About Feering School

 

 

All Saints Academy Trust
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,

Amen

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.

www.kelvedonandfeeringchurches.co.uk

SIAMS Report 2011

SIAMS Report 2017

 

Staff

Executive Head Teacher: Mrs Bridgette Gough

Deputy Head: Mrs R Ship

Assistant Head: Mr B Sutcliff

Senior Leadership Team: Mrs R ShipMr B Sutcliff, Ms I Jones

Teaching Staff:

Mrs R Ship

Mrs I Jones

Mr B Sutcliff

Miss I Middleton

Miss M Stanhope

Mrs B Tyler

Mrs S Rowe (SENCo)

PE Coach:

Mr S Larking

Support Staff:

HLTA:

Mr J Nichols

Teaching Assistants:

Mrs S Sharp

Mrs B Crockford

Mrs J Gardiner

Mrs T Bass

 

LSTAs:

Mrs H Phillips

Mr C Taylor

Mr D Bass-Richards

Mrs T Bass

Office Staff:

Finance Assistant:

Mrs L Baxter

PA/Secretary:

Ms E Stephens

Midday Assistants:

Mrs T Bass

Mrs S Camamile

Mr D Bass-Richards

Mr C Adkins

Mrs G Bryan

 

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

Safeguarding

Key contacts within the School:

The Designated Person for Child Protection is: Mrs Bridgette Gough

The Deputy Designated Person for Child Protection are: Mrs R Ship

 

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

E-Safety

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.

Internet safety Powerpoint

Feedback Form 

Staying Safe Online in the Home

Privacy Guidance

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.

                   Long Term Map of Topics A and B

YEAR A Year 1 Year 2 3/4 4/5 5/6
 

Autumn

1

 

Amazing Animals

Science

Geography Save the Hawks Oceans Child Choice

 

(Myths and Legends 2018/19)

Land of Hope and Glory : The Battle of Britain + Local History
 

Autumn

2

 

Fantastic Fireworks (History) Superbugs Rocks and Fossils The Greeks South America and Biomes

 

 

Spring

1

 

 

Flying Things (Materials) Great Fire of London Ancient Egypt The Solar System Electricity and Materials

(Gravity etc.)

 

Spring

2

 

Out and About (Geography) Plants Animals and Humans Plants and Classification Darwin and Evolution

 

 

Summer

1

 

Science Materials Light and Sound Human Body Separating Mixtures
 

Summer

2

 

Child choice Child choice Child Choice Japan Child Choice
YEAR B Year 1 Year 2 3/4 4/5 5/6
 

Autumn

1

 

Amazing Animals

Science

Geography Save the Hawks Electricity – Simple Circuits Children’s Choice Shakespeare’s London
 

Autumn

2

 

Fantastic Fireworks (History) Superbugs Africa Stone Age to Iron Age Kindertransport and Evacuation + Local History
 

Spring

1

 

 

Flying Things (Materials) Great Fire of London Children’s Choice Electricity and Materials China – Ancient and Modern
 

Spring

2

 

Out and About (Geography) Plants Vikings + Anglo Saxons (Struggle Between the two) Living Things Rainforest
 

Summer

1

 

Science Materials Plants Rivers (The Water Cycle)

 

Space – Magnetism and Gravity
 

Summer

2

 

Child led Child choice Mixtures + Materials Romans Oceans and Seas

Environmental Damage

Phonics

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.

Performance Data

End of Key Stage 2 Results – Attainment and Progress 2019

KS2 Data Results 2019

KS2 SAT results for 2017/18

% of children meeting ARE (Age related expectations) 2018

EYFS % of children achieving GLD – 75%

Year 1 Phonics—95%

Key Stage 1

Reading – 76%

Writing – 64%

Maths – 80%

Key Stage 2

Reading – 75%

Writing – 55%

Maths – 60%

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/743131/KS2_Provisional_publication_2018-Text.pdf

Number of Children Eligible for KS2 Assessment 20
Number of Boys 13
Number of Girls 7
Percentage of Boys 65%
Percentage of Girls 35%
Cohort KS1 Average Point Score 14.175
Number of children with SEN or EHC plans 8 children
Percentage of children with SEN or ECHP plans 40%
% of children with SEN without EHC plans 35%
Number of children with SEN without EHC plans 7
% of children with English as additional language 0%
Reading, Writing & Mathematics – % of children achieving expected standard 55%
Reading, Writing & Mathematics – % of children achieving a high score 10%
Reading: % of children achieving expected score 65%
Reading: % of children achieving higher score 20% (110+)
Writing: % of children achieving expected standard 60%
Writing: % of children working at greater depth 10%
Maths: % of children achieving expected score 60%
Maths % of children achieving higher standard 20% (110+)
Grammar, Punctuation and Spelling – % of children achieving expected standard 60%
Reading Progress Score 3.5
Writing Progress Score 0.3125
Maths Progress Score 0.4965

 

 

Pupil Premium information

The School received £20,210 Pupil Premium Grant from July 18 – August 19. We have reported from the point of conversion to August 19 as our conversion straddled the academic year. 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 to be able to support any strength or weakness of our PP groups and individuals. 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 Mrs Irene Jones (PP Champions for the above period).

 

Feering is committed to ensuring that this funding is used to maximum impact for qualifying pupils. This means narrowing the achievement gap observed nationally. Ensuring fair and equitable access to a rich menu of educational visits, sport and music opportunities. Improving attendance and parental involvement for vulnerable pupils and those experiencing deprivation. How we decide to spend this substantial amount of money is influenced by our own evaluations and educational research presented in literature such as the Sutton report which reviewed the impact of key approaches designed to improve pupil achievement, both progress and attainment. Curriculum development and improving quality first teaching is an important part of this work, engaging vulnerable pupils in meaningful learning opportunities.

 

School context:

 

We have fewer pupils than the average seen nationally triggering funding.

 

Spending decisions:

 

Initiative Pupils involved Cost Intended impact
Meaningful Feedback

– Release for mentor sessions

 -Shirley Clarke

– Resources

– Labels

 

Highlighters/Green and Red Pens

All year groups

 

£1,026

 

 

 

£400

£222

 

 

£178

To continue to improve the standard of marking and feedback using Assessment for Learning principles. To challenge and raise expectation through the use of Green Pen Questions. To have a marking system that fits the demands of the new curriculum.
RWI

-Staffing for groups

-Co-ordinator/Coach release

 

 

R-Y2

KS2

 

£1,598

£655

To improve teaching standards and consequently reading and to a lesser degree spelling standards throughout.

To Target those in KS2 who are not age related standards through 1 to 1.

PP Intervention

 

 

KS2/KS1 £1,260 Our PP TA has a timetable for working with pupils on our register both in class and during intervention sessions on barriers to achievement, this work is teacher directed and part of wave based strategy plans.
Spelling Grammar resources

– CGP books

– Spotlight on spelling

– SATS intervention resources

Y2-6 £936

 

 

 

 

 

 

To ensure that pupils meet age related expectations in spelling and are well prepared for end of key stage expectations through systematic quality teaching.
TA target intervention groups- post and pre teach (pm)

Resourcing

Y1-6

(1/2 of this supported by pupil premium)

 

£10,342

 

 

 

To allow teachers to target any stuck or slow moving pupils in maths and literacy to improve progress.
Training for teachers –Mantle of the Expert and associated release costs EY-Y6 D. Bathgate –PD Day and Open School

£400

 

To ensure a higher percentage of pupils are on track to achieve end of year and subsequently end of KS expectations.

 

Emotional Support worker Individuals – Y2-6 £850 To ensure children are supported and resilience and self-esteem are developed in vulnerable pupils.
Residential trip subsidy – PGL/other transport Y6 £57 To ensure equal opportunities to meet the goals of residential trips, which may include physical activity, confidence and team building, PSHE and much more.
Music tuition

Instrument maintenance

Y5 £1,553 Supported music tuition to allow PPG pupils to experience learning to play a cornet. School set of instruments lent to families.
Securing family support worker -emotional well-being and attendance support All pupils £1,221 To employ our own family support worker to work with our pupils for 1 day per week to support PPG pupils.

The School received £20,210 Pupil Premium Grant from July 18 – August 19. We have reported from the point of conversion to August 19 as our conversion straddled the academic year. 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 to be able to support any strength or weakness of our PP groups and individuals. 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 Mrs Irene Jones (PP Champions for the above period).

 

Feering is committed to ensuring that this funding is used to maximum impact for qualifying pupils. This means narrowing the achievement gap observed nationally. Ensuring fair and equitable access to a rich menu of educational visits, sport and music opportunities. Improving attendance and parental involvement for vulnerable pupils and those experiencing deprivation. How we decide to spend this substantial amount of money is influenced by our own evaluations and educational research presented in literature such as the Sutton report which reviewed the impact of key approaches designed to improve pupil achievement, both progress and attainment. Curriculum development and improving quality first teaching is an important part of this work, engaging vulnerable pupils in meaningful learning opportunities.

 

School context:

 

We have fewer pupils than the average seen nationally triggering funding.

 

Spending decisions:

 

Initiative Pupils involved Cost Intended impact
Meaningful Feedback

– Release for mentor sessions

 -Shirley Clarke

– Resources

– Labels

 

Highlighters/Green and Red Pens

All year groups

 

£1,026

 

 

 

£400

£222

 

 

£178

To continue to improve the standard of marking and feedback using Assessment for Learning principles. To challenge and raise expectation through the use of Green Pen Questions. To have a marking system that fits the demands of the new curriculum.
RWI

-Staffing for groups

-Co-ordinator/Coach release

 

 

R-Y2

KS2

 

£1,598

£655

To improve teaching standards and consequently reading and to a lesser degree spelling standards throughout.

To Target those in KS2 who are not age related standards through 1 to 1.

PP Intervention

 

 

KS2/KS1 £1,260 Our PP TA has a timetable for working with pupils on our register both in class and during intervention sessions on barriers to achievement, this work is teacher directed and part of wave based strategy plans.
Spelling Grammar resources

– CGP books

– Spotlight on spelling

– SATS intervention resources

Y2-6 £936

 

 

 

 

 

 

To ensure that pupils meet age related expectations in spelling and are well prepared for end of key stage expectations through systematic quality teaching.
TA target intervention groups- post and pre teach (pm)

Resourcing

Y1-6

(1/2 of this supported by pupil premium)

 

£10,342

 

 

 

To allow teachers to target any stuck or slow moving pupils in maths and literacy to improve progress.
Training for teachers –Mantle of the Expert and associated release costs EY-Y6 D. Bathgate –PD Day and Open School

£400

 

To ensure a higher percentage of pupils are on track to achieve end of year and subsequently end of KS expectations.

 

Emotional Support worker Individuals – Y2-6 £850 To ensure children are supported and resilience and self-esteem are developed in vulnerable pupils.
Residential trip subsidy – PGL/other transport Y6 £57 To ensure equal opportunities to meet the goals of residential trips, which may include physical activity, confidence and team building, PSHE and much more.
Music tuition

Instrument maintenance

Y5 £1,553 Supported music tuition to allow PPG pupils to experience learning to play a cornet. School set of instruments lent to families.
Securing family support worker -emotional well-being and attendance support All pupils £1,221 To employ our own family support worker to work with our pupils for 1 day per week to support PPG pupils.

 

Primary Sports Grant Allocation
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 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 Rowe works predominantly on Wednesday and can be contacted on 01376 570296.

The Executive Head, Mrs Bridgette Gough, is the named “Responsible Person”, as specified in the Code of Practice, to whom all significant queries should initially be made.

 

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 Executive Head should be made. 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