- Single Equality Plan
- Admission Arrangements
- Ofsted Report
- Attainment and Achievement
- Complaints Procedure
- Pupil Premium Allocation
- Special Educational Needs (SEN)
- Charging and Remissions Policy
- Pupils With Disabilities
- Sports Premium Report
- General Data Protection Regulations (GDPR)
- Freedom of Information
Single Equality Plan
Grange Farm Primary School is committed to equality of opportunity for all. We have a School Vision rooted in our shared aspirations for our pupils and we are very clear that this means all pupils.
This Single Equality Plan sets out how we embed this into our day-to-day practice, incorporating our equality statement, our equality information and objectives and also the school’s accessibility plan.
Combining these elements into one document shows the school’s understanding that they are not bolt-on extras that sit aside from the work of the school but are intertwined and are integral to our vision, ethos and purpose.
Primary schools in the city serve children between the ages of 4 and 11 years. In most areas one school will provide for all primary age pupils; in one area there is a separate school for Infants (aged 4-7) and Juniors (aged 8-11). Some schools also have Nursery Classes, which admit children in the academic year before they are due to start school.
Coventry children may be admitted to primary schools at the beginning of the school year after their fourth birthday provided they have reached the age of four by the 31 August. However, children must start school at the beginning of the term following their fifth birthday.
Grange Farm Primary School was last inspected by Ofsted in June 2014.
The school was rated Good in all areas with behaviour and safety of pupils as outstanding.
Key points are:
Actions taken by leaders have successfully increased the good and outstanding teaching in the school and raised pupils’ achievement.
Pupils achieve well in reading, writing and mathematics. This is because good teaching ensures the work they are given encourages them to push themselves harder.
The management of the performance of teaching and support staff is good. Areas for improvement are followed up robustly and staff are successfully encouraged to learn from and support each other.
Relationships are excellent throughout the school.
Staff rise to the high expectations the school’s leaders have of them to help pupils to achieve well. They pass these high expectations on to their pupils.
The pupils’ excellent attitudes and behaviour contribute greatly to their successful learning and excellent personal development.
Attendance is high because pupils enjoy school, feel safe, and very much want to learn. Pupils praise the caring nature of the staff.
Almost all parents are very satisfied with the school and what it does for their children. They particularly like its ‘family feel’.
Governors hold the school to account well. They are closely involved in all of its work and very knowledgeable about how well it and individual pupils are achieving.
Further information from Ofsted including the full report can be found by following the links below.
Attainment and Achievement
In the Summer of 2017, our Year 6 cohort undertook statutory end of Key Stage 2 assessments with the following outcomes:
|Average progress scores||Reading||-0.23||0|
|Average ‘scaled scores’||Reading||105.0||104.1|
|Percentage of children who achieved the expected standard or above||Reading||69%||71%|
|All three combined||63%||61%|
|Percentage of children who achieved a high level of attainment||Reading||31%||25%|
|All three combined||16%||9%|
You can compare the performance (as shown by data from national assessments) at the government’s School Performance Website:
In school, we use this data, alongside data collected internally about pupil attainment and progress, to help guide our school improvement process working in a partnership between staff, governors, local authority officers and other schools in our local network.
As a school we aspire to performance data which exceeds national averages in all areas. Whilst our data for Summer 2017 shows we have not yet achieved this, it represents a significant improvement on our performance data from Summer 2016.
At Grange Farm School we want to create a warm, welcoming, caring environment where relationships are based on respect and positive self-esteem is developed in each child.
We are committed to maintaining high expectations of good behaviour as an essential contribution to the educational experience of the children and to their happiness and well being whilst in school.
We hope that all parents and guardians will support our approach to behaviour which, we feel, will be of major benefit to all.
Our Behaviour Principles are that:
- staff and pupils will be polite and respectful at all times, to each other and to visitors
- any form of discrimination or bullying will be addressed promptly
- staff and the governing body will provide opportunities for pupils to take responsibility and be involved in decision making
- expectations of both staff and pupils will be explicit and consistent
- staff will be fair and consistent and foster a culture in which pupils’ achievements are recognised and celebrated
- staff will be empowered to take prompt and effective action when pupils behave inappropriately
- the school will work in partnership with home and external agencies to maximise the chances of every pupil behaving responsibly
Your child is entitled to receive a broad and balanced curriculum at school, including all the subjects of the National Curriculum and Religious Education. Schools must also make arrangements for a daily act of collective worship (assembly).
In addition each school must have a charging policy, which explains which school activities will be subject to a charge.
If you have 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 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 teacher, a member of the school’s senior leadership team or the Headteacher and making sure that there are no misunderstandings. However, parents or guardians have a right to make a formal complaint. A copy of the school’s Complaints Policy is available from the school office or can be found below:
Special Educational Needs (SEN)
Children can experience learning difficulties at any time during their school career. The degree of difficulty can vary significantly, requiring different strategies for support. The school aims to make appropriate provision for all children with Special Educational Needs, including those with high ability. We have a teacher who is responsible for the “Gifted and Talented” who supports other teachers in providing for these pupils.
A member of staff oversees provision for children with particular needs. This may, for example, take the form of planned individual programmes of work supervised by the Class Teacher, or it may require particular skills from Specialist Support Teachers.
Specific procedures for the early identification of learning difficulties, and those children demonstrating high ability levels, are laid down in the school’s policy document.
Support for children experiencing difficulties is viewed as an integral part of the school curriculum and wherever possible is given within the classroom situation.
Parental involvement is a vital factor in overcoming difficulties experienced in a child’s development and close liaison is an essential element in any support programme.
Charging and Remission Policy
A copy of the policy on “Charging and Remission of Charges in Primary Schools” is available from the School office for parents to see on request.
To summarise the main points: –
- A charge cannot be made for school trips undertaken in school time. The school will propose events and voluntary contributions will be invited from parents. If sufficient funds are forthcoming the school will proceed with the activities.
- A charge can be made for trips which take place on non-school days or which substantially exceed school hours. The charge may include travel, board and lodging on residential trips.
- A charge may be made for materials used in activities such as cookery. These activities are classified as “optional extras” and a charge can be made if parents have previously indicated their willingness to pay the charges and wish their child to take the end product home.
- A charge will be made for music tuition for the playing of a musical instrument if taught by a visiting music teacher specialist. Detailed information on charging for music tuition is available from the School.
At Grange Farm school we want to ensure that our pupils are able to take the fullest possible advantages of all that we have to offer. We want every pupil to attend school every day that they can and hold the view that regular attendance is important to ensure the best possible learning outcomes for all of our pupils.
This attendance policy sets out what is expected so that this may be achieved.
Our aims are to raise attendance and improve punctuality by:
- Ensuring that all pupils have full and equal access to the best education that we can offer in order to increase learning.
- Promoting a positive and welcoming atmosphere in which pupils feel safe, secure and valued.
- Promoting opportunities to celebrate and reward pupils’ successes and achievements.
- Raising awareness of the importance of good attendance.
- Ensuring that attendance is monitored effectively and reasons for absences are recorded promptly and consistently.
- Making parents/carers aware of their legal responsibilities.
Pupils with Disabilities
Grange Farm takes all reasonable steps to ensure that any pupil with a disability gaining a place at the school is catered for in such a way as to ensure they receive a full and equal entitlement in terms of access to the curriculum and wider school community.
Our Single Equality Plan details our approach and our current areas for development associated actions. This is reviewed by a member of the governing body on a regular basis.
Grange Farm fully recognises its responsibilities for safeguarding children (child protection). Our policy applies to all staff, governors and volunteers working in the school.
There are five main elements to our policy:
- Ensuring we practice safe recruitment in line with national legislation by using at least one suitably trained recruiter on all interview panels and by checking the suitability of staff and volunteers to work with children and ensuring any unsuitable behaviour is reported and managed using the Allegations Management 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 his/her agreed child protection plan.
- Establishing a safe environment in which children 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 the 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.
Sports Premium Report
At Grange Farm we value maintaining a broad and balanced curriculum that enables all children to thrive.
Physical and emotional well-being play a key part in children making good or better progress in all ways in school and we want all children to leave Year 6 instilled with an enjoyment of an active, healthy lifestyle that will last a life-time and an understanding of the benefits that this will have on their life experiences.
We want to ensure that all children have access to at least their entitlement of Physical Education in the week but that all also have (and take up) the opportunity to extend this experience in extra-curricular pursuits that give them experience of a broad range of sports and activities.
From Spring 2018, the Department for Education has asked all primary schools to publish information about swimming achievement on their school website.
All schools are now asked to identify what proportion of children have reached the standard expected by the end of Key Stage 2 (Year 6). The standard is described as follows:
· Swim competently, confidently and proficiently over a distance of at least 25 metres
· Use a range of strokes effectively (for example, front crawl, backstroke and breaststroke)
· Perform safe self-rescue in different water-based situations
Historically children at Grange Farm have swum for one term in Year 3 and one term in Year 4. This means that our achievement data is based on a point in time two years before the expected standard it expected to be achieved.
Of the current Year 5 cohort, 34% had achieved this standard by the end of Year 4. There are no national averages to compare to as yet but this is clearly a lower figure than we would want to have in place (by the end of Key Stage 2).
Our surveys of the children in Year 5 and 6 indicate that a very large majority of children have by now achieved the expected standard in swimming. This increase is consistent with other more general parental surveys showing that a very large majority of our pupils regularly attend private swimming lessons outside of school.
Whilst we are confident that our children’s swimming achievement will, in practice, be above the national average, our evaluation of our approach to swimming indicated that we needed to adopt a different strategy moving forward to ensure that this is the case. The current Year 4 cohort is the last cohort that will have swum both in Year 3 and Year 4. For all future cohorts, all children will swim for one term in Year 4 and then additional, targeted, lessons will be offered later in the school careers of children who had not yet met the standard. Even though cohorts in school from Year 4 and up have already benefitted from two term’s of swimming in their school life, we are also intending to offer them the opportunity to have additional swimming sessions in later years should they require them.
Our swimming strategy will be reviewed regularly, particularly with respect to the analysis of new data as the current Year 4 cohort complete their swimming sessions at the end of the 2018 summer term.
General Data Protection Regulations (GDPR)
The General Data Protection Regulations 2016 and subsequent domestic legislation replace the EU Data Protection Regulation 1995 and the Data Protection Act 1998 in an aid to update and manage a technologically advancing world. In order to provide adequate protection to these changes, the EU have increased the accountability of data controllers/processors and enhanced the rights of individuals.
The School has notified the Information Commissioner’s Officer of its data processing and its registration number is Z6412284.
Click on the links below to view the GDPR Data Protection Policy, GDPR Data Privacy Notice and GDPR Record Retention Policy .
SUBJECT ACCESS PROCEDURE
The School aims to satisfy all valid requests for information under the General Data Protection Regulations and domestic data protection legislation subject to the exemptions stated in the Act.
Please click on the link below to view the procedure and to download the form that should be filled in to formalise your request.
Freedom of Information
Grange Farm Primary School supports the Freedom of Information Act 2000 and its objectives of openness and accountability in the public sector. The purpose of this policy is to assist employees in meeting the requirements of the Freedom of Information Act.