About Feering Primary
To inspire in every child a love of learning and the confidence to explore, grow and achieve as individuals.
At Feering Primary School, we work hard to ensure that all children enjoy learning. We believe that children learn best when they are engaged, motivated and interested and when they are given the correct support and challenge in order to reach their potential. Our six learning behaviours lie at the heart of our school and our curriculum and interweave our core Christian values:
- Work hard and concentrate
- Respect yourself and others
- Try new things
- Don’t give up
Thank you for our happy school,
For friends and family and all who care for us,
Keep us safe and loving
And give us the courage to face our fears.
We thank you for our world;
the leaves, the birds and the trees,
Lord hear our school prayer,
As a Church of England School, we have regular services at All Saints Church, Feering which include the Harvest Festival, Mothering Sunday Service, Easter, KS2 Carol Service and Christmas celebrations. Father Simon Garwood also conducts 3/4 whole school assemblies per term.
Executive Head Teacher: Mrs B Gough
Head of School: Miss S Price
Assistant Head: Mr B Sutcliff
Senior Leadership Team: Miss S Price, Mrs I Jones, Mr B Sutcliff
Mrs I Jones
Mr R Lee
Mr B Sutcliff
Miss I Middleton
Miss Emma Collins
Mrs Frances North
Mrs S Rowe (SENCo)
Mrs S Jackson
Mrs S Sharp
Mrs B Crockford
Mrs J Gardiner
Mrs A Scillitoe
Mr J Nichols
Mrs H Phillips
Mr C Taylor
Mr D Bass-Richards
Mrs G Powell
Ms E Stephens
Mrs G Bass
Mrs N Barnes
Ms T Bass
Mr D Bass-Richards
Preparing Children for Life in Modern Britain at Feering C of E Primary School
At Feering C of E Primary School we take very seriously our responsibility to prepare children for life in modern Britain. We ensure that the fundamental British Values are introduced, discussed and lived out through the ethos and work of the school. All curriculum areas provide a vehicle for furthering understanding of these concepts and, in particular, our RE, PSHE and Citizenship lessons provide excellent opportunities to deepen and develop understanding. Children embrace these concepts with enthusiasm and demonstrate a good understanding of their application to their own lives.
The school makes considerable efforts to ensure children have exposure to a wide experience beyond their local community during which these concepts are shown, through for example, sporting events, a range of visits and use of outdoor education centres. Their strong rooted values-based understanding gives them an excellent platform for embracing difference.
Key contacts within the School:
The Designated Person for Child Protection is: Miss S Price
The Deputy Designated Person for Child Protection are: Mrs I Jones
In KS2, we will primarily organise mixed classes based on age but we will take into consideration any individual, *exceptional circumstances.
* These are likely to be linked to Special Educational Needs/Able, Gifted and Talented (where identification of these needs has been supported by school based assessments).
The NCA’s CEOP Command is here to help children and young people. We are here to help if you are a young person and you or your friend (up to age 18) has been forced or tricked into taking part in sexual activity with anyone online, or in the real world. We also have advice and links to support for other online problems young people might face, such as cyberbullying and hacking. Visit our Safety Centre for advice and to report directly to CEOP, by clicking on the Click CEOP button.
Information from our E-Safety for Parents workshop on Wednesday 25th April 2018
At Feering we are committed to a thematic, topic-based approach to learning. Using the new National Curriculum 2014, teachers plan engaging units of work with cross-curricular links which encourage pupils to apply their skills in a range of interesting contexts. Every year, children will take part in a key stage topic and a whole school topic. English and Maths are taught daily and PE lessons take place at least twice a week. We use ‘Letters and Sounds’ and ‘Jolly Phonics’ to teach phonics and the Oxford Reading Tree reading scheme.
Key Stage One Curriculum Overview
|Year 1||Parts of a plantIdentify/compare animalsParts of the bodyIdentify and name materialsProperties of materialsCompare and classify materials.||Changes within living memory.Events beyond living memory that are significant nationally or globallyThe lives of significant individuals in the past who have contributed to national and international achievementsSignificant historical events, people and places in their own locality.||Use voices expressively and creatively by singing songs and speaking chant and rhymes.Play tuned and untuned instruments musically.Listen with concentration and understanding to a range of high-quality live and recorded music.Experiment with, create, select and combine sounds using the inter-related dimensions of music.||UK countries and capitalsWeather and climateAerial photographsBasic geographical vocabularyFieldwork and observational skills
|StructuresLeversFood Technology||Use experiences and ideas as inspiration for artwork.Use drawing, painting and sculpture to share ideas.Develop techniques in colour, line, formLearn about the work of artists and designers.||GymnasticsDanceAthletics GamesTeam GamesStriking GamesBall Skills|
|Year 2||Forces and movementLiving things and their habitatsPlantsAnimals (inc. humans)Use of everyday materials||World continents and oceansCompare/contrast small area of UK with non- European countryWeather and climateMaps, atlases globesCompass directionsFieldwork and observational skillsGeographical vocabulary||VehiclesTextilesFood Technology|
Key Stage Two Curriculum Overview
|Class 4||PlantsAnimalsRocksLight and SoundForces and MagnetsStates of matterElectricity||Each year children study a Key Stage Two History topic (on a 4 year rolling programme):Year A: RomansYear B: British HistoryYear C: Ancient CivilizationYear D: Ancient GreeceIn addition, each class studies a period of history on a 2 year rolling programme.Class 4:Stone Age or Anglo-Saxons||Play and perform in solo and ensemble contexts.Use their voices and play musical instruments with increasing accuracy, fluency, control and expression.Improvise and compose music for a range of purposes using the inter-related dimensions of music.Listen with attention to detail and recall sounds with increasing aural memory.Use and understand staff and notations.Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.Develop an understanding of the history of music.||Locate world’s countries Understand geographical similarities and differences, through a study of human and physicalgeography of a region or area of a European countryWater cyclePhysical geography – climate zones and biomes (e.g Tundra) and vegetation beltHuman geography settlements||PneumaticsStructuresFoodTechnology||Use experiences and ideas as inspiration for artwork.Develop and improve mastery of techniques in colour, line, form.Learn about the work of artists, architects and designers.Develop and share ideas in a sketchbook and in finished products.||GymnasticsDance and performanceIndoor Training and Personal Fitness ProfileTrack and FieldAthleticsCompetitive invasion skillsStriking and FieldingSwimmingOutdoor and Adventurous Activities|
|Class 5||Living things and their habitatsAnimalsProperties and changes of materialsEarth and SpaceForces||Vikings or local study||World’s countries focus on North and South AmericaUnderstand geographical similarities and differences, through a study of human and physicalgeography of North and South AmericaUse eight point compass, 4 figure grid references, symbols and keys (OS maps)Rivers and mountainsHuman geography, land use||ElectricityMoving ToysFood Technology|
|Class 6||Living things and their habitatsAnimalsEvolution and InheritanceLight and SoundElectricity||History of interest to pupils or non-European society||UK countries geographical features (changes over time)Geographical zones of the world (location and significance of)Understand geographical similarities and differences, through a study of human and physicalgeography of a region or area of the UKUse eight point compass, 4 figure grid references, symbols and keys (OS maps)Volcanoes and earthquakesTrade links, distribution of natural resources including energy, food, minerals and water supplies||Controllable VehiclesTextilesFood Technology|
At Feering Primary School we use Read, Write Inc. to help our children learn to read in Reception, Year 1 and Year 2. Read, Write Inc is a proven and effective approach whereby children are taught to read using phonics and strategies to develop their reading comprehension.
The school uses an eclectic mix of banded reading age books as part of the reading scheme including Oxford Reading Tree, Collins, Snapdragon and Fireflies.
KS2 SAT results for 2017
This is the second year of the more challenging testing regime at the end of KS 2. These tests are designed to test the outcomes of the 2014 Curriculum, therefore current the year 6 group have not been taught to this level for the whole of their KS2 learning journey.
We are delighted to announce combined outcomes for those reaching the expected standard have improved this year on last year’s results. They reflect favourably when compared to last year and the national picture in most areas and we are, once again, immensely proud of our leavers.
- Reading: 77% – above national average (71%)
- Writing (TA): 73% – just below national average (76%)
- GPS*: 82% – above with national (77%)
- Maths: 91% – above national average (75%)
The national average for achieving the national standard in Reading, Writing & Maths combined was 61%.
The proportion of pupils at Feering who achieved the national standard in Reading, Writing & Maths combined was 68%.
In 2016 the combined result was 55%. A 13% rise on last year, congratulations to the Y6 staff and pupils from the whole school community!
* Grammar, Punctuation and Spelling
Key Stage Results 2016
Please click the link below:
Key Stage Two Results 2015
|Level 4+||Level 5+|
Please click the link below which will take you to school performance tables:
Pupil Premium (PP) Funding report 17-18
The school will receive £13,200 from the Local Authority referred to as Pupil Premium funding. This is intended to improve the outcomes for pupils from low-income families who have at some point in the past six years qualified, although not necessarily claimed free school meals. Some of this budget will be held for opportunities that arise during the year and support any strength or weakness of our PP group. These pupils are tracked weekly to allow us to follow any needs as soon as possible. This tracking is carried out by class teachers and monitored by the HT and PP Champion, Irene Jones.
Feering Primary School is committed to ensuring this funding is used to maximum impact for qualifying pupils. This means narrowing the achievement gap observed nationally. How we decide to spend this money is influenced by our own evaluations and educational research, such as the Sutton report (reviews the impact of key approaches designed to improve pupil achievement, both progress and attainment.
In 2016 – 2017 6.4% of our total pupils numbers triggered pupil premium funding. Currently 8% of our pupils receive pupil premium funding. We have fewer pupils than the average school.
Total Cost – £13,200
|Initiative||Pupils Involved||Cost||Intended Impact|
|HLTA – 15 hrs per week, including PP target work||All pupils||£7,200 – £9,180||PP children will have targeted intervention. 1 hr per day|
|Enrichment activities – subsidy||All children||£800||Will support PP’s children’s SMSC|
|Wider Opportunities – instrumental||Year ¾||£1,005||Will support PP’s children’s SMSC|
Overview of the school 2016/17
Number of pupils and pupil premium grant (PPG) received
|Total number of pupils on roll||
|Total numbers of pupils eligible for PPG||
|Amount of PPG received per pupil||
|Total amount of PPG received||
Autumn – £7920
Spring – £10560
Overview of the school 2015/16
Number of pupils and pupil premium grant (PPG) received
|Total number of pupils on roll||
|Total numbers of pupils eligible for PPG||
|Amount of PPG received per pupil||
|Total amount of PPG received||
Pupil Premium Impact 2015/2016:
2 steps 29%,
3 steps 14%,
4 steps 14%,
5+ steps 42%
3 steps 29%
4 steps 29%
5+ steps 42%
3 steps 14%
4 steps 42%
5+ steps 42%
EYFS met expected standard in most areas.
An analysis of the impact of the spend for the academic year 2015-2016 shows that:
- The teachers are aware of the disadvantaged children within classes and are making provision for needs as required.
- The disadvantaged children have engaged in a wide range of enrichment activities including a residential visit in year 6, extra- curricular clubs and additional in class support/emotional first aid.
- The disadvantaged children have responded well to the emotional support offered and generally made equivalent progress to their peers.
- The Pupil Premium children’s academic progress in English and Maths is listed above.
- In Year 6, the average scaled scores for disadvantaged children were 100+ in reading, 100+ in writing and 100+ in maths.
Nature of support from September 2016:
We run a number of interventions for individuals and groups of pupils including:
- Alpha to Omega/Ace Dictionaries
- 1 to 1 support Dyslexia – Bear Necessities
- Language for thinking
- Intervention groups in Maths and English
- Comprehension books A and B
- Emotional First Aid
- Social Skills groups
- Wellington Square
Curriculum focus of PPG spending:
Using this grant, we are able to use the strategies listed above plus provide Staff training to ensure quality first wave teaching across the school benefiting all children. ICT will be a focus this academic year as an effective learning tool. Emotional first aid will continue to be provided by trained staff. Cooking groups for children in receipt of Pupil Premium take place in KS1 and KS2 weekly supported by trained staff. Additional support staff are provided to facilitate learning. A percentage of the cost for new resources, necessary for the range of extra activities purchased, is taken from Pupil Premium funding.
Measuring the impact of PPG spending
We measure the impact of these additional interventions through our school tracking system half termly through pupil progress meetings. Interventions are carefully chosen for children by the Class Teacher and Senior Management Team in conjunction with the Special Needs Co-ordinator to ensure that children meet their full potential. The next Pupil Premium Strategy Review will take place in March 2017.
Main Barriers to Educational Achievement:
- Complex Needs
- Social Needs
- Emotional Needs
Feering Primary School
SEND School Offer
Feering Primary school welcomes children from 4 to 11 years old.
We are a small, friendly, village primary school and our school vision is:
To inspire in every child
a love of learning and the confidence
to explore, grow and achieve as individuals.
Feering Primary School values the abilities and achievements of all its pupils, and is committed to providing for each pupil the best possible environment for learning. We aim to provide a balanced and broadly based curriculum for all pupils. We recognise that many pupils will have special needs at some time during their school life. In implementing this policy, we believe pupils will be helped to overcome their difficulties. We offer specialist support for children with an Education Health Care Plan (EHCP) for social, emotional, physical and cognitive learning needs, or who are in the Early Years Foundation Stage (EYFS) and are being assessed for an EHCP.
Feering’s Seven Skills:
At Feering, the staff and children believe that effective learners are:
- Happy and confident with self-belief
- Active thinkers (enquiring, inquisitive, questioning, challenging)
- Respectful and tolerant, working together as a team
- Good communicators and listeners
- Confident to take risks, meet challenges and always try their best
- Able to take ownership and responsibility for their learning
Definition of Special Education Needs:
A child has special educational needs if he or she has learning difficulties that call for special educational provision to be made. A child has learning difficulties if he or she:
- Has a significantly greater difficulty in learning than the majority of children of the same age; or
- Has a disability which prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in mainstream schools.
Personnel Responsible for Special Needs
Mrs S Rowe is the named Special Educational Needs Co-ordinator (SENCO). She is responsible for the day to day operation of the Special Educational Needs Policy. Mrs Bacon works predominantly on Thursdays and Fridays and can be contacted on 01376 570296.
The Head of School, Miss S Price, is the named “Responsible Person”, as specified in the Code of Practice, to whom all significant queries should initially be made.
Mrs A. Scillitoe is the Senior Learning Support Assistant (SLSA).
Mrs R. Bird is the IEB member with responsibility for special educational needs.
What kinds of SEN are provided for?
Feering Primary School caters for pupils with a wide range of special educational needs and disabilities.
We are able to provide for pupils with cognition and learning needs, communication and understanding needs, physical and sensory needs and social, mental and emotional well-being needs.
What are the policies for identifying pupils with SEN and assessing their needs?
Pupil progress is monitored half termly; if a pupil begins to make slower progress than their peers and falls behind the national average their class teacher will inform their parents and targeted interventions will be put in place.
If differentiated quality first teaching and rigorous interventions do not succeed in increasing the pupil’s level of progress and the child has an emerging or identifiable learning need, they will be entered onto the SEN register.
What are the arrangements for consulting parents of pupils with SEN and involving them in their child’s education?
Parents will be made aware of their child’s rate of progress and attainment against national averages through parent consultations and a yearly report. Parents will be consulted when additional intervention is need and if it is deemed necessary for a child to be entered onto the SEN register they will be informed by the SENCo.
The SENCo will invite the parents and child to attend a One Planning meeting with the pupil’s class teacher and any other professionals working with the pupil. This will be reviewed termly.
What are the arrangements for consulting children with SEN and involving them in their education?
Where possible, pupils will be involved in One Planning meetings and will be encouraged to set their own outcomes in conjunction with their parents. They will be asked for their opinions on what educational strategies work and do not work for them, and the things that are important to them will be taken into consideration.
Where pupils are unable to attend One Planning meetings, they will be asked for their views prior to the meeting. This could be in the form of their written views, a verbal questionnaire or more simplistic picture pointing to express their liked and dislikes.
The SENCo has access to a full range of tools to involve pupils in decision making and will choose the most appropriate of these on an individual basis.
What are the arrangements for assessing and reviewing children’s progress towards outcomes and how will parents and children be involved?
Pupil progress against outcomes will be tracked using a tracking folder system. Teachers, LSAs and the SENCo will comment when a child has met or attempted to meet any element of an outcome, detailing on the context and level of support given. This information will then be used as evidence at the following One Planning meeting where achievement of outcomes will be reviewed.
Parents will be given a copy of the tracking sheets and invited to make comments on achievements noticed at home, to bring to the next one planning meeting.
What are the arrangements for supporting children in moving between phases of education and preparing for adulthood?
Some pupils may require a lengthy transition when joining the school, moving between classes and year groups, and moving onto their secondary setting.
Each pupil transition will be judged according to individual need.
Where needed pupils will have the opportunity for numerous transition visits and materials such as social stories and transition books.
Where needed the SENCo will hold a team around the child meeting, involving the child, parents and professionals involved to write a transition plan.
What is the school’s approach to teaching children with SEN?
All pupils are taught through high quality teaching strategies and a creative, skills based curriculum.
Intervention programmes are targeted at pupils who are making slow progress and are evaluated on a half termly basis.
One plans are written for children who need further support and the SENCo and class teacher, in conjunction with other professionals, research and advice, will devise appropriate strategies to enable pupils to reach their outcomes with the support of LSAs.
How are adaptations made to the curriculum and learning environment?
A range of equipment is available for teachers to aid the learning of pupils based on category of need, communication, physical, sensory or social, emotional and mental health needs.
Technology is also used to ensure that the curriculum is accessible to every child.
The SENCo and class teachers draw on advice from a range of professionals, including speech and language therapists, educational psychologists and specialist teachers, to make appropriate adaptations to meet the needs of individual children.
What expertise do the staff have in supporting pupils with SEN and what training opportunities will be available? What specialist support will be secured?
The SENCo is in the process of obtaining the National Award for SENCos and has experience working in an outstanding special needs provision.
The SENCo will complete an audit with all staff members to identify training needs and will arrange INSET training during staff meetings or courses accordingly.
All 1:1 LSAs have the opportunity to discuss strategies with specialist teachers for individual pupils.
How will the effectiveness of SEN provision will be evaluated?
The effectiveness of SEN provision will be evaluated by the impact on individual pupils including achievements and outcomes through the One Planning process and the rate of pupil progress.
How are children with SEN able to engage in the activities generally available at the school?
All pupils will have an equal opportunity to access every part of the curriculum and extra curricula activities.
Where provision is different from or additional to the norm, appropriate plans will be made based on each individual situation, working alongside the child’s parents in order for pupils to access the learning.
What support is there for emotional & social development, including pastoral support for listening to their views and measures taken to prevent bullying?
The school employs an LSA trained in Emotional First Aid who is able to speak with any pupil with emotional and social needs either as a one off or on a regular basis. Pupils know they are able to speak to this LSA whenever they need to.
The school community has a zero tolerance policy with regard to any form of bullying, all cases of bullying perceived or substantiated are recorded and the perpetrators parents informed. (please see the Anti-Bullying policy).
How does the school involve health and social care, Local Authority support services and voluntary sector organisations?
All organisations are invited to relevant One Planning meetings, if they are unable to attend their opinions will be gathered by the SENCo or class teacher, by either conversational notes, questionnaires or a written report. This will be included within the One Planning meeting.
What are the arrangements for handling complaints about the provision made at the school?
If parents are concerned that their child’s needs are not being met or have other concerns or complaints the school’s complaints policy should be followed. In the first instance parents should speak to the class teacher and/or the SENCO. Should they feel issues have not been fully addressed then an appointment to speak to the Head Teacher should be made. The school also has a named IEB member for SEND. Contact details are available in the school, as is the complaints policy.
To make an appointment to view the school or to ask any questions, please contact the school office on 01376 570296