Parent Handbook – S
Safeguarding children involves every aspect of their physical and emotional wellbeing and is the most important aspect of what we do as a school.
…and many other aspects.
We have a legal duty to safeguard children and are obliged to act where we have concerns. All staff are trained regularly, in line with statutory rules and guidelines, and know how to report concerns appropriately. We have three Designated Safeguarding Leads in school who have received specialist training to support them in this role – Mr Ledgard, Mrs Sahota and Mrs Heath.
If any other member of the community has concerns about safeguarding, we would encourage them to share this with us (e.g. identifying a health and safety concern on the premises). We would much rather people double-check things with us than decide not to tell us about something that we might not have seen ourselves.
The acronym “SATs” stands for “Standard Attainment Tests” and is not actually a term that has ever officially been used in the English education system!
However, it has been widely used and adopted and used for many years to describe the national assessments that are completed by all children at the end of Key Stage 1 (Year 2) and the end of Key Stage 2 (Year 6).
In Year 2, children are officially assessed and given an attainment level for Reading, Writing and Mathematics. They sit tests in all of these subjects but final assessments are only based partly on these – teacher assessment (what the teacher knows about the child’s work in normal lessons) plays a really important part.
In Year 6, children are officially assessed and given an attainment level for Reading, Writing, Mathematics and also Grammar, Punctuation and Spelling. For Reading, Mathematics and Grammar, Punctuation and Spelling, children are tested and the score from this is translated directly into their assessment level. All of these tests take place during on scheduled week (the same for all schools across the country) in May. Writing is entirely teacher assessed based on the evidence children produce in their writing towards the end of Year 6.
In Year 2 and 6 children are also given a teacher assessment level for Science but they do not normally sit a Science test (Science sampling tests are sometimes completed in Year 6 but the results of these are not reported back to individual children).
Information from the national assessments is used to help inform children’s learning from that point and we also want them to do their best for the sense of pride and personal achievement that this gives them. However, children’s wellbeing lies at the heart of what we do and we never want any child to feel unduly worried by any tests in school – if parents are ever worried this is the case, we would always encourage them to talk to us to ease this concern.
Our School Council are elected by their classmates (in Year 2 and above) to represent their views within the school community.
They are asked for their thoughts and ideas on key ideas in school and also develop improvement ideas of their own to bring to the Senior Leadership Team or the governors of the school.
The School Council is an active example of democracy in school and is a place for learning as well as developing ways to improve our school. Whilst the School Council is supported by Mrs Matthews, older children take on specific roles and responsibilities such as Chair, Secretary and Treasurer. The School Council also play an active role in charity events at the school and in developing links with other schools.
On extremely rare occasions, school may have to be closed because of health and safety concerns. The most likely cause for this is adverse weather (snow/ice).
We will take the decision to close school if:
- We cannot provide safe access to the school building
- We cannot provide adequate staffing levels (e.g. because not enough staff can get to school because of adverse weather)
- Some other issue would compromise the safety of the children and other site users
Weather conditions affecting routes to school are not a direct cause of school closure (although this can have an impact on staffing levels). We will always do our best to open school but we will always aim to be understanding when poor weather conditions are making travelling to school unsafe from different family’s locations.
If school has to be closed, we will always aim to take this decision as early as possible as we are aware of the challenges this can cause to families in terms of childcare. We will let parents know via a message on the school website (homepage), text message, email and also through local radio stations. Please note, the telephone will not necessarily be manned on days of a school closure and we do not change the answerphone message – please check by using the alternative methods described above.
School Gateway is a website service (also available as a free app) that we use as a payment option for parents and also for communication (text and email).
We thoroughly recommend setting up an account using School Gateway as it provides a straightforward service for both families and for school.
If you wish to set up a School Gateway account, you can search for their website or app or alternatively talk to our school office staff who will be happy to help.
You can login to School Gateway here.
School dinners are available at school every day. All children can choose to select from the menu choices every day without sticking to a set pattern. Children make their choice during registration every morning – if your child arrives late and needs to order a school dinner, please let the school office know as you sign them in.
Children in Reception, Year 1 and Year 2 can have a free meal every day they wish to have one. Some children in year 3 and above will be eligible for Free School Meals but otherwise a school dinner costs £2.20 per day, payable either at the office or via School Gateway. On days that children do not have a school dinner, they will need to be a packed lunch.
Our menus can be found online here and show all necessary allergens and other information pertaining to dietary requirements. The school meal cost includes a main meal option, a dessert, a drink and a visit to a salad bar which includes a good range of additional extras. If you ever have any concerns or questions regarding any aspect of the school menu, please let us know.
We work in partnership with School Health to ensure a variety of health checks are in place, particularly in younger age groups in school, in line with government expectations. This includes, for example, sight and hearing tests. Parents will always be informed if such activities are planned and will be asked for appropriate permissions.
If you ever have any concerns regarding your child’s health, the School Health team are there to help and we can signpost you to their services. They are also available to support should anything arise in school (e.g. if we have any recurring issues with particular illnesses or with headlice).
The start of the school day at Grange Farm is at 8:55am but gates and doors open from 8:45am and children are invited to come into classrooms during this 10 minute period. If you require childcare before this point Fun for Kids offer this from 8am and our own Breakfast Club runs from 8:35am.
Our usual daily timetable runs as follows:
8:55 – Registration
9:00 to 10:30 – Classroom learning
10:30 to 10:45 – Assembly
10:45 to 11:00 – Morning break
11:00 to 12:20 – Classroom learning
12:20 to 1:20 – Lunch break (earlier for children in Reception, Year 1 and Year 2)
1:20 to 2:20 – Classroom learning
2:20 to 2:35 – Afternoon break
2:35 to 3:30 – Classroom learning
Typically we focus on English and Maths lessons during morning sessions and other curriculum subjects during afternoon sessions. Children in Reception do not stop for morning and afternoon breaks and follow the EYFS curriculum which approaches curriculum areas more flexibly.
The end of the school day is 3:30pm for all children. Fun for Kids offer wrap-around care from this point until 6pm.
It is always our aim to provide the best possible education to the children who attend our school and to be constantly looking to improve what we offer.
A School Improvement Plan, renewed every year, sets out our plans for further development. Individual action plans, based on monitoring and evaluation of previous performance, are owned by leaders across school with progress against these carefully monitored over time by the governing body.
Parents are asked to make preferences for secondary school places (through the local authority’s admissions process) from the September their child begins Year 6 with a closing date usually at the end of October. Place allocations are usually sent out the following March. For more information about this process, see the Coventry City Council’s admission’s page on their website or contact them via telephone on 024 7683 1613.
Historically, a majority of our pupils have transferred to Finham Park Academy but our children move to a wide range of schools across Coventry and beyond including within the selective and independent sector. If you wish to consider independent and selective schools, we would advise you speak to these schools directly to find out about their admissions arrangements which may be different from the local authority process.
Wherever children move to for secondary school, we will always work closely with their new teachers to provide effective transition information about their attainment and progress and also their social and emotional development. If there are any particular issues (for example, SEND) we will ensure additional transition arrangements are in place that are appropriate to the individual needs of the child.
Our school site is surrounded by high anti-climb fencing which helps to ensure security of the school site at all times. This is backed up by a culture of vigilance within the staff team who are ready to challenge unknown adults and report concerns as soon as they occur.
Staff are on duty at school gates at the beginning and end of the day and will challenge unknown, unexpected and suspicious visitors as appropriate.
During the school day, all visitors to school report via the main entrance and have to sign in using our agreed school systems. Unverified visitors are not allowed into school and adults without appropriate safeguarding checks in place are not allowed in school unless accompanied by somebody who has.
We have systems in place to manage any emergency situations that should occur including emergency evacuation procedures (e.g. in the event of fire) and emergency lockdown procedures (e.g. in the event of an unknown or suspicious character on the school site).
On some occasions (e.g. polling days and for community clubs), the dining room is used for events that involve members of the public. For these events, we securely lock the dining room to prevent access into any other part of the school building and risk assess to ensure that any other potential issues have been considered.
If anybody ever has concerns about site safety and security, we would encourage them to let us know as soon as possible. For further information on related topics, see First Aid and Health & Safety within our Parent Handbook A to Z.
SENCO is an acronym that standards for Special Educational Needs Coordinator and this is also a role that involved responsibility for children who have a disability.
The SENCO in school is our Deputy Headteacher, Mrs Sahota, who maintains an overview of provision for all children in the school on the SEND register. However, class teachers maintain responsibility for day-to-day provision for all of the children in their class, including those with special educational needs and disabilities.
SEND stands for Special Educational Needs and Disabilities. This term can cover a wide range of need including:
- Speech & Language needs
- Disabilities (such as issues with hearing, sight or mobility)
Being on the SEND register indicates that we will be providing support for a child that goes on the quality personalised learning experience that we provide for all of our children. It sets up a framework of meetings (between school and home) and agreed targets that help us to focus on the specific needs of the child and to help them make the best possible progress in their time with us.
For more information about the SEND provision we offer please see our Special Educational Needs section of our website. Here you will find our SEND Policy, our SEND Information Report and a document including SEND Frequently Asked Questions.
The acronym “SRE” standard for Sex and Relationships Education.
We follow an SRE curriculum in school which is covered partly through the Science curriculum and partly through the PSHE (Personal, Social and Health Education) curriculum.
The aspects covered in the Science curriculum are concerned with life cycles and are statutory – a required element of the national curriculum.
The aspects covered in the PSHE curriculum are more concerned with developing healthy relationships and social and emotional development and this develops into learning about puberty, reproduction and sex as children move into Year 5 and 6.
We always deliver SRE units consecutively across school and will let parents know when this is going to occur, including giving information about what we will cover. Parents in Year 5 and 6, in particular, are invited into school to view materials that will be used.
Parents have the right to withdraw children from the PSHE elements of these lessons but we would always encourage all children to take part and would reassure parents that these topics are addressed in a very sensitive, age appropriate style.
All children should be in school by 8:55 in time for registration.
If, for any reason, children have not arrived in school by this point they need to go the school office to be signed in by the adult who has brought them to school.
If a child needs to leave school early, they will also leave via the school office and must be signed out by the adult collecting them. We will not allow children to leave with unverified adults and would always ask parents to let us know beforehand if they know they will need to collect their child during the school day.
Even in the modern world of spell-checkers and text-speak, spelling remains a core skill and is a key component of the national curriculum for English. Spelling skills build onto Phonics work and issues with spelling can be a limiting factor on attainment levels for children in Writing as they progress through school. Spelling is tested as part of end of Key Stage 1 and Key Stage 2 national assessments.
As well as devoting plenty of time to spelling inside school, we know that children benefit from extra support at home. For more information on how we teach spelling in school and how you can support your child with this, please see the Spelling section within the “How do I help my Child?” section of our website.
We have lots of sports events throughout the year at Grange Farm but our annual Sports Day is a lovely day that brings the whole school community together.
In the morning, Key Stage 2 children (Year 3 and above) head to the athletics track at the University of Warwick to compete across a range of traditional and more creative events. Parents and other family members are all invited to come and watch them as they try their best to win (always a key component of good sportsmanship) and enjoy being active with their classmates.
At the end of the morning we all come back to school for a shared picnic lunch. All children picnic outside and families are invited to come along and bring picnics with them.
In the afternoon, it is the turn of Reception, Year 1 and Year 2. They complete a similar range of events as the older children but all of this takes place at school, on the field and the playground. Again, families are more than welcome to stay and support.
We always hope for a dry day and we will go ahead unless weather conditions are going to make the event unsafe or particularly uncomfortable for the children. If we did have to cancel, we would let parents know as soon as possible. We would then do our best to reorganise (although re-booking the athletics track could potentially be a limiting factor with this for Key Stage 2).
All schools receive a PE and Sports grant to support increasing the quality and quantity of sporting and healthy activity that their children participate in.
At Grange Farm we are very fortunate to have an active school population who engage in a wide variety of activities both in and out of school but we are always looking for ways to improve and this grant helps us to do this.
You can read about how we spend this money and what impact this has on the school website by looking at our Sports Premium Report.
Senior Leadership Team
Headteacher – Mr M Ledgard
Deputy Headteacher – Mrs J Sahota
Senior Leaders – Mrs C Dismorr, Mrs C Matthews, Mrs M Parker, Miss E Pennington
RP – Mrs M Parker
RW – Miss K Wookey
1K – Mrs R Kumar
1W – Mrs E Whateley
2L – Miss S Lewis
2S – Miss J Sargent
3H – Mr D Higginson
3M – Mrs L Morris
4C – Mrs A Corbould
4S – Miss K Smith
5D – Mrs C Dismorr
5M – Mrs C Matthews
6P – Miss E Pennington
PPA and Management Cover – Mrs Kaur
Mrs M Heath
Mrs E Smith, Mrs L Boyce and Mrs G Reed
Site Services Officer
Mr S Ell
Mrs Bacon, Mrs Bird, Mrs Brennan, Mrs Clarke, Mrs Corkish, Mrs Dixon, Mrs Gorman, Mr Jones, Miss Medley, Mrs Pemberton, Mrs Poulton, Mrs Stanley, Mrs Thomas, Mrs Tigbe, Mrs Trotman, Mrs Weaver, Miss Wright
Mrs Bains, Mrs Bava, Mrs Berrill, Mrs Bibi, Mrs Chaggar, Mrs Gopal, Miss Helesova, Mrs Kaur, Mrs Miah, Mrs Reed, Mrs Shahjahan, Mrs Shamsuddin, Mrs Sihota, Mrs Stone, Mrs Vaidya, Mrs Waiser
School Breakfast Club Staff
Mrs Bambrick and Mrs Reed
Designated Safeguarding Leads – Mr Ledgard, Mrs Sahota, Mrs Heath
SENCO – Mrs Sahota
Educational Visit Coordinator – Mr Ledgard
Dual Language Learners Coordinator – Mrs Sahota
Art Subject Lead – Mr Higginson
Computing Subject Lead – Miss Sargent
D&T Subject Lead – Mrs Kumar
English Subject Lead – Mrs Dismorr
Geography Subject Lead – Mr Ledgard
History Subject Lead – Miss Morris
Maths Subject Lead – Miss Pennington
MFL Subject Lead – Miss Wookey
Music Subject Lead – Mrs Parker
PSHE Subject Lead – Mrs Matthews
PE Subject Lead – Mrs Whateley
RE Subject Lead – Mrs Corbould
Science Subject Lead – Miss Lewis
Success Criteria are a key part of our approach to teaching and learning. They define, for teachers and pupils, exactly what it is that children have to do in a lesson in order to succeed.
Sometimes success criteria read like a method in a set of instructions, for example, explaining the order of things children need to do to complete a written calculation.
At other times, success criteria read more like the ingredients list from the set of instructions – for example, if I am writing a story there will be certain features we would be looking to include but it would not necessarily matter what order they were used in.
We teach swimming for the Summer term in Year 4. Children in both classes go by bus to the Excel Centre and have a 45 minute session. Grange staff accompany them and we also ask for parent support for helping to supervise the bus journey and changing. At the pool, children are split into groups by ability and taught by specialist swimming teachers. We ask parents for voluntary contributions to support the teaching of swimming by school (transport costs alone are significant).
The aim of the sessions is for all children to make progress and we are mindful of the need to have as many as possible reaching the expected standard for the end of Key Stage 2:
- To swim competently, confidently and proficiently over a distance of at least 25 metres
- To use a range of strokes effectively (for example, front crawl, backstroke and breaststroke)
- To perform safe self-rescue in different water-based situations
Children who have not reached this standard by the end of their Year 4 session will be offered additional swimming sessions later in Key Stage 2.To be able to swim, children need to bring appropriate swimming wear and a towel. For boys, they can wear trunks or shorts (as long as the shorts do no go below the knee). Girls can wear one piece or two piece swimsuits or alternatively we can provide further advice and guidance from the swimming pool on costumes that parents may wish to consider for religious reasons.
Swim-hats and goggles can be worn if the children want them. If children have verrucas, the swimming pool asks parents to provide appropriate foot coverings to reduce the risk of cross infection. The swimming pool also asks children not to wear any jewellery – if children wear bangles and bracelets related to their faith that they cannot remove then they are asked to bring sweat wrist-bands to cover these to prevent accidental injury to themselves and others.