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- Archdeacon Cambridge’s CE Primary is an Anglican school where everyone is encouraged to do their very best. Following a day spent together exploring, discussing, and agreeing on what is best for our School, our Vision was agreed upon by staff and Governors. The vision we share is at the heart of all we do and is the basis on which we work with all members of the school community. Parents wishing to apply for a place at Archdeacon Cambridge’s School should contact the School Office by telephone in the first instance. A telephone conversation offers an opportunity to register an interest in receiving an application pack for either the Nursery or Reception class and to discuss admissions arrangements at the school. The Headteacher operates regular tours of the school. Parents wishing to join a tour should telephone the School Office. It is most useful for parents if they visit the school between 3-6 months before they make their application. The Nursery and Reception staff work together as a team and follow the Early Years Foundation Stage Framework. At Archdeacon Cambridge’s we work to provide a supportive, safe and secure environment for our young children to learn, play and develop. Children develop rapidly during their first five years of their life. These fundamentally important years are the foundation blocks that shape children’s future. We aim to ensure that children feel valued, safe and enthused to explore an environment that promotes learning and responds to their interests. The curriculum is divided into seven areas of learning: Communication and Language, Physical Development, Personal, Social and Emotional Development, Literacy, Mathematics, Understanding the World, Expressive Arts, and Design. Thematic teaching ensures that links in learning are made and skills and knowledge are taught in context. Our themes follow seasonal change and are strongly influenced by children’s current interests. RE is mainly taught through the theme for the half term with concepts such as Thanksgiving, Creation, and Celebration, for example, taught through the theme of Harvest. Godly Play resources provide opportunities for children to deepen their understanding of RE themes and stories through adult-led play. Nursery and Reception children have access to a specially designed Outdoor Learning Area as part of their day. During periods of ‘Free flow’ children can independently select and explore activities inside and out and adults interact with the children to deepen their learning and respond to their needs. During whole class sessions, children are taught Phonics to develop their emergent reading and writing skills and Maths to secure the understanding and application of Numbers and Shape, Space, and Measures. Additionally, adult-led activities are planned to meet children’s individual or group needs. Progress is recorded through daily observations, photographs, videos, and samples of work. Parental input is an essential element in creating a complete profile of each child. Parents are encouraged to support their child’s learning by contributing to their child’s Tapestry learning journal. Ongoing assessment is used to inform children’s next steps and subsequent planning. Year 1 classes begin the academic year with a school day that is similar in structure to that which the children were familiar with in Reception classes. Activities and lessons build on the play-centered curriculum of the FS. The strong focus on phonics, writing, and developing mathematical knowledge set in the context of a theme continues. Children learn to quickly recall number bonds and facts, develop their abilities in calculating mentally, and applying their mathematical knowledge. Class teachers also continue to use Fiction and Non-Fiction books to provide opportunities to practice reading skills and as models of good writing. The children, in turn, practice their developing skills as writers using writing frames and word banks. RE, Geography, History, and Science are, when appropriate, linked with texts or the theme for the half term. Each of the four years the children spend in Key Stage 2 reinforces key skills and knowledge and opportunities to explore ideas and develop individual abilities. As in Foundation Stage and Key Stage 1, we encourage the use of our flourishing school library as a rich resource for individual research and following individual interests. Aspects of PE, French, Art, History, and Science for example can be extended and developed through the use of the many resources available in the library. The Department for Education introduced a statutory requirement for British Values to be taught in schools “to create and enforce clear and rigorous expectation on all schools to promote the fundamental British Values of Democracy, the Rule of Law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.” The school readily incorporated the values into Spiritual, Moral, Social, and Cultural teaching and learning and made links to our Christian Values of Compassion, Endurance, Forgiveness, and Thankfulness. We have a permanent display next to the worship board and refer to British Values as appropriate. The British Values display includes a map of the United Kingdom as a means of setting the values in a larger context, for example ‘Rule of Law’. The children understand why we keep the Golden Rules in school so the notion of Rule of Law is an extension of the concept. Similarly, ‘Community’ includes our school community, the wider community locally, nationally through celebrations such as the Queen’s 90th birthday and the global community when we focus on Christian Aid fundraising and other charity activities Archdeacon Cambridge’s Primary CE School recognizes its responsibility to safeguard and promote the welfare of children and their best interests. Our Child Protection and Safeguarding Policy forms part of a suite of policies that set out the safeguarding responsibilities of the school, to enable us to create a safe and vigilant environment for our pupils where they feel valued and are respected. Safeguarding is defined as protecting children from maltreatment, preventing impairment of health and/or development, ensuring that children grow up in the provision of safe and effective care, and taking action to enable all children to have the best life chances. ‘Children’ includes everyone under the age of 18 years old. This policy refers to staff, which includes all paid staff, Governors, visitors, and volunteers in the school, and seeks to set out the principles and procedures we operate to protect children from harm. The school recognizes that it is an agent of referral and not of investigation. The Governing Body of Archdeacon Cambridge’s School has a key role in the life of the School. As a voluntary aided school, members of the Governing Body are nominated or elected from several bodies although they are expected to act collectively for the good of the School. Associate Members of the Governing Body are appointed for 12 months. All other categories of governors are appointed for 4 years. View full school
Archdeacon Cambridge’s CE Primary is an Anglican school where everyone is encouraged to do their very best. Following a day spent together exploring, discussing, and agreeing on what is best for our School, our Vision was agreed upon by staff and Governors. The vision we share is at the heart of all we do and is the basis on which we work with all members of the school community. Parents wishing to apply for a place at Archdeacon Cambridge’s School should contact the School Office by telephone in the first instance. A telephone conversation offers an opportunity to register an interest in receiving an application pack for either the Nursery or Reception class and to discuss admissions arrangements at the school. The Headteacher operates regular tours of the school. Parents wishing to join a tour should telephone the School Office. It is most useful for parents if they visit the school between 3-6 months before they make their application. The Nursery and Reception staff work together as a team and follow the Early Years Foundation Stage Framework. At Archdeacon Cambridge’s we work to provide a supportive, safe and secure environment for our young children to learn, play and develop. Children develop rapidly during their first five years of their life. These fundamentally important years are the foundation blocks that shape children’s future. We aim to ensure that children feel valued, safe and enthused to explore an environment that promotes learning and responds to their interests. The curriculum is divided into seven areas of learning: Communication and Language, Physical Development, Personal, Social and Emotional Development, Literacy, Mathematics, Understanding the World, Expressive Arts, and Design. Thematic teaching ensures that links in learning are made and skills and knowledge are taught in context. Our themes follow seasonal change and are strongly influenced by children’s current interests. RE is mainly taught through the theme for the half term with concepts such as Thanksgiving, Creation, and Celebration, for example, taught through the theme of Harvest. Godly Play resources provide opportunities for children to deepen their understanding of RE themes and stories through adult-led play. Nursery and Reception children have access to a specially designed Outdoor Learning Area as part of their day. During periods of ‘Free flow’ children can independently select and explore activities inside and out and adults interact with the children to deepen their learning and respond to their needs. During whole class sessions, children are taught Phonics to develop their emergent reading and writing skills and Maths to secure the understanding and application of Numbers and Shape, Space, and Measures. Additionally, adult-led activities are planned to meet children’s individual or group needs. Progress is recorded through daily observations, photographs, videos, and samples of work. Parental input is an essential element in creating a complete profile of each child. Parents are encouraged to support their child’s learning by contributing to their child’s Tapestry learning journal. Ongoing assessment is used to inform children’s next steps and subsequent planning. Year 1 classes begin the academic year with a school day that is similar in structure to that which the children were familiar with in Reception classes. Activities and lessons build on the play-centered curriculum of the FS. The strong focus on phonics, writing, and developing mathematical knowledge set in the context of a theme continues. Children learn to quickly recall number bonds and facts, develop their abilities in calculating mentally, and applying their mathematical knowledge. Class teachers also continue to use Fiction and Non-Fiction books to provide opportunities to practice reading skills and as models of good writing. The children, in turn, practice their developing skills as writers using writing frames and word banks. RE, Geography, History, and Science are, when appropriate, linked with texts or the theme for the half term. Each of the four years the children spend in Key Stage 2 reinforces key skills and knowledge and opportunities to explore ideas and develop individual abilities. As in Foundation Stage and Key Stage 1, we encourage the use of our flourishing school library as a rich resource for individual research and following individual interests. Aspects of PE, French, Art, History, and Science for example can be extended and developed through the use of the many resources available in the library. The Department for Education introduced a statutory requirement for British Values to be taught in schools “to create and enforce clear and rigorous expectation on all schools to promote the fundamental British Values of Democracy, the Rule of Law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.” The school readily incorporated the values into Spiritual, Moral, Social, and Cultural teaching and learning and made links to our Christian Values of Compassion, Endurance, Forgiveness, and Thankfulness. We have a permanent display next to the worship board and refer to British Values as appropriate. The British Values display includes a map of the United Kingdom as a means of setting the values in a larger context, for example ‘Rule of Law’. The children understand why we keep the Golden Rules in school so the notion of Rule of Law is an extension of the concept. Similarly, ‘Community’ includes our school community, the wider community locally, nationally through celebrations such as the Queen’s 90th birthday and the global community when we focus on Christian Aid fundraising and other charity activities Archdeacon Cambridge’s Primary CE School recognizes its responsibility to safeguard and promote the welfare of children and their best interests. Our Child Protection and Safeguarding Policy forms part of a suite of policies that set out the safeguarding responsibilities of the school, to enable us to create a safe and vigilant environment for our pupils where they feel valued and are respected. Safeguarding is defined as protecting children from maltreatment, preventing impairment of health and/or development, ensuring that children grow up in the provision of safe and effective care, and taking action to enable all children to have the best life chances. ‘Children’ includes everyone under the age of 18 years old. This policy refers to staff, which includes all paid staff, Governors, visitors, and volunteers in the school, and seeks to set out the principles and procedures we operate to protect children from harm. The school recognizes that it is an agent of referral and not of investigation. The Governing Body of Archdeacon Cambridge’s School has a key role in the life of the School. As a voluntary aided school, members of the Governing Body are nominated or elected from several bodies although they are expected to act collectively for the good of the School. Associate Members of the Governing Body are appointed for 12 months. All other categories of governors are appointed for 4 years.
