Statutory Information

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Detailed below is further information that is statutory to publish on our website.

Some of the information below may well be found elsewhere in our website as well, but is placed here so that those looking for statutory information can find it.

 

Forms, policies and other downloads:

Statutory Links
OFSTED WEBSITE    OFSTED PERFORMANCE DASHBOARD     OFSTED PARENTVIEW
DfE SCHOOL PERFORMANCE DATA

E-mail and Internet Use Good Practice

As part of your child’s curriculum and the development of ICT skills, The William Amory Primary School is providing supervised access to the Internet. We believe that the use of the World Wide Web and e-mail is worthwhile and is an essential skill for children as they grow up in the modern world. Please would you read the attached ‘E-mail and Internet Use Good Practice – ‘Rules for ICT Use’ document, and sign and return the consent form so that your child may use Internet at school. Although there have been concerns about pupils having access to undesirable materials, we are taking positive steps to deal with this risk in school. Our school Internet provider operates a filtering system that restricts access to inappropriate materials. This may not be the case at home and we can provide references to information on safe Internet access if you wish. We also have leaflets from national bodies that explain the issues further. Whilst every endeavour is made to ensure that suitable restrictions are placed on the ability of children to access inappropriate materials, the School cannot be held responsible for the nature or content of materials accessed through the Internet. The School will not be liable for any damages arising from your child’s use of the Internet facilities. Should you wish to discuss any aspect of Internet use (or to see a lesson in operation) please contact me to arrange an appointment. We use the school computers and Internet connection for learning. These rules will help us to be fair to others and keep everyone safe.
• I will ask permission before entering any Web site, unless my teacher has already approved that site.
• On a network, I will use only my own login and password, which I will keep secret.
• I will not look at, change or delete other people’s files.
• I will not bring storage media (e.g. USB devices, floppy disks, R/W CDROMS etc) to use in school without permission.
• I will only use the computers for school work and homework.
• I will only e-mail people I know, or my teacher has approved.
• The messages I send will be polite and sensible.
• When sending e-mail, I will not give my home address or phone number, or arrange to meet someone.
• I will ask for permission before opening an e-mail or an e-mail attachment sent by someone I do not know.
• I will not use Internet chat
• If I see anything I am unhappy with or I receive messages I do not like, I will tell a teacher immediately.
I know that the school may check my computer files and may monitor the Internet sites I visit.
• I understand that if I deliberately break these rules, I could be stopped from using the Internet or computers.
The school may exercise its right by electronic means to monitor the use of the school’s computer systems, including the monitoring of web-sites, the interception of E-mail and the deletion of inappropriate materials in circumstances where it believes unauthorised use of the school’s computer system is or may be taking place, or the system is or may be being used for criminal purposes or for storing text or imagery which is unauthorised or unlawful.

 

Home School Agreement

The William Amory Primary School aims to promote the academic, cultural, mental, physical, social and spiritual development of each pupil so that they can flourish and grow in harmony, security and mutual respect.
The School’s role;

• Encourage all pupils to do their best at all times.
• Give equal support to all pupils.
• Contact parents if there is a problem with attendance or punctuality.
• Inform parents of their children’s progress, through parents’ evenings, regular assessments and an annual report.
• Set, mark and monitor homework.
• Let parents know about any concerns or problems, which affect their child’s work or behaviour.
• Keep parents informed about life in school, by way of regular newsletters and notices about special events.
• Welcome parents’ interest and support.

The Family’s role;

• Support the school by encouraging their child.
• Recognise that each child at The William Amory Primary School is treated equally and fairly.
• Make sure that their child/children attends school regularly, on time and properly equipped and to give ‘prompt’ notification if a pupil is to be absent from school.
• Attend parents’ evenings and discussions about their child’s progress.
• Encourage their child/children to do homework and give appropriate support.
• Let the school know of any concerns or problems, which might affect their child’s work or behaviour and any health issues.
• Support the school’s behaviour policy.

The Pupil’s role;

• Attend school regularly and on time.
• Bring the equipment needed every day including PE/games kit
• Wear the school uniform and be tidy in appearance.
• Do all my class work and homework as well as possible.
• Be polite, caring and helpful to others.
• Keep the school free from litter.

 

Pupil Premium:

2015/2016

The school uses pupil premium to support eligible children in the following ways: additional Teaching Assistant support; intervention support, namely William Amory Reading Programme, Sir Kit’s Quest, Phonological Awareness Tests and individual booster sessions; Nurture group support five afternoons a week; administrational support in order to maximise effective support. Pupil Premium allocation for current academic year – nominal allocation for Pupil Premium this year is £54,120.

The school is effective in closing the gap between Pupil Premium and non Pupil Premium children. Ofsted have recognised The William Amory as effective in our use of Pupil Premium, “The school has successfully narrowed the gaps in achievement of all pupils and for those who are known to be eligible for extra funding (the pupil premium).

Leaders track the progress of these pupils relative to other groups carefully and use the funding provided effectively. For example, the daily reading support in Key Stage 1 is extremely effective in rapidly improving their progress in reading skills because the extra adults have been employed to support targeted pupils. “Ofsted 2013.

In addition –we have been recognised for our effectiveness with the following letter the Minister of State for Schools – David Laws MP.

26th January 2015

The William Amory Primary School

Congratulations on your disadvantaged pupil results.

Dear Mr Wilken,

It gives me great pleasure to write to you and congratulate your school on the improvement in Key Stage 2 results of your disadvantaged pupils since 2011.

Your results show that you have improved in terms of the progress and attainment achieved by your disadvantaged pupils since 2011, and that you are highly effective in educating your disadvantaged pupils. It is clear that you and your staff have provided disadvantaged pupils with a good start in life and prepared them well for secondary school

I would like to congratulate your staff, governors, parents and pupils for their hard work and success, and thank you for your leadership in making such a difference to the future success of your pupils. Finally, I would also encourage you to share your achievements with other schools so that they can learn from your strengths and experiences…

I would like to add my appreciation to all the staff who have worked so hard to ensure that all the children in our school, whether they bring the Pupil Premium or not, are given a good start in life.

2016/2017

It is the school’s intention to continue to fund the above activities in the current academic year. Additional teaching assistant support will constitute some 30% of Pupil Premium. Specific Peripatetic Support Teaching Assistants form 50% of the fund. Some 18% of the nominal £58,080 is set aside for clawback and the remainder is set for other additional staff (nurture, etc) and trips.

As evidence of the effectiveness of this policy – please note recognition by Secretary of State for Schools above.

Instrument of Governance. – Please see link here.

 

Sports Funding for Schools 2016/2017

The funding for 16/17 is nominally set at £8840. It is our intention to allocate this in the same manner as 2015/16. Please see below:

  • Sportscape Leisure provide the pupils with tuition, after school activities and the staff with teaching resources for their continuing professional development to the sum of £8500. In addition, we have pooled with local schools to provide sports competitions to increase participation in sporting events. This is an annual cost of around £500.
  • Football A team CADSSA league (approx 15 matches);
  • Football B team CADSSA league (approx 9 matches);
  • Football A team BBSSA league (approx 6 matches);
  • Football B team BBSSA league (approx 6 matches);
  • Rugby A team CADSSA tournament (approx 5 matches);
  • Rugby B team CADSSA tournament (approx 5 mathces);
  • Rugby B team BBSSA tournament (approx 5 matches);
  • Netball A team CADSSA league and tournament (approx 12 matches);
  • Netball A team BBSSA tournament (approx 6 matches);
  • Cross Country CADSSA league (approx 5 events);
  • Cross Country BBSSA tournament (approx 2 events);
  • Volleyball BBSSA tournament (approx 5 matches);
  • Athletics CADSSA track and field event;
  • Athletics BBSSA track and field event;
  • Cricket CADSSA league (approx 6 matches);
  • Rounders CADSSA league (approx 6 matches);
  • Rounders BBSSA tournament (approx 3 matches);
  • Dance BBSSA competition;
  • Gymnastics CADSSA competition for Key Stage II.

In addition:

  • the school provides professional coaching for Cricket, tennis, volleyball and basketball;
  • Every class with the exception of Reception receives a term’s worth of swimming lessons;
  • The school is effective at sport and it is our intention to continue this heritage;
  • PE is taught in school to national time requirements.

 

Privacy Notice – Data Protection Act 1998

We The William Amory Primary School are a data controller for the purposes of the Data Protection Act. We collect information from you and may receive information about you from your previous school and the Learning Records Service. We hold this personal data and use it to:
• Support your teaching and learning;
• Monitor and report on your progress;
Provide appropriate pastoral care, and
• Assess how well your school is doing.
This information includes your contact details, national curriculum assessment results, attendance information and personal characteristics such as your ethnic group, any special educational needs and relevant medical information. If you are enrolling for post 14 qualifications we will be provided with your unique learner number (ULN) by the Learning Records Service and may also obtain from them details of any learning or qualifications you have undertaken.We are required by law to pass some information about you to the Local Authority and the Department for Education (DfE)Where appropriate we will send to relevant National Health Service personnel (e.g. school nurses, the NHS Health Informatics Team) information on individual pupils changing school (or address) to ensure continuity of health care.We will not give information about you to anyone outside the school without your consent unless the law and our rules allow us to.If you want to see a copy of the information about you that we hold and/or share, please contact Mrs K Lowndes.
If you require more information about how the school, Local Authority (LA) and/or DfE store and use your information, then please go to the following websites:
http://www.staffordshire.gov.uk/health/childrenandfamilycare/yourdata/Yourdata.aspx andhttp://www.education.gov.uk/researchandstatistics/datatdatam/privacynotices/b00212337/datause
If you are unable to access these websites we can send you a copy of this information. Please contact the LA or DfE as follows:

• Information Governance Unit, Staffordshire County Council, St Chad’s Place, Stafford, ST16 2LR e-mail: foi@staffordshire.gov.uk
• Public Communications Unit, Department for Education, Sanctuary Buildings, Great Smith Street, London, SW1P 3BT Website: www.education.gov.uk, email: http://www.education.gov.uk/help/contactus, Telephone: 0370 000 2288

 

Snow Plan

As part of our Health and Safety requirements, we have included a snow plan. We have a duty to ensure that we have the correct ratio of teachers to children. Where we cannot guarantee this we may be placed in the unfortunate position of having to close the school for the day. Our decision will be based on the best evidence available at 07.00 and particularly that we are able to get enough staff to school to ensure safety. We shall post details on the school website – front page in big text if the school is closed and we shall do this by 07.30. We shall also inform by texts, also by 07.30. Once this decision is made, it shall remain in place, even if there is a thaw during the day. In terms of when the school is open but icy, please follow this link to our statutory snow map of safe paths in school.

 

THE WILLIAM AMORY PRIMARY  SEN OFFER

The William Amory School is an inclusive school and may offer the following range of provision to support children with special educational needs.  The range of support that we can give will follow assessment by ourselves and/or external agencies. Parents will be informed if we have intervention or support that we are able to give their child(ren).

Who should I contact to discuss the concerns or needs of my child?
Class Teacher
Headteacher

Other Key Staff are:
Special Educational Needs Coordinator (SENCO) – Mrs A Robinson
She is responsible for:

  • Checking on the progress of your child and extending range to outside agencies.
  • Applying the school’s SEN policy.
  • Coordinating provision for children with SEN and developing the school’s SEN policy

SEN Governor – Mr Fox (c/o office@williamamory.staffs.sch.uk)

SENCo Mrs A Robinson

Governor Report on SEN Policy.

How can I find out about how well my child is doing?
On-going monitoring takes place by child’s teachers to identify students who are not making progress or who have behaviour needs which are affecting their ability to engage in learning activities or affecting other children on their ability to engage on their learning.  After discussions with staff and parents, additional support may be put into place. The views of the student or young person about their support will be given consideration at this stage.   Any additional support is documented in an Education healthcare plan (formally an IEP). In consultation with the teacher, SENCO and parents, short term targets are agreed which prioritise key areas of learning or behaviour to address and by which progress can be measured. Where external agencies are involved, their advice will be communicated to parents with information of how the school may be able to accommodate that advice. Actions agreed take into account each student’s strengths as well as their difficulties.  In some cases teaching assistant support may be allocated. Formal review meetings are held as required. Parents, relevant external agencies and, when appropriate, children are invited to this review and their contribution is valued. The impact of support offered where appropriate is considered and next steps are set. Where there are support arrangements, these will be updated and revised accordingly. If not involved already, this might include referral to external agencies.
If your child is continuing to have significant difficulties, further external expertise may be requested. Additional funding is available from the Local Authority and the school will always endeavour to apply for this additional funding if it is appropriate to do so.
If the Local Authority consider that your child fits their Banded Funding Criteria, an agreement will be drawn up and implemented with the school staff, parents and the Local Authority, along with and the school’s Educational Psychologist and other professionals where appropriate.  Further details about this process will be explained in the LA Local Offer. It should be noted that the processes detailed above are subject to conditions and, although we would endeavour to complete them in a timely manner, certain criteria need to be met before moving to the next stage. This process can take time to complete.

Tests and Examinations: Access Arrangements
For some students additional arrangements and adjustments can be made to enable them to fully access a range of tests. This might include additional time, rest breaks or the use of a scribe or word processor. In some circumstances children can be exempt from sitting the SATs test at the end of Key Stage II. The class teacher will inform you about eligibility and applications for these arrangements.

How accessible is the school?
The William Amory Primary School has access ramps to all of Key Stage I. The design of our building means that Reception class and parts of Key Stage II are up stairs (3 steps in the case of reception, a full flight of stairs for the ICT suite and Years 5 and 6). The use of tablets and classroom PCs would negate the need for access to the ICT suite.

How will teaching be adapted to meet the needs of my child?
Teachers are skilled at adapting teaching to meet the diverse range of needs in each class. Daily planning takes into account individual student’s needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all students can experience success and challenge in their learning.  Grouping arrangements are organised flexibly with opportunities for both ability and mixed setting to maximise learning opportunities for all.  Additional adults are used flexibly to help groups and individual students with a long term goal of developing independent learning skills. Monitoring takes place to avoid students becoming over reliant and dependent on this adult support.

Intervention
We may provide the following additional support in terms of intervention for children that we consider would benefit from it:

  • William Amory Accelerated Reading Programme
  • Rapid Maths
  • Rapid Reading
  • Sir Kit’s Quest Reading programme
  • Wolf Hill Reading programme
  • Units of sound dyslexia support
  • Nurture Programme
  • Phonological Awareness Training
  • Personal and medical care as required such as to assist disability, diabetes or other specific medical needs that we are able to support.

What support from outside does the school use to support my child?
The school can work with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met. These include:

  • Referrals to outside agencies as required including – Sensory Support, Educational Psychologist, School Nurse and Inclusion Support Service.
  • Referral to Staffordshire Support Services such as Social Services or Families First.
  • Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports.

How will the school help my child move to a new class or school?
Children and young people with SEN can become particularly anxious about “moving on” so we seek to support  successful transition by:

  • Contacting  the School SENCO and sharing information about special arrangements and support that has been made to help your child achieve their learning goals. We will ensure that all records are passed on as soon as possible.
  • When moving groups/forms in school we share information with new teacher.
  • In year 6 – 7 transition the SENCO will attend the primary/Secondary Transition day meeting to discuss specific need of your child and the nature and level of support which has had the most impact.

Further SEND information required:

  • Admission  arrangements for pupils with SEN or disabilities – It should be noted that The William Amory complies with the Admission arrangements set out by Staffordshire County Council. Their admissions policy is inclusive and can be found elsewhere on this page.
  • Adults and parents of children should feel free to visit the school to have a look at our facilities. The school currently caters for children with visual and hearing impairments; medical and learning considerations. We have the ability to deal with mobility and physical disability. It would be unrealistic to list how the school could accommodate all areas of SEND, but the school is willing to talk on a personal level to any concerned.

Curriculum Maps – please find these on individual class pages

Equality Act Policy

We have adopted a Policy and through our action plan continually review and seek to improve our provision in this regard. The new General Duty replaces the three existing public sector equality duties for disability, race and gender. It covers all protected charcteristics and has three main aims requiring public bodies to have due regard to the need for:

1. Eliminate discrimination, harassment, victimisation and other conduct that is prohibited under the Equality Act 2010.
2. Advance equality of opportunity between persons who share a protected characteristic and persons who do not share it.
3. Foster good relations between persons who share a protected characteristic and persons who do not share it.

We are committed to:
– Dealing with and eliminating prejudiced based incidents
– Closing the gap in attainment for all children
– Engagement with local communities
– Policies and practices that promote equality and address inequality.

Please find our statutory policies here – access planSafeguarding PolicyEquality ObjectivesAttendance PolicyEquality Policy

 

Further Statutory information:

  • Phonics and Reading schemes used in KSI:
    • DfE Letters & Sounds
    • Oxford Reading Tree; Lighthouse; Bug Club; Graded eclectic mix from Pearsons, Badger, Pandora and many other suppliers.
  • How parents can find out about the curriculum we teach:
    • Visit our website and download the curriculum;
    • Attend Parent briefing sessions at the beginning of the year;
    • Attend Parent workshops run throughout the year;
    • Ask a member of staff, including the headteacher.