Emmer Green Primary School Prospectus 2013-2014

Emmer Green Primary School
School Prospectus 2013 - 2014
Sowing the Seeds of Success
Contents
Welcome to the School Our School vision Teaching Staff and Class set up Our Curriculum Long Term Plans for each year group Approach to Reading Pupil Premium Rights Respecting School Behaviour Charter Student Leadership 2012 2013 Results Governors PTFA Extra Curricular Opportunities Policies Special Educational Needs More Able and Talented Behaviour and Discipline Anti- Bullying Policy Admission Agreements
OFSTED Report - http://goo.gl/LhMw5
Welcome to Emmer Green

I am very pleased and proud to welcome you to Emmer Green Primary School where children are happy, confident and very willing to learn. The team spirit, drive and enthusiasm of the staff is outstanding. We pride ourselves on our one team approach. Teachers are passionate with a strong belief in being lifelong learners who continuously develop their own subject knowledge. Non teaching staff play an equally crucial role in the learning and progress of our children. The admin team are essential in welcoming and supporting the organisation of the school. We are not complacent where standards are concerned and we set ambitious targets for every child. Our results over time show that progress is excellent. The environment, high quality resources and learning opportunities are fantastic to meet the needs and aspirations of our children. We have very high expectations and provide challenging lessons. The curriculum is exciting because of the learning opportunities we create. We have themed days and weeks built in to the school year and ensure that every child will experience at least two trips every academic year including the whole school to the pantomime! We dress up and re-enact periods in history to bring learning alive. Pupil feedback confirms that these are the experiences our children cherish and remember. We are an inclusive school and tailor the curriculum to suit children of all abilities from the most able to pupils with high level needs. Emmer Green Primary School is a community school and we are a close family of staff, children, parents, governors, PTFA and local community. Visitors to the school are always complimentary of our ethos and working environment. Visits are warmly welcomed so dont just take our word for it.
Tonia Crossman Headteacher
Our School Vision
At Emmer Green Primary School we aim to create a happy, secure atmosphere which encourages self-confidence, co-operation and self-discipline. Emphasis is placed on caring for others and on respect for both people and property.
Our mission is to provide a happy, united school where all reach their potential in a supportive, respectful and stimulating environment
Sowing the seeds of success
Teaching Staff
Mrs Tonia Crossman Miss Aimee Crofts Mrs Claire Waite Mrs Stephanie Williams Miss Heidi Tegg Mrs Jennifer Wells Mrs Kirsty Walls Miss Hannah Watt Mrs Elizabeth Winfield / Mrs Stephanie Williams Miss Catie Fenner Miss Heather Maddock Miss Shona Ross Miss Hayley Crombie Mrs Katie Hughes / Miss Stephanie Hood Mrs Sarah Phelps Jones Miss Natalie Mitchell Mrs Sarah Phelps Jones / Mrs Sara Gater Headteacher Deputy Headteacher Deputy Headteacher Foundation Stage and Year 1 Team Leader Foundation Stage FHT Foundation Stage FJW Year 1 Year 1 Year 1 Year 2 Year 2 Year 2 Year 3 Year 3 1KW 1HW 1EW 2CF 2HM 2SR 3HC 3KH
Year 3 and 4 Team Leader Year 4 4NAM Year 4 4SPJ
Miss Nichola Mullins Mrs Linda Bibby Miss Michelle Rogers Miss Kara McManus Miss Nichola Mullins
Year 5 and 6 Team Leader Year 5 5LB Year 5 5MR Year 6 Year 6 6KM 6NM
Miss Heather Roberts Mr Paul Gillespie Mrs Clare Mayo Mrs Susan Barry
Special Educational Needs Reading Recovery Teacher Specialist Music Teacher MFL teacher
Our Curriculum
At Emmer Green Primary School, we provide a curriculum which is exciting, creative and challenging. We engage all children in learning through an inspiring and cross curricular approach to our teaching. We follow the National Curriculum which sets out programs of study for the all the subjects. Core subjects are English, Mathematics, ICT and Science and non core subjects are; Art, Design and Technology, Geography, History, a modern foreign Language French, Music, Religious Education, Physical Education and Personal, Social and Health Education. Core subjects such as Literacy and Mathematics are taught daily to the children in a variety of different ways to ensure all learning styles are catered for and challenged. In addition to this, we have a maths and literacy week each year which aim to inspire the children further in these areas and to put what they are learning into context, some past themes include: Literacy Superhero week Shakespeare Festival Film week Mathematics Emmer Green Village The Zoo London Science is taught practically where possible. In science, children learn to explore, explain and understand the world in which they live. Great emphasis is placed on caring for and protecting the environment. Good use of the school grounds is made to reinforce such learning. ICT is an integral part of the childrens learning at Emmer Green. Although the children have a designated ICT lesson where skills are taught and practised, ICT is used in all other areas of the curriculum to help bring the curriculum alive and engage the children. Foundation subjects are taught throughout the week in a number of different ways. One such approach is topic based, where children learn about a topic such as The Romans in a number of different subject areas such as History, Art and Design and Technology. On the following pages you will find the topics covered at Emmer Green.
Some topics are supported by an inspirational dress up themed days, where drama is used to relive historical experiences and create a buzz around learning. In addition, we also have a number of specialist teachers in school. We have French teacher who teaches French in Year 3 upwards for 40 minutes a week and cooking teachers who take small groups to the cooking room to cook and bake a range of foods to share with the rest of the class or take home. The complexity of the food they cook increases as they progress through the school. The Foundation stage start with simple baking but by the end of Year 6 the children design and cook a three course meal for a teacher. We are also very proud of the Music we offer at Emmer Green, as well as having a dedicated music teacher, we offer a range of extra opportunities to learn an instrument and sing in a choir. We also have a school orchestra.
Long Term Curriculum Plans Year A

Foundation Term 1 Under the Sea Term 2 Celebrations Term 3 My Heroes Term 4 At the Farm Term 5 Space Term 6 Mini-beasts
Year 1 and 2 Term 1 Movement Term 2 Night and Day Term 3 Materials Term 4 Our World Term 5 Growing Term 6 Out and About / Mini-beasts Mini-beasts
Kings and Queens
Norway
Great Fire of London
Our School
Grace Darling
Year 3 and 4 Term 1 Term 2 Romans Term 3 Term 4 Term 5 Term 6 Plant World
Home and Away
Romans
Home and Away
Animal World
Year 5 and 6 Term 1 Term 2 Term 3 Space Term 4 Jamaica Term 5 Term 6 Reading
Britain Since the 1930s
Long Term Curriculum Plans Year B (Current Year 2013-2014)

Foundation Term 1 Under the Sea Term 2 Celebrations Term 3 My Heroes Term 4 At the Farm Term 5 Space Term 6 Dinosaurs
Year 1 and 2 Term 1 Movement Term 2 Night and Day Term 3 Materials Term 4 Our World Term 5 Growing Term 6 Out and About / Dinosaurs Dinosaurs
Kings and Queens
Norway
Great Fire of London
Our School
Grace Darling
Year 3 and 4 Term 1 Term 2 Tudors Term 3 Term 4 Term 5 Term 6 Plant World
Around the world
Tudors
Around the world
Animal World
Year 5 and 6 Term 1 Term 2 Victorians Term 3 Term 4 Aztecs Term 5 Term 6 Earth Studies
Our Approach to Reading

How is reading systematically taught at Emmer Green Primary School? Foundation Stage The Letters and Sounds scheme is used for a daily 15 minute phonics session. This is used throughout KS1 to ensure a systematic and comprehensive programme of learning. Jolly Phonics songs are used to supplement Letters and Sounds planning. Lessons all aim to address different learning styles i.e. kinesthetic, auditory and visual learners. Children are streamed into phases for phonics to ensure there is appropriate challenge and support. Children are tracked and monitored throughout phonics lessons to ensure they move on when ready. Planning is shared with all staff to ensure opportunities are created to apply phonics in guided writing or shared reading sessions in Literacy. Books are banded into colours to ensure that they match the childs reading level. Children are assessed using Benchmarking; this ensures children progress onto the next band of reading books when they are ready. Guided reading is timetabled daily: books are also colour banded to ensure this allows opportunities to apply the sound covered in phonics lessons. 1:1 reading with the teacher or Nursery Nurse or Learning Support Assistant occurs at least once a week. Colour banded books are sent home twice a week with opportunities for parents to hear their child read and comment in the reading record book. Staff including Nursery Nurses and Learning Support Assistants are trained to teach letters and sounds. Staff are all trained to teach guided reading. A Reading Evening is offered to parents during the first term to explain the systematic teaching of reading.
KS1 The Letters and Sounds scheme is used for a daily 20 minute phonics sessions. This is used throughout KS1 to ensure a systematic and comprehensive programme of learning. Lessons all aim to address the different learning styles i.e. kinesthetic, auditory and visual learners. Children are streamed into phases for phonics to ensure there is appropriate challenge and support. Children are tracked and monitored throughout phonics lessons to ensure they move on when ready. Planning is shared with all staff to ensure opportunities are created to apply phonics in guided writing or shared reading sessions in Literacy. Books are banded into colours and matched to the childs reading level. Children are assessed using Benchmarking; this ensures children progress onto the next band of reading books when they are ready. A daily Reading Recovery programme is offered to selected children by a specialised accredited Reading Recovery teacher. Guided reading and independent reading is timetabled daily Colour banded books are sent home twice a week with opportunities for parents to hear their child read and comment in the reading record book. Staff including Learning Support Assistants are trained to teach Letters and Sounds. All staff are trained to teach guided reading. A Reading Record book is used to comment on reading progress but also to communicate and encourage reading at home. Every classroom is equipped with a well stocked book corner
KS2 Year 3 phonics programme incorporating catch up for children in phase 5 Guided reading and independent reading is timetabled daily with independent readers and use of banded books where necessary Well-resourced guided reading collections for each year group Intensive reading for children requiring extra support Reading Recovery style intensive programmes for children requiring intervention Mentor texts timetabled for whole class book talk and reading activities Literacy units begin with reading activities related to genre to ensure good understanding of the texts Buddy Reading for Year 4 provided by Higher ability Year 6 readers Level 6 Reading club to study texts and understand answering questions to include sufficient detail and reference to the texts Reading records for children in Year 3 & 4 are used to comment on reading progress but also to communicate and encourage reading at home Reading record for children in Year 5 & 6 are to keep a record of their personal reading and for parents listening to reading at home The Junior library provides a range of fiction and non-fiction books and is run by our trained Year 5 librarians Year 6 pupils independently run Book clubs to study a chosen text Every classroom is equipped with a well stocked book corner
The Pupil Premium

The Pupil Premium is a fund allocated to schools to support children who are eligible for free school meals. Schools are expected to spend this premium to raise the attainment of these pupils. During the academic year of 2012 2013 we had 37 children entitled to benefit from this funding, below are just some of the ways we used the premium at Emmer Green Primary School Reading Recovery Program Every Child a Counter Program One to One tuition Extra adult support during lessons Intensive catch-up sessions with a Teacher / Learning Support Assistant Emotional Literacy Sessions Emotional Well Being Development Worker sessions
As a result of these inventions these children made the following progress during the academic year Progress Reading Expected or Exceeding Exceeding Expected or Exceeding Exceeding Expected or Exceeding Exceeding Number of children 27 13 30 17 23 11 % 73% 35% 81% 46% 62% 30%
Writing
Maths
Rights Respecting School

We have been recognised as a school who is working towards the Rights, Respecting Schools Award Will Jackson, from Unicef visited the school and spoke to members of the School Council and Eco Team. We were then awarded a 'Record of Commitment' certificate The award (RRSA) recognises achievement in putting the United Nations Convention on the Rights of the Child (CRC) at the heart of a schools planning, policies, practice and ethos. A rights-respecting school not only teaches about childrens rights but also models rights and respect in all its relationships: between adults and pupils, between adults and between pupils. We started our journey by each class creating their own whole class charters. Each charter is different, but they all contain rights selected from the charter which are agreed to be most important for that class. Each class is individual; therefore the charters are meaningful to them. At Emmer Green we are very proud of our class charters and understand that with our rights, come responsibilities.
Behaviour Charter
At Emmer Green Primary School we have:
The right to The right to The right to The right to The right to
be educated be healthy be treated fairly be heard be safe
Therefore we have the responsibility of: Being polite and respectful to adults Being kind to other children Trying to solve arguments in a calm way Respecting things that we own or belong to others Acting quietly around school Behaving sensibly and safely at playtimes Looking after the school and its grounds We understand that with rights, come responsibilities.
Student Leadership
At Emmer Green we believe strongly in the importance of developing leadership skills in our children, we therefore have a number of student led groups which aim to support other children at Emmer Green and share ways in which we as a school can improve. Below are statements from our student leaders describing their roles and responsibilities within the various groups. Our Buddy System
A buddy means looking after Foundation Stage children and comforting and helping them every day. Only Year 5 and 6 children have the privilege to be a buddy. Being a buddy is a big responsibility and you have to be able to put your buddy before yourself. Every day we put on a big smile and help our buddies get sorted in the morning. At break and lunch time they usually play with their friends but we are there for them if they need us. We havent just done stuff for the younger buddies; the younger buddies have done stuff for us. Big or small the younger buddies help us everyday. If we are having a bad day the younger buddies can always cheer us up. Also the younger buddies have invited us to special occasions because they feel that they can trust us. It is important for them to have an older buddy so that they can trust older students when their buddies have left for secondary school. It is also important for the younger buddies to develop a relationship with lots of people throughout the school. The Foundation Stage teachers organise terrific events for us to do together. Also the Foundation Stage teachers are so great that at some break and lunch times thats all the younger buddies can tell us about. Some of the activities the Foundation Stage teachers organise are clay, drawing, making necklaces and many other wonderful things. Everybody loves being a buddy!
School Council
Here at Emmer Green, we have a very strong school council that work together to make this school a better place. We organise and hold school events, put together interesting activities for our classmates and raise money for the school. The council consists of a boy and girl from each year, with the older children leading the younger children in coming up with ideas and taking part in meetings. We are very devoted to our jobs and meet every week to discuss future events or issues appearing in the school. We plan something for almost every occasion and always have an idea to spare. The whole council are very friendly and helpful, and always try their best to make everyones lives at Emmer Green a whole lot more enjoyable.
Eco-Team
We are an action team that help to make the school more eco friendly. We promote our eco rules by turning off lights when we leave the classroom and we save unwanted paper and use it for scrap. We keep all our eco rules around the school so everyone can help to make the school greener. We have an eco code that we made up ourselves: We are the eco warriors, our job is to keep the school green. Planting and weeding, recycling and cleaning, lets all work together as a team! We want everyone in the school to think about the environment and make Emmer Green Primary School a better place to be.
Digital Leaders
We are the IT specialists at Emmer Green! We help lead ICT within the school, we run assemblies on E-safety, run ICT clubs at lunchtimes and afterschool, train the teachers and children on how to use new software and equipment, try out new ideas and decide if we should use it in the classroom and trouble shoot IT issues. It is our goal to make IT even better at Emmer Green!
2012-2013 Results
Foundation Stage
Good Level of Development achieved*
54%
*Children are defined as having a good level of development at the end of Foundation Stage if they achieve at least the expected level in the Early Learning Goals in all aspects of Personal, Social and Emotional, Physical Development, Communication and Language, Mathematics and Literacy.
Maths Early Learning Goal achieved or exceeded 83%
Reading 83%
Writing 63%
Key Stage 1 These tables show the percentage of Year 2 children achieving levels in the Teacher Assessment KS1 SATs in 2012. A 2b is considered to be average at the End of Key Stage 1 A Level 3 is considered to be above average at the End of Key Stage 1 Maths 97% 90% 58% Reading 95% 92% 63% Writing 93% 85% 30%
Level 2 Level 2b+ Level 3
Key Stage 2 These tables show the percentage of Year 6 children achieving levels in the Teacher Assessment KS2 SATs in 2013. A Level 4 is considered to be average at the End of Key Stage 2 A Level 5 and above is considered to be above average at the End of Key Stage 2 A level 6 is considered to be average at the End of Key Stage 3 (Year 9)
Maths Level 4+ 95%
Reading 97%
Writing 97%
Level 5+
46%
58%
53%
Level 6+
9%
2%
0%
*Children making expected progress
94%
91%
100%
*2 Levels of progress since Key Stage 1
Governors at Emmer Green

The Governing Body at Emmer Green is responsible for the strategic direction of the School, working closely with the Head Teacher and her Senior Leadership Team. The Governing Body meet at least five times a year and consists of the Head Teacher, two teachers, one non-teaching member of staff, four parents, three local education authority representatives and three Community governors. Each governor holds office for four years. In addition to full Governing Body meetings; Finance, Premises and Curriculum committees meet on a regular basis. Parent governors are parents of registered pupils and are elected by parents of children at the school by secret ballot. Our Governing Body is led by the Chair, elected by the Governing Body from within its membership. The Chair is supported in their work by the Vice Chair. The Governing Body at Emmer Green has three key roles, namely; Strategic As a Governing Body, we set the general direction of the school, looking at how it should best develop. This is done by reviewing and agreeing policies, targets and priorities and monitoring and reviewing aims and objectives. In this area, we consider the following; Ensuring the school has clear aims and values that are supported by the whole school community. Ensuring there is evidence of this in the day to day running of the school. Focus on raising standards of achievement, establishing high expectations and promoting effective teaching and learning so that every pupil achieves their full potential Decide with the Head Teacher, staff, pupils and parents the direction of the school development planning progress. Ensure that the resources the school receives are directed to the schools priorities as determined in the School Improvement Plan (SIP). Help to set and review the policies that provide a broad framework within which the Head Teacher and staff should run the school. Ensure that there are systems in place to monitor progress toward targets and gather Emmer Green Primary School Sowing the Seeds of Success
evidence accordingly. Use the evidence to review progress against targets to see whether policies and practices are effective. Check on the schools achievements and progress over time and in comparison with similar schools. The Governing Body should be one of the key players in the school improvement planning process. Governors should be involved in the review of the SIP and drawing up of plans for the coming year. Critical Friend As a Governing Body, we work with the Head teacher and create a clear understanding of the challenges faced in managing the school. We are able to question and challenge. In this area, we consider the following; Recognising and celebrating the achievements of the school Recognising where the school is not achieving as it should Providing support and encouraging strategies to bring about improvement Striking an appropriate balance between supporting and challenging. The role of critical friend involves monitoring and evaluating how the school is progressing. The governors at Emmer Green have built a trusting relationship with the Headteacher and staff in order to achieve this. Monitoring means: Evidence gathering to show progress has been made towards agreed targets. Using the SIP to know the actions to be taken and the outcomes expected. Asking questions about progress and challenging to ensure objectives are met. Making judgements about results Ensuring action is taken once concerns are identified. Using a search analysis of pupil achievements to provide a focus for the evaluation of teaching and learning. It is not our role to make judgments about teachers. It is, however, the role of the governors to ensure that monitoring of teaching takes place and the necessary actions are taken to develop and support the quality of teaching.
Accountability A school is a business and its stakeholders are the pupils, parents and the local community. As a Governing Body we have a professional attitude and use our collective skills to benefit all stakeholders. We gather views, ask questions and decide what is best for the school. We are answerable to parents and the wider community. We have a general responsibility for the conduct of the school with a view to promoting high standards of educational achievement. This gives rise to a wide range of specific responsibilities which in turn requires us to establish a range of procedures. In this role, we; Are required to conduct ourselves with a view to promoting high standards of educational achievement. Have the right to discuss, question and refine proposals while respecting the professional roles of the Head Teacher and other staff, and their responsibilities for the management of the school. Are prepared to account for the schools performance and to explain its decisions and actions to anyone who has a legitimate interest.
Named Governors 2013 2014

Chair Mr G. Roberts Vice Chair Mr J. Miller LA Nominated Mr R. Willis Mrs A. Hendry Mrs A. Smith
Community Representatives Mrs A. Grashoff Mr G. Roberts Mr J. Miller
Head Teacher Mrs. T. Crossman Staff Miss A. Crofts Mrs C. Waite Mrs. J. O'Riordan Parents Mr J. Cowles Mr P. Greenham Mrs S. Power Mrs K. Trigg
PTFA
PTFA stands for Parents, Teachers and Friends Association and is made up of parents who have children at the school, but also, as the name suggests, the teachers, staff and other friends of the school. We care about the school and recognise the excellent job the teachers do. However, as with most schools, there are not sufficient funds for the school to do or buy everything it needs, and certainly no spare cash for luxury items such as extra books and computers, as well as playground games to name but a few. We run a range of on-going fundraising activities, such as spendandraise.com and the School Lottery (50 Club). We hold several major events each year, including a Barn dance in October and our successful Christmas and Summer Fayres. We are also responsible for organising and planning: Junior Discos Bags 2 School collection - send your clothes jumble, soft toys and any textiles to school on nominated collection days. The school will receive money in return for these items which are then recycled. Secrets Room - On nominated days pupils are invited to purchase gifts for Mothering Sunday and Christmas Christmas Shopping Evening. Local small retailers come into school and parents are invited to purchase an entry ticket to browse/purchase items. Ice Cream Sales Second Hand Uniform Sales - Throughout the year PTFA members organise second hand uniform sales for parents either to purchase or donate grown out of clothes. By organising events throughout the year, the money raised by the PTFA make a real difference to your child's school experience at Emmer Green.
Extra Curricular Opportunities

At Emmer Green, we have a strong tradition of providing a variety of exciting clubs which enhance our childrens learning. These clubs are run by external coaching companies, staff or parents and usually take place after school. Every year group is offered at least three clubs each year, except for Foundation, who are offered clubs in terms 5 and 6. In 2012-2013, these are the clubs our children participated in: Sports Basketball Fencing Football (school team) Football Gym Handball Hockey Kwik Cricket Multi Sports Netball (school) Swimming Gala Team Tag Rugby Tri Golf Arts Adventure Club Circus Skills Dance Musical Theatre Scottish Highland Dancing Spy Club Street Dance ICT Digital Leaders
Pupil Led
Art Club Reading buddies Digital leaders Animation Librarians
Music
African Hand Drumming Choir Orchestra Recorders
Core subjects
Creative Writing (school) Creative Writing (More Able &Talented) Discovery Club Maths Club (school)
Other Clubs
Bikeability French Librarians (school)

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Emmer Green Primary School

School Prospectus 2013 - 2014