About Feering Primary



Our Vision

To inspire in every child a love of learning and the confidence to explore, grow and achieve as individuals.

Our Values

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
  • Imagine
  • Don’t give  up
  • Improve
School Prayer

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,


All Saints Church, Feering

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.


SIAMS Report 2011

SIAMS Report 2017



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

Teaching Staff:

Mrs I Jones

Mr R Lee

Mr B Sutcliff

Miss V Cormick

Miss H Coe

Miss I Middleton

Mrs S Johnston (SENCo)

Support Staff:

Teaching Assistants:

Mrs S Jackson

Mrs S Sharp

Mrs B Crockford

Mrs J Gardiner

Mrs Bass


Mrs A Scillitoe


Mr J Nichols

Mrs H Phillips

Mr C Taylor

Mr D Bass-Richards

Office Staff:

Business Manager:

Mrs G Powell


Ms E Stephens

Midday Assistants:

Mrs G Bass

Mrs N Barnes

Ms T Bass

Mr D Bass-Richards

Miss S Andrews


The Interim Executive Board (IEB) of Feering CE Primary School was appointed by the Essex County Council according to its powers under Section 65 of the Education and Inspections Act 2006, following consent from the Secretary of State, with effect from 26 July 2016.

The IEB will fulfil all functions of a governing body and will conduct the school in a way that ensures improvement and promotes high standards of educational achievement.

The main function of the IEB will be to:

  •  secure governance of the school, developing a sound basis for school improvement
  • rebuild the school, provide confidence to the staff and school community that the school is equipped to rapidly improve
  • Ensure that safeguarding is effective for all children and staff


The IEB members are experienced in school governance and education.  They are:

Mike Simmonds, Chair of the IEB

For 30 years Mike Simmonds has engaged in education leadership, serving as a school governor across three counties and involved in supporting schools, governors and headteachers. During that time he has chaired the governing body of three schools and he is Chair of the Directors of a Multi-Academy Trust which currently includes four schools. He also chairs an IEB soon to convert to a Diocesan MAT for whom he is developing a Regional Hub model initially with three schools. Mike is a motivational speaker for conferences/CPD, and is a governance consultant for the Dioceses of Chelmsford and St Albans and part of the delivery team of the Liverpool Hope University governor training programme. Mike also coaches teams using Strength Finder.

Ruth Bird, Member of the IEB

Ruth has 27 years of experience as a school governor, and 11 years’ experience as a chair of governors. She is currently the chair of the Essex School Governors Association (ESGA). Thus, she has significant experience of all aspects of governance – including senior appointments, performance management, curriculum development and behaviour management. Ruth has also served on four previous IEBs for schools in Harlow, three of these prior to conversion to sponsored academies and one school which amalgamated with the neighbouring Infant School. She is currently on the IEB of another school.

Philip Heady, Member of the IEB

Philip has worked for four local authorities over 40 years. Before retirement, he was responsible for a team of 30 staff and a budget of £3m, servicing Council, Cabinet, Overview and Scrutiny Committees, Licensing committees and the education appeals service. Philip supports a number of governing bodies in the role of Clerk to the Governing Body and is a member of the CHANGE Schools Partnership Academy Trust. Philip currently serves as a member of the IEB another school.

British Values

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.

Preparing Children for Life in Modern Britain

Planning for the Future - All Saints Academy Trust

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

The Nominated Member of the IEB for Child Protection is: Mrs R Bird

Class Organisation

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).

Powerpoint from the Meeting – 27th June  2017


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.

Curriculum and Overview

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

Science History Music Geography Design Technology Art PE
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

Science History Music Geography Design Technology Art PE
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.

Reading Scheme

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:

Results 2016

Key Stage Two Results 2015

Level 4+ Level 5+
Reading 88% 55% 0
Writing 88% 29% 0
Maths 92% 38% 25%

Please click the link below which will take you to school performance tables:

Performance Tables

Pupil Premium information

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.

School Context:

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
  • Vulnerability
  • Attendance
  • Emotional Needs
Primary Sports Grant Allocation

Sports Premium: September 2016/17

Overview of the school:

The school received £8726 during the 2016/17 financial year. This funding was ring fenced to be spent on the provision of PE and sport.

Number of pupils and sports premium received
Total number of pupils on roll 154
Total amount of sports premium received £8726


Initiative Pupils Involved Cost Objectives
Premier Sport Years R – 6 £6,684 ·         To provide specialist PE lessons across the school and CPD for teaching staff to enable sustainability for the future·         By providing after school clubs to all year groups in order for them to build on skills and provide opportunities for children who might not otherwise be able to access these clubs, including PPG
FITC Coaching Years 1 – 6 £1,876 ·         Lunchtime club provided to enable children to improve their skills·         Provide support to teaching staff and children for athletic/football competitions
Honywood School Reception £78 ·         Additional PE support for Reception children to build on pupils’ skills as they progress throughout the school


Sports Premium: September 2015/16

Overview of the school:

Number of pupils and sports premium received
Total number of pupils on roll 174
Total amount of sports premium received £8497


Break down of expenditure
  • Hire of pool/teaching of swimming per annum                  £2010.00
  • Staff training for gymnastic coaching                               £ 490.00
  • Upgrading/replenishment of equipment (KS1/KS2)           £1000.00
  • Equipment for playground/games                                    £ 500.00
  • Provision of KS1 equipment/update/upgrade                    £ 750.00


Curriculum focus of sports premium spending
  •  To enable all pupils in KS2 to receive swimming instruction to ensure requirement of 25m unaided swim by the end of KS
  • Improve the quality of PE teaching and learning
  • Increase the number of pupils engaging in physical activity
  • Develop a love of sport and physical activity
  • Upgrade of gymnastics equipment to enable required curriculum to be taught
  • Upgrade of KS1 equipment to enable curriculum content to be taught


Measuring the impact of Sports Premium spending
  • KS2 pupils all receive swimming instruction
  • More pupils engaged in sports activities both in and out of school time
School Offer for Special Educational Needs and Disability

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
  • Imaginative
  • 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. M. Bacon 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 teacher, Mrs D Cowie, 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