Charlton Kings Infants’ School Lyefield Road East, Charlton Kings, Cheltenham, GL53 8AY Telephone (01242) 514483 Facsimile (01242) 230409 Email: [email protected]
Headteacher: Judith Pandazis BPhil (Ed); Cert Ed; School Administrator: Karen Arndtz
October 2016 Dear Parent/Carer, Thank you for taking an interest in our school. Charlton Kings Infants’ School is a very happy and caring establishment where we welcome the opportunity of educating your child during the most crucial years of their development. We work in close partnership with our kindergarten staff, and neighbouring junior school, in order to provide a high standard of education and a broad, balanced and creative curriculum. Both the school and the kindergarten received outstanding Ofsted reports in 2009. These can be accessed via the school web-site. Also on our web-site: www.ckis.org.uk you will find many other interesting items of information about our school. We hope that you find the contents of the prospectus valuable in helping you to understand our organisational aims. However, as a prospectus can't answer each individual question, we invite you to make telephone, or personal, contact if any of your queries remain unanswered. Please be assured that we place the highest value upon home and school liaison and no question will be dismissed as trivial.
Judith Pandazis st Head teacher (until 31 December)
Contents Page Number
Buildings and Grounds / Admissions and Organisation
School Times / Absences / Parents Visiting School
Parental Involvement / Home Circumstances / School Meals
Medicine / Preparation for School
The Curriculum / Mathematics
Science / English / Hearing Children Read
Television or Reading / Computing
Religious Education / Physical Education
History / Geography / Music
Design Technology / Art and Design
Special Educational Needs
Personal Social and Health Education
After School Activities
School Uniform / Charging / School Rules
Charlton Kings Infants’ School The head teacher, staff and governors of Charlton Kings Infants’ School are pleased to provide the following information concerning the school. The school is a co-educational three form entry establishment, for children aged 4+ to 7 years, which became an Academy in August 2011. Our Postal Address is: Lyefield Road East Charlton Kings Cheltenham GL53 8AY Tel: 01242 514483 Fax: 01242 230409 Email: [email protected]
Website: www.ckis.org.uk Chair of Governors: C/o the school
Clerk to the Governors: Mrs. Kay Marquess C/o the school
Head Teacher: Mrs. J.E. Pandazis (until December 2016)
Local Authority address: Shire Hall Westgate Street Gloucester. GL1 2TP
Teaching Staff – September 2016 Name
Mrs J Pandazis
Head teacher (3 days per week) Governor Child Protection Health & Safety School Self Evaluation Able, Gifted & Talented
Mr N Owens
KS1 manager & Leadership Team (acting head 2 days term 1) Computing & Website Assessment Y2 teacher
Mrs E Hunt
Music Y2 teacher
Mrs R Koller
Science and eco activities Y2 teacher (part-time until 31/12/16)
Mrs J Morgan
BA (Hons) PGCE Dip in Prof Studies in Ed
Religious Education and worship Y2 teacher (part-time - fulltime from 1/1/17)
Mrs J Jones
BA (Hons) PGCE
Special Educational Needs & Disabilities Leadership Team (acting head 2 days term 2) PSHE & Citizenship Community Cohesion/International Y1 teacher
Miss G Weyman
BEd (with QTS)
English Y1 teacher
Mr D Bracey
BA (Hons) PGCE
History and Geography Y1 teacher
Mrs H Kear
BSc (Hons) PGCE
EYFS manager inc Kindergarten (until 31/12/16) Leadership Team YR teacher
Miss L Jarvis
Physical Education School mentor YR teacher
Miss A Maclachlan
Mathematics YR teacher
Mrs E Ballard
Library PPA teacher (2 days)
Mrs F Tyler
PPA (Term I only)
Support staff - 2016 Mrs. K. Arndtz Mrs V. Storey Mr K Jeffree
School Administrator School Secretary Caretaker
Mrs F. Miller Mrs S Rowe Mrs S Pritchard Mrs S Driscoll Mrs G Tayler Mrs C Herbert
Mrs J Jeffree Mrs G Ralph Mrs L Stoat Mrs K Marquess Mrs M Main Mrs J Nevin Mrs R Roberts Mrs C Wiggins Mrs C Angrave Mrs S B-Simkin Mrs J Coombe Ms M Scrivens
MDSAs and teaching assistants
Mrs G Howie Mrs L Fulvio Mason Mrs J Tacey Mrs R Evans Mrs C Russell Mrs K Cuciurean Mrs J Coombe
Kindergarten lead practitioner Kindergarten staff
Mrs J Purveur Mrs S Brookes Mrs G Ralph Mrs M Main
Charlton Kings Infants’ School Beliefs 1.
We believe that: our school is a family which provides a positive, happy, caring and supportive environment in a village setting; the school, as a family, is an integral part of the wider community; parents, school staff, children and governors, should work in partnership as far as possible; all adults and children must be valued and treated with integrity regardless of: - gender - ethnic background - religion - ability - physical appearance - age - socio-economic status each member is an individual who should be encouraged to have respect for themselves, others and the environment. 2.
We believe that: we should create a secure, stimulating, interesting and exciting environment where children feel safe and protected from harm; we should provide individuals with opportunities to experiment, explore, take risks, reflect, be critical and gain confidence; displays should reflect our high expectations and our care and concern for each individual's contribution; resources should be well organised, tidy and accessible to all; the environment should provide a variety of appropriate learning experiences. 3.
We believe that: our school should provide every opportunity for each child and adult to realise their full potential; we should offer positive experiences which develop high self esteem and feelings of worth for adults and children alike; we should offer opportunities which promote independent learning, self motivation and lively, enquiring minds in children; daily behaviour should be based on a framework of courtesy and consideration; children should experience a consistency of standards from the adults working in the school. 6
Buildings and grounds Charlton Kings Infants’ School is an academy for children of four to seven years with an attached kindergarten. The newest part of the school was opened 1997 and houses five classrooms and the kindergarten. In addition there are offices, a staffroom, a kitchen, a library and a hall. An extension to the library was added in 2006. The old school was built in the 1890s and houses four classrooms, a storeroom, a staff study room and an office. The hall is well equipped for physical education, drama and musical activities. There are two playgrounds, a learning lodge, a peace garden for contemplation and a small field, which are secure and safe and are used at playtimes and during lessons. We have a small wild life area, a small vegetable garden and a huge sand-play boat.
Admissions and organisation All children in Gloucestershire are offered a full three-year infant education. Thus children are admitted to school in September, at the age of four, if their fourth birthday has fallen on or before the last day of August. Similarly, they go to the junior school in the September after they are seven. Parents wishing their children to be admitted to our reception classes are invited to inform the school secretary of their children's details. Children are admitted to our school without reference to aptitude or ability. No school is able to offer definite places until the local authority have verified these, usually in the April, before entry in September. Prospective parents are invited to an evening meeting, with the head teacher, in the autumn term before their children are due to start school and, in addition, individual appointments can be arranged with the head teacher. The planned admission numbers for our school are 90 per year group. Attendance at the kindergarten does not automatically guarantee a place in reception. Please refer to our current Admissions Policy which can be found on our website. On confirmation of a place at our school, a further meeting, for parents, is arranged in term six, in the summer, when the reception year teachers will be available to answer any queries. Following this meeting, the children will visit their classrooms, and meet their teachers, for September. We hope that as the majority of our new entrants attend the Kindergarten on site that school will hold no fears for them. We adopt a policy of staggered entry, for all children, in September. This is the induction period into school life. This means that the children join the reception classes in small groups, giving them the best possible opportunity of settling happily into school. After attending on mornings only, they then stay for school lunches. By the end of term one the children will be staying at school for the whole day, if all parties agree. In some cases, depending on the maturity of the child, it may be deemed appropriate to delay full time education for a further period. This policy is reviewed annually with the governors. In September 2016 we have 9 classes i.e. 3 classes in Reception (YR), 3 classes in Year 1 (Y1) and 3 in Year 2 (Y2). We have no more than 30 children unless there are special circumstances.
School times AM PM Lunch
08.50 – 12.00 13.00 – 15.00 12.00 – 13.00
Children line-up at 8.50 a.m. We cannot accept responsibility for children on the premises, including the grounds, before this. Children should not be on the premises after 3.00 p.m. unless they are taking part in after-school activities or unless their parents are meeting with a teacher. Please ensure that your children arrive punctually in the morning as they can become distressed at missing the early part of the day and are registered late after 9 o'clock. Children arriving after 9.30 a.m., unless there is a valid reason, are classed as having taken unauthorised absence. Children must be brought to the office and be signed-in if they arrive after 9.00 a.m.
Annually, our attendance achievement is around 96%. Unauthorised absence is described in Circular No. 11/91 as "absence from school without leave from a duly authorised person": that person is the head teacher. Unauthorised absence is around 0.05%. Where no explanation has been forthcoming from any parent or if the reason for absence is not accepted as valid then, within the context of the law, the absence is deemed as unauthorised. We make every effort at Charlton Kings Infants’ School to inform parents of the current situation with regard to school attendance. PLEASE INFORM THE OFFICE ON THE FIRST MORNING OF YOUR CHILD'S ABSENCE OR SEND A NOTE TO THE CLASS TEACHER. Holiday forms are available from the reception. Any holiday can only be authorised by the head: odd days will not be authorised unless there is an exceptional reason. We take the safeguarding of our children very seriously. To this end, no child will be allowed to leave the premises during school time without a written, or a verbal request, from a parent. They should be collected by an adult who will then sign them out.
Parents Visiting School
Parents are always welcome to visit the school. We are eager to help any child who may be worried or experiencing problems in school. Parents are encouraged to contact the class teacher initially, but please note that first thing in the morning is not a good time. Teachers will always put time aside for extended discussion after school by prior arrangement. The head is always available to discuss anything that may affect a child in school. Sometimes an appointment may be necessary; however, usually parents can be seen at very short notice.
We are always grateful for any help that parents feel that they are able to give both during the school day and outside of it. Please note that all adults working with our children are checked for their suitability to do so. Please refer to our Child Protection Policy on the website. The PFA exists to support the school through the many events on the school calendar. We hope that you will also help us to raise funds for our school and to extend and develop the parent/teacher partnership. There are many opportunities to keep in touch with your child's progress: there are two formal Parents' Consultations, annually, for parents to meet with staff. In addition, three/four times a year, we organise the Wednesday Wander when you are invited to look around the school with your child. In addition, throughout the year, you will be invited to attend termly classroom visits (4 for reception). Attendance at these visits is vitally important in developing the home-school partnership further.
Administrative errors and, more importantly, remarks which can cause distress to children can be avoided if we are informed, in confidence, of any changes in home circumstances. Such information should be sent directly to the head and will be dealt with in strict confidence. PLEASE NOTE - THERE ARE DEFINITE LEGAL STEPS WHICH NEED TO BE TAKEN BEFORE WE CAN CHANGE THE SURNAME OF ANY CHILD ON OUR REGISTERS. Please remember to tell us of any changes to emergency telephone contact numbers. This is particularly important with the increase in parents who change their mobile telephone numbers.
Snacks and hot meals
A mid-morning snack, of a piece of fruit or vegetable, can be sent from home and children are encouraged to bring a bottle of water for use throughout the day. Please do not feel under pressure to provide a snack, but if you do send it in a small, named, container. Children will be provided with a meal under the Universal Free School Meals Scheme or they can bring a packed lunch. All children staying on the premises at lunchtime are supervised by mid-day supervisors. We are participants in the School Fruit and Vegetable Scheme.
Medicines As a rule, we do not administer medicine on the school premises but arrangements can be made in exceptional circumstances. If medicine is due three times a day this can usually be dealt with by giving one dose before your child leaves for school, one dose as soon as they arrive home from school and one at bedtime. Inhalers for asthma are always allowed and are kept in the classroom for easy access.
Preparation for School The first day at school is usually far more traumatic for parents than for children! Indeed, the best preparation for school is for all the family to relax and look forward to the event. We know, from experience, that this is easier said than done! However, it is hoped that your pre-school contacts with the school staff will have dispelled most anxieties. It is probable that you are already preparing your child for school in the best possible way through the everyday activities that parents share with their children. These activities will include talking with your child and, in turn, listening. It is important to encourage children to listen themselves; not an easy skill to acquire! Children learn naturally through their play and a multitude of domestic activities provide admirable scope for learning: shopping; cooking; gardening; laying the table; the list is endless! Your child, whilst helping you, will thus be learning, quite naturally, to sort, count, observe and discuss in relevant and meaningful ways. These are the kind of activities that will be continued and extended in the reception classes. Children are also great imitators and you can foster a love of books through reading to them and by letting they see your pleasure in reading. If your child recognises that books mean enjoyment then you will have achieved much.
Having laid the foundations of intellectual learning it is important to help your child to develop socially through contact with children of a similar age. Sharing, like listening, is not natural to many four year olds and has to be learned through practice! Finally, it is a great help if children are physically independent.
Please encourage your child to dress unaided, to be independent when using the toilet, to be able to blow their nose.
We provide a broad and balanced curriculum through adapting to new initiatives, whilst retaining all that is positive, successful and peculiar to this school. Our starting point is the child and we provide learning situations to match individual needs. We respond to the whole child and promote social, moral, spiritual, aesthetic and physical development, together with intellectual fulfilment. We encourage children to learn actively, to question, and to think logically and creatively, whilst relating classroom activities to real life situations. Children are helped to become independent and to make decisions within a structured framework. They work individually and in group situations. Progression and continuity are stressed within a whole school approach to delivery, organisation, expectation, assessment and evaluation. We are fully inclusive and hold a register for children with special needs and/or disabilities and one for learners identified as able (including those designated as gifted and/or talented). The hours spent on teaching during a normal week including Religious Education but excluding worship, registration, morning break and lunch, are 21 hours 15 minutes (21 hours recommended in Circular 7/90). In Key Stage 1 subjects taught include: mathematics, English, science, computing, design and technology, geography, history, music, physical education, art and design and religious education. Spiritual, moral, social and cultural learning often forms part of all other areas of the curriculum. The Early Years Foundation Stage curriculum is followed in the three reception classes. Liaison is one of the key features of the successful team that we have at Charlton Kings. The teachers work closely together and liaise with the junior school and pre-school staff. All policies, including those related to the curriculum can be found on our website: ckis.org.uk
Grouping by ability, three times a week, is a feature of our organisation in Year 2. Since most mathematics is based on previous knowledge, we believe it is more important that a child should progress slowly, but with a sound understanding of basic concepts, than move on quickly with poor understanding. We aim to provide a solid foundation for all future maths by making maths enjoyable on a daily basis. In the early years, language often precedes the acquisition of key concepts. Discussion plays an important role in our maths teaching, enabling children to clarify their own ideas whilst becoming aware of other possible solutions. We feel that more often learning takes place by doing and talking, than by recording, therefore the majority of maths in the early years is of a practical nature leading to more formal recording in Year 2. We value the help of parents in assisting their children to learn number bonds, tables and other related mathematical tasks.
Science Science throughout the school stresses the need for careful observation of the environment and the need to explore in order to develop a full range of scientific skills. As children progress through the school they will adopt a more detailed and systematic approach to scientific problem solving and recording. Scientific knowledge is built up in a systematic way and we actively encourage a respect for the local and wider environment.
We encourage the children to become effective communicators so that the strands of reading, writing, speaking and listening are developed simultaneously. The school places great emphasis on reading as a skill necessary for information and enjoyment. We use as much printed material as possible and do not use just one single reading scheme. Children are encouraged to take reading materials home, as we recognise the tremendous role that parents can play in developing the reading skills of their children. Please contact a teacher at any time if you are unsure about how to approach reading with your child and please make comments of encouragement, or observation, in your child's reading diary. The children read in groups in guided reading and careful records are kept by the teacher. The books used in guided reading sessions do not go home. The correct formation of letters is vitally important from a very early age. If you do any writing with your child please make sure that all your letters are formed correctly. If you are unsure please speak to a teacher at this school. PLEASE DO NOT TEACH YOUR CHILD TO WRITE USING CAPITAL LETTERS ONLY. Incorrect spellings are adjusted through, for example: regular reading; phonics teaching; the correction of the children's own words; etc. In Years 1 and 2 children will bring home words which should be learned ready for a spelling test at school.
Reading at home DO: - Make sure the atmosphere is happy and relaxed - Let them sit very close to you - Talk to them about the pictures first (beginner readers) - Read the page to them first (beginner readers) - Place emphasis on new words and point to them at the same time - Give plenty of time for reading: little and often is best - Read words they don't know: repeat the whole sentence the word is in and let them do it again - Remember reading should be fun - Give lots of praise - Write in your child's Reading Diary regularly or encourage them to do so. DON'T: - Make reading an unpleasant task - Threaten to tell the teacher if they don't want to do it - Make the child think they are in competition with anyone else - Be afraid to ask for help from any of the teachers - Ask your child to read with the television on or whilst doing something else - Spend too much time on reading - Worry!
Computers, electronic games, television or reading? There is evidence to suggest that watching excessive amounts of television, or playing on electronic games/computers, lowers the performance of pupils in reading and writing. However, parents can use television/computers to help the development of their children's English skills by: Allowing time to discuss programmes – talk about titles, plot, narrative, etc. Avoiding lonely and indiscriminate viewing and playing on computers. Trying to avoid installing a TV/computer in a child's bedroom.
Computing All children are given access to a computer at a very early stage in their school career. We employ a cross curricular approach to this which means that children grow-up recognising the many applications that technology has in many subjects/areas. Each class has access to three or more computers or laptops, an iPad, a digital camera and an interactive whiteboard.
An act of collective worship is delivered daily and is of a broadly Christian character. Religious education, which is statutory within the state system, is taught in accordance with the agreed County Syllabus. Although the approach is broadly Christian in content, tolerance and understanding of other cultures and faiths will provide an input into the religious education curriculum. The children study Christianity and Judaism in lessons. Parents have the right to withdraw their children from the daily worship and all, or some of, the RE lessons, however a letter addressed to the head is requested for our files. In the autumn terms we hold Harvest Celebrations and Carol Services in the local churches. Y2 take part in a Christmas production in the school hall. In the spring and summer terms Y1 and YR, respectively, hold class services to which parents are invited. Y2 also take part in a leaver’s service.
We aim to educate all children, irrespective of ability, through the physical medium. We believe that PE promotes qualities such as perseverance, enthusiasm, tolerance and reliability. We provide the opportunity for children to discover and develop social, personal, cognitive and physical skills through a variety of physical activities. We provide a caring and safe environment to enable children to reach their full potential as learners, as well as performers. The children will participate in gymnastics, dance and games. The children take off their outer clothing for indoor PE and it is a great help if children can dress themselves, therefore helping them towards greater independence. It is important that trainers and a tracksuit/shorts and T-shirt are provided for outdoor games. Out of school sporting achievements/interests are recognised during year group worship sessions weekly. After school sporting/physical clubs are provided for Y2 children only. All teaching staff at this school have, at some time another, had training in the area of physical education. Y2 Dance Club takes part in several dance festivals. All children take part in a sports event, in the summer term, to which all parents are invited. Once every 3 years we organise a Dance Week when visitors are invited in to perform for the children or with the children.
History We aim to introduce children to the past through artefacts, stories, educational visits and music.
Geography We encourage the children to become aware of the world around them and in particular their own environment. In 2010-14 we were part of two different Comenius Projects, funded by The British Council, with other European schools.
The children sing modern and traditional songs and songs from other cultures as well as learning to listen to and appreciate all types of music. All of our children use percussion instruments. The Y2 pupils have the opportunity of taking-up violin or cello, taught by qualified peripatetic teachers. All teaching staff have, at some time, had training in music education. The staff listed below hold formal qualifications: Mrs E Hunt Mrs H Kear Miss G Weyman Mrs F Tyler
Grade 7 Piano Grade 5 Piano Grade 5 Clarinet Grade 5 Saxophone
A Music Week is held every 3rd year when professional and amateur musicians are invited in.
Design & technology The children have wide experiences in designing, making, investigating and problem solving.
Art & design We hope that the children will learn to appreciate other artists work including that of their peer group. We hope that they will grow as artists and value their own work.
Complaints Complaints about the curriculum and other matters should, in the first instance be addressed to the head teacher. Any formal complaint should be submitted, in writing, to the Clerk to the Governors for the attention of the Chair. A copy of the governors’ policy can be accessed via the website.
Special educational needs and disabilities (SEN&D)
We make an early assessment of each child's needs. Early recognition of both strengths and weaknesses is vitally important if the child is to benefit fully from the opportunities on offer at our school. We have a school policy, on the website, which was formulated by the SENDCo (Special Educational Needs & Disabilities Coordinator) in conjunction with the staff and was approved by the governors and is reviewed annually. The governors consider special educational needs provision to be a priority and allocate part of the budget to providing resources in this area. There is a governor with responsibility for special educational needs. The school's SENDCo can be contacted by parents who may have concerns about their child. However, the first point of contact will always be the child's class teacher. Special programmes of work may be devised for children to work on in their own classrooms; these could be monitored by the class teacher, the teaching assistant (TA) or the SENDCo. On occasions it may be deemed necessary to withdraw an individual child, or small groups of children, to ensure that their needs are being fully met. The staff are aware of applying a differentiated approach to their teaching through structure (activities broken down into manageable steps), presentation, grouping and generalisation (giving children the opportunity to adapt and practise what they have learned). All of the children are continually assessed by their class teachers. If we judge that a child may be experiencing difficulties then parents would be contacted at a very early stage. It may be necessary for support agencies to become involved in the assessment of a particular child. Parents would be notified in all cases.
Personal Social and Health Education & Citizenship
Included within Health Education will be references to sex education as applicable to children under seven. This includes the concepts of growth, understanding of personal changes and growth, families and care, birth, the ability for children to protect themselves (i.e. saying 'no'), babies needs, friendships, feelings, etc. All should lead to a knowledge and understanding of the processes and attitudes that lead to a healthy understanding of sex education. We do not inform children about the processes of conception. Individual requests by children for more information may well be dealt with by school following consultation with the parents concerned. Copies of policies for Sex Education, Drugs Education, Child Protection, PSHE, Discipline and Behaviour are all available on our website. We aim to be a healthy school so we encourage the children to bring healthy food and a bottle of water to school.
After school activities Clubs are offered to the Year 2 children some days after school and during lunchtimes. These clubs cover a broad spectrum of interests. The precise clubs on offer will reflect the expertise and interest of the staff at any given time and will naturally change with staff changes. Children who stay for clubs after school must have their parent's permission, and parents must make arrangements to see their children home at a later time than the normal end of school hours.
Grey crew-neck sweat shirt, or cardigan, with the school name and logo Yellow polo shirt with the school name and logo Grey trousers/shorts, skirt or pinafore dress Grey or white socks or tights Yellow check or striped dress for the summer Sensible shoes (not trainers, high heels, beach shoes or party sandals) P.E. bag containing trainers (with Velcro if possible), school T-shirt and plain dark shorts, should be available in school throughout the year Ensure no ear rings are worn on PE days and thereafter only studs should be worn. Long hair must be tied back in the interest of safety. ALL ITEMS OF CLOTHING MUST BE CLEARLY MARKED WITH YOUR CHILD'S NAME
Charging Activities and school visits will be organised during year the cost of which are met by parental contribution. Under the terms of the 1988 Education Act no child can be excluded because of their inability to pay. All such events invite voluntary contributions. A trip or event can only proceed if sufficient contributions are offered. Any hardship encountered by making such contributions can be discussed with the head and dealt with in the strictest confidence.
School rules We are a Rights Respecting School. Rules are kept to a minimum with each class having a Class Charter. We depend on receiving children who come ready to respond to expectations. It would help if you prepare them for the constraints of considering the needs of other children and by responding to the direction of new adults in their lives. Misbehaviour is normally dealt with by the class teacher though, in more serious cases, it would be referred to the head. If your child's attitude or behaviour gives us cause for concern it is our policy to inform and involve you at an early stage. Bullying will not be tolerated at Charlton Kings Infants’ School. All complaints will be investigated fully and in the first instance should be reported to your child's class teacher. Further investigation will be taken up by the head teacher.
Year 2 views of Charlton Kings Infants’ School
The children are helpful. Jess
The school has lots of equipment. Thomas
I really enjoy Bug Club because it teaches us about the environment. Josh
There are interesting afterTom school clubs. Henry Jack and Tim
The lessons are fun and exciting. Harry
Our teachers are there to help us. James
We have an exciting adventure playground. Charlotte
I like maths groups because they help my brain to work out problems. Emily
Our class gets lots of information from the computers. Charlie
Choir is fun and we sing songs. Sophie
The teachers are kind. Holly
I was an angel in the Christmas play. Katie
Y1 Phonics Screening Check 5 year over view Phonics Screening 2012 – 88% 89 pupils – 44 boys & 45 girls 86.4% boys WA 88.9% girls WA Phonics Screening 2013 – 91% 90 pupils - 43 boys & 47 girls 90.7% boys WA 91.5 % girls WA Phonics Screening 2014 – 97% 90 pupils – 56 boys & 44 girls 98% boys WA 94.9% girls WA Phonics Screening 2015 – 94.4% 89 pupils - 41 boys 48 girls 92.7% boys WA 95.8% girls WA Phonics Screening 2016 – 95.5% 90 pupils - 50 boys 40 girls 94% boys WA 97.5% girls WA
SATs results (end of Y2 assessments) 5 year over view L2b+ 2011