Parent Handbook – C

The term CAF stands for “Common Assessment Framework” and is used nationally.

A CAF is a process designed to support a child and a family if a difficult set of circumstances has arisen. It is intended to provide opportunities for the family and any professionals involved (e.g. school, health, social care) to liaise regularly with each other and combine their efforts. A CAF always has a trained lead person and who this is depends on the level of support required – sometimes it is a member of staff from school who will have completed appropriate training or it can also be a CAF Coordinator from the local authority.

A CAF can be offered to a family for a large variety of reasons. They involve an initial assessment meeting with the CAF lead and then a series of meetings (usually about 6 weeks apart) to agree actions to support the family and then discuss progress with these.

No-one can be forced into taking part in a CAF process but they can be a very effective way of coordinating support, particularly when a number of different people and organisations are involved in providing services.

Children learn addition, subtraction, multiplication and division strategies throughout school. The approaches and methods for this are probably a little different from when most parents went through their own primary school days.

To help parents to help their children, we have put our Calculation Routeway on the school website so they can see the approaches we use and the order we use them in. The key thing to remember is that the understanding behind each method is just as important as being able to do the method itself. Not all of the strategies shown are an end in themselves but are often part of children growing a depth of understanding in number.

If any parent has questions about how best to support their child with a particular strategy, the first person to seek help from is their class teacher.

All schools are statutorily obliged to have a Charging and Remissions Policy which sets out what the school will charge parents for and what it will not. Schools may not demand payment for experiences which are an essential part of the National Curriculum but they may ask for voluntary parental contributions to support the cost of these.

Grange Farm fully recognises its responsibility for Child Protection and Safeguarding. Our policy applies to all staff, governors and volunteers working in the school.

There are five main elements to our policy:

  • Ensuring we practice safer recruitment in line with national legislation by using at least one suitably trained recruiter on all panels and by checking the suitability of staff and volunteers to work with children and ensuring any unsuitable behaviour is reported and managed using our Managing Allegations procedures
  • Raising awareness of child protection issues and equipping children with the skills needed to keep them safe
  • Developing and then implementing procedures for identifying and reporting cases, or suspected cases, of abuse
  • Supporting pupils who have been abused in accordance with their agreed child protection plan
  • Establishing a safe environment in which pupils can learn and develop

We recognise that because of the day to day contact with children, school staff are well-placed to observe the outward signs of abuse. The school will therefore:

  • Establish and maintain an environment where children feel secure, are encouraged to talk and are listened to
  • Ensure children know that there are adults in school whom they can approach if they are worried
  • Include opportunities across the curriculum for children to develop the skills they need to recognise and stay safe from abuse

We have three trained Designated Safeguarding Leads (Mr Ledgard, Mrs Sahota and Mrs Heath) who receive additional training and updates to ensure that they can fulfil this role effectively.

At Grange Farm, we value our partnership with parents very highly – it is based on a trust that works both ways and because we value it we never seek to undermine it. However, if we ever have a safeguarding concern about a child, we must follow protocol and this can sometimes mean contacting Children’s Services without first talking to parents. We know this can be really challenging for parents but it is a legal and moral responsibility that we must abide by.

For more information about Child Protection, please see our Child Protection and Safeguarding Policy.

All classes in school use Class Dojo as part of the reward system for positive behaviour choices in school.

Each child has a Class Dojo character and a running total of Class Dojo points which are collected against this character. Class Dojo points are awarded for children who consistently uphold the values within our Golden Rules and whose effort, attitude and behaviour is standing out.

For every 80 Class Dojo points that children collect, they earn their next Class Dojo certificate. There are 18 of these to work through in school, with 6 colour-themed sets of 3. For each set of 3 completed, parents are invited into Achievement Assembly to see this awarded and the 9th and 18th are given special status with the award of the Silver and Gold Achievement Cup!

We work hard at our systems of communication and continue to explore new ideas to help give parents timely information about their children’s progress and what is happening in school generally.

Our communication systems include:

  • Our weekly newsletter
  • Letters all emailed and available on the school website
  • Parent Information meetings
  • Parent Consultation meetings
  • Reports to parents
  • Open Mornings for existing parents

More important than anything else though is that we ask parents to talk to us, on a regular basis, as and when they need to. School staff are regularly and easily available to discuss things with and our philosophy is that we would always rather have an early conversation about a small worry than for that worry to grow. We are also always open to new ideas – we cannot please everybody all the time but we will always consider the views of our school community.

All children are entitled to receive a broad and balanced experience at school, including all subjects of the National Curriculum and Religious Education. Schools must also make arrangements for a daily act of collective worship (assembly).

In addition, every school must have a Charging Policy which explains which school activities will be subject to a charge.

If you have any concerns about anything or feel something is not being handled properly with respect of your child, then we would always encourage you to get in touch. We want to know about any issues so that they can be resolved quickly and effectively.

It is hoped that most concerns can be resolved by talking to your child’s class teacher, a member of the school’s leadership team or the Headteacher and making sure there are no misunderstandings. However, parents and guardians have the right to make a formal complaint.

For more information, please see the school’s Complaints Procedure.

If you ever have any concerns about any aspect of your child’s education or experience at school, please talk to us.

In the first instance we would ask you to talk to your child’s class teacher but you could also talk to the senior leader responsible for the phase of school appropriate to your child, the Deputy Headteacher/SENCO (Mrs Sahota) or the Headteacher (Mr Ledgard).

Staff are readily available around school but you can always ring, email or visit the school office to arrange a meeting.

The curriculum we teach is rooted in the statutory expectations of the National Curriculum but is tailored to meet the needs of our children in particular.

We use a variety of sources, materials and resources for inspiration (e.g. Corrnerstones for our topic-based work) but we do not just pick anything off the shelf and use it.

Curriculum information letters come out each term explaining what children will be doing and further information about our curriculum is available on the school website. Click here to open the page to view our curriculum information.

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