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 2016, our Year 6 cohort undertook statutory end of Key Stage 2 assessments with the following outcomes:
|Average progress scores||Reading||-1.93|
|Average ‘scaled scores’ in reading and maths||Reading||101.3|
|Percentage of children who achieved the expected standard or above||Reading||78%|
|All three combined||63%|
|Percentage of children who achieved a high level of attainment||Reading||13%|
|All three combined||3%|
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, along with data collected internally about pupil attainment and progress, to help guide our school improvement plan working in a partnership between staff, governors, local authority officers and other schools in our local network.
Summer 2016 was the first implementation of the assessment cycle using new standards and materials.
As a result, we are being very careful in how we use and analyse the outcomes in terms of whole school evaluation and forward planning, in particular, looking back to previous evidence of school performance for trends over time.
The Curriculum, Organisation and Teaching Methods
The School is currently organised into nine classes, two Reception classes, two year 1 classes, two year 2, two year 3 and one class for each of the other year groups. Next year there will be two year 4 classes, the year after that there will be two year 4 classes and so on until there are two classes for each year group, (2018.) The Reception (Foundation Stage), Year 1 and Year 2 classes comprise Key Stage 1 and Year 3, Year 4, Year 5 and Year 6 comprise Key Stage 2.
The Governors of Grange Farm Primary School endorse the City Council’s Policy Statement for the school curriculum as outlined in the document “Entitlement and Achievement”. Copies are available from the School office. The Governors are very keen to ensure that all our children reach their full potential and set annual targets for Maths and English, aiming to continually improve performance at Grange Farm.
In addition, there is a Policy Statement for each of the relevant subjects covered in school. These include English, Maths, Science, History, Geography, Design Technology (DT), Information and Communication Technology (ICT), Art, Modern Foreign Languages, Music, Physical Education (PE), Personal, Social and Health Education (PSHE) and Religious Education (RE).
Our Reception children follow a programme of work which develops skills and provides opportunity in six key areas: Communication Language & Literacy; Mathematical Development; Knowledge & Understanding of the World; Personal, Social and Emotional Development; Creative Development and Physical Development. They follow the Foundation Stage of the National Curriculum.
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.
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 feel any matters are not being properly handled as far as your child is concerned, then you may make a complaint.
It is hoped that most complaints can be resolved by talking to your child’s teacher or 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 complaints procedure can be obtained from each school and the City Council’s website contains some information and advice.
Pupil Premium Strategy
The report below details our Pupil Premium Strategy, reviewing the 2015/16 academic year and setting out plans for the 2016/17 academic year:
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.
A group of parents, teachers and governors led by the schools Inclusion Manager has worked to produce the schools Disability Equality Scheme. This was originally published in December 2007 and is currently on-going and updated on an annual 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.