We aim to provide an intellectually challenging learning experience from which all pupils can benefit. This school is devoted to raising children’s expectations and aspirations. Our principal objective is for each pupil to develop a deep interest in, and love for, learning. Pupils will be taught to apply this learning to the everyday world around them.
Our ultimate goal is for pupils to become self-motivated, independent learners with a wide range of generic study skills that will prove useful to them throughout their lives. Whilst engaged in this process we also want them to have fun: to enjoy their childhood.
We seek to make a real difference in children’s lives by providing them with the skills they will require to be successful, both now, as children, and in the future. The curriculum we offer is designed to prepare them for life and work in the twenty-first century. We are committed to children leaving this school who has achieved high standards in the basic skills of reading, writing, and arithmetic. Also, we wish to inspire them by offering an exciting, broad, dynamic, and varied curriculum experience that embraces the arts, music, and sport. Barnes Primary School is a community of learners where everyone can be successful and strive to continually improve on their personal best.
Our school assessment means continually evaluating children’s knowledge, skills, and understanding, establishing what children can do and what their next learning steps should be. Assessment is at the heart of the learning process. It provides valuable evidence to guide and improve teaching and learning. Alongside this, it offers an opportunity for children to demonstrate and review their progress. It is an integral part of our relentlessly ambitious, high expectations culture.
In September 2014 a revised primary curriculum was introduced. From September 2015 a new assessment system was introduced at our school. The assessment levels which were used for many years were phased out. One of the reasons for this is that they provided a summary of performance that missed the richness of a more rounded description of pupil achievement. Also, it wasn’t always been clear to parents what the levels told them about what their child could do and what their child needed to do next. The move to a different system was managed carefully, over some time. Ideas were piloted and evaluated before being implemented.
Teachers use the criteria in a document called Development Matters (see link above). There are assessments at the end of the academic year when children turn 5. These are not tests for the child – the assessments are based on EYFS practitioners’ observations. Information from these tests is used for parents, practitioners, and teachers to support children’s learning and development.
Staff at Barnes provide a warm, happy and stimulating environment that promotes an enjoyment of learning. Children can appreciate the importance of acquiring knowledge and skills and how relevant these are to their lives. Our goal is to assist all children to reach their full potential both as learners and as members of our school family.
Safeguarding and promoting the welfare of children is everyone’s responsibility. Barnes Primary School endeavors to provide a safe and welcoming environment where children are respected and valued. Child protection forms part of the school’s safeguarding responsibilities. If a parent or carer has any concern about the health and safety of their child at our school, they should share this information with an appropriate member of staff.
We are committed to developing and maintaining a close relationship between home and school. A positive working relationship involves regular communication between staff and parents. Parents and carers have a right to be kept fully informed about the progress their child is making. By working closely together, in partnership, we can jointly ensure all children succeed.
We would like all parents and carers to take a positive interest in what their child is doing at school and in the life of the school as a whole. We also hope that parents and carers can co-operate fully with any procedures that require their support.
We strive to be a listening organization. As such we welcome feedback on the provision we offer. So, for example, we regularly canvas the opinions of parents, pupils, and other stakeholders to ensure that what is on offer meets with their approval. All children are accepted and respected here irrespective of their race, creed, or culture. We actively celebrate and embrace the many different cultural and socio-economic backgrounds represented in our school and we are wholeheartedly committed to a harmonious and caring multi-cultural society.
We set very high standards for children’s conduct from the moment they are admitted to the school. Bullying is never tolerated at our school. Staff always look to praise children for their good behavior and in so doing encourage and reinforce that behavior. Children who let themselves down in class through poor behavior are given one clear warning about their conduct. If this does not lead to an improvement in their attitude a sanction is imposed.
At the heart of the work of every school is a continuous cycle of planning learning for children, teaching them, and subsequently assessing what they have achieved. Through this process, we can identify those children who are finding it significantly harder to learn when compared to the average child. This group of children are defined as having special educational needs (SEN) and may require some additional support.
The Education Act 1981 identifies two groups of SEN pupils. The first group, estimated to be 2% of the school population, will have significant and long-term needs which will require ongoing additional support. The needs of these children are identified and they are assessed. The Local Authority will respond to their need with a Statement of Special Educational Need. This will outline a program of support that must be followed and specify some additional adult assistance that will be funded.
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