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SUPPORT
SUPPORT FOR CHILDREN WITHIN SCHOOL
At Barlow Hall we aim to support all children in reaching their full potential. We will do this by assessing all childrens needs and providing the curriculum that will best support their learning and by removing all Barriers to Learning. We work closely with a number of outside agencies in order to provide this support.
SPECIAL EDUCATIONAL NEEDS (SEN)
Barlow Hall Primary School actively supports the principle of full participation of all pupils in the curriculum, including those children with special educational needs. At any one time up to 35% of our children may experience special educational needs at some point in their school career. These needs may take a range of forms including: Learning Physical & sensory Emotional & behavioural For many children these difficulties may be temporary and can be addressed by the class teacher, with support from home. The team of professionals at Barlow Hall Primary school ensure that all lessons are kinaesthetic, aural and auditory in order to support childrens preferred style of learning. However for some children these difficulties may require support from outside professionals. The School has regular meetings with parents/carers in order to work in partnership to support childrens individual learning programmes. The school has a designated Inclusion Co-ordinator who oversees the implementation of a range of programmes to best support the needs of our children. The Inclusion Co-ordinator has regular contact with parent/carers with a range of outside agencies to ensure clear communication and that childrens individual needs are met.

CHILDREN WITH DISABILITIES

The School Building was designed and built in 1931; this means that the school has limited facilities and is not barrier free. However, we do have an Accessibility Plan that we are in the process of implementing. The Head Teacher would welcome parents/carers of children with physical/sensory disabilities to approach the school in order that appropriate arrangements can be made for admission.

CHILD PROTECTION
The School undertakes its duty of care for the safety and well being of our children at the core of our work. We will endeavour, if possible, to inform parents/carers of any concerns as they arise. We will actively work with parents and outside agencies, if appropriate, to support the well being of the children which we work with. We do, however, have a duty to refer to outside agencies, if necessary, any issues that we may feel place children in danger.

LEARNING MENTORS
The school employ Learning Mentors in order to remove any potential barriers to learning that children may experience. For example, the Learning Mentor works closely with the School Attendance Service to support children in reaching their target for Attendance & Punctuality. They may also deliver specific Social & Emotional Learning Programmes to support children who may be experiencing difficulties in these areas.

ENQUIRIES & COMPLAINTS

If parents/carers have any concerns regarding their childs education or well being they should initially approach the class teacher. If they are unhappy with the way in which the problem has been dealt with or they feel that the problem has not been resolved parents/carers should make an appointment with the Head Teacher or Deputy Head Teacher. In the unlikely event that you remain dissatisfied with the school you should write to the Chair of Governors at the school giving full details of your problem or grievance.

ENGLISH AS AN ADDITIONAL LANGUAGE

The School values & celebrates our diverse School Community. A number of our children speak more than one language. We actively celebrate dual language through display and resources. Children are actively encouraged to use their home language within school whist being supported by the teaching staff to develop their acquisition of English. Research demonstrates that by using their first language children will acquire English more successfully.

TEACHING ASSISTANTS
The School employs a number of Teaching Assistants who undertake a range of roles within school. For example the School delivers a number of intervention programmes to support childrens learning which are delivered by well trained Teaching Assistants.

EVERY CHILD MATTERS

As stated in our mission statement we endorse fully the five outcomes of Every Child Matters through our curriculum and the support that we provide for our children Achieve economic well- being Make a positive contribution Enjoy and achieve Be healthy Stay safe

THE SCHOOL NURSE

The School works in partnership with the School Nurse to ensure that all our children remain healthy and safe. Regular Health Screening takes place and the School Nurse is available to deal with any health concerns that parents may have.

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SUPPORT
CHILDRENS SAFETY IN SCHOOL
The following procedures will need to be followed in order to support our childrens safety.
UNIFORM AND JEWELLERY
Children are expected to wear school uniform at all times. It is important that long hair is tied back and that jewellery is in line with school guidelines. Small stud ear rings and watches are permitted. It is important that children do not wear chains, rings and large hoop ear rings which could result in injury. Any jewellery that is considered unsafe will be removed and returned to parents/carers at the end of the school day School uniform is available from the school office.

MEDICATION
This school has a policy for administration of medicines. The school is not legally required to administer medicines, however, in consultation with the Head Teacher, reasonable adjustments will be made to enable children with medical needs to participate fully in all areas of school life. Parents must contact school and complete the medication form, before any medicine can be administered.

VISITORS IN SCHOOL
All visitors are requested to report to the main office and to sign into school. It is also important that parent/carers who come in to school to escort or collect children during school hours that is not at the usual start or finish times. report to the school office to sign children in or out.

ACCIDENTS IN SCHOOL
In the case of an accident all members of staffs first course of action is to reassure the child and to ascertain the level of injury. If your child has an accident in school the class teacher will inform you of the nature of the accident and the course of action taken. In cases of bumps to the head you may be telephoned or you will receive a letter depending upon the severity of the incident.If your child requires medical attention or is still unwell after a period of time we will telephone parents/carers to come into school. Therefore it is vital that we have up to date contact telephone numbers.All accidents are documented in line with Manchesters agreed procedures.

ABSENCE FROM SCHOOL

It is important that parents/carers telephone to inform school if their child is going to be absent informing us of reason. Our Learning Mentor will be making home phone calls and tracking all absences. Parents/Carers will be contacted directly if attendance or punctuality are an area of concern.

We feel part of a team in our school uniforms

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Enjoyment
A childs primary education is a critical stage in his/her development. We are committed to excellence in teaching and learning. Children need to experience the joy of discovery, enquire, be creative, solve problems and develop their confidence as learners. We have a duty to ensure that our children become effective and enthusiastic learners. Children have regular opportunities to make use of their literacy, numeracy and ICT skills through our schools curriculum to enrich and excite their learning. We listen to our children, we find out what helps them to learn and achieve. We listen to our parents, who know what makes life at school enjoyable for their children. We learn how to learn. Celebrations take place regularly at Barlow Hall. We celebrate all levels of achievement in a wide range of different areas for both children and adults. School events help provide a sense of community. We have an active annual calendar from parties to discos, sporting events and community events. Trips are planned for all year groups. These may be walks to the local Water Park or residential trips to the Lake District. Our school has clubs running throughout the year at lunchtime and after school. Some are run by staff and there is no charge, others have a weekly charge. Home Learning is an important aspect, learning doesnt just happen at school. We provide additional opportunities through homework. Please keep us informed about your childs other interests and hobbies. Our reading and homework diaries will provide support for learning at home. The supportive relationships our children develop with adults within school are one of the key ways in which we ensure children enjoy coming to Barlow Hall.

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Success
OUR SUCCESS IS OUR CHILDRENS SUCCESS
We work hard to improve our children's attainment and achievements. We are a quickly improving school under a leadership team formed in 2005. We are committed to school improvement. We regularly focus on the best ways to increase our children's learning productivity. We make sure that our children experience a range of learning contexts, including whole class, group and guided work and paired and individual work across the whole curriculum. Our staff have a range of teaching strategies to ensure our children's different learning styles are catered for. Our children's diverse backgrounds and individual interests are supported within our schools curriculum. We are continually looking for ways in which we can improve. At Barlow Hall our children's success is not measured just in league tables. We recognise success in its widest form. Our children are citizens of the twenty first century who learn how to relate with each other, adapt to an ever changing world and make the very best of their individual gifts and talents.

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