Wednesday 7th September 2016 Information Evening Wednesday 7th September 2016

Class Structure Head Teacher SBM Deputy Head teacher FS - Kate Maw FS - Heather Rushton Y1 - Kate Miller Y1 - Jade Rehman Y2 – Sally Robinson Y2 – Victoria Booth Y3 – Nicky Harris Kate Dooley Y3/4 – Lindsay Lindsay Mel Samuel Y4 – Maggie Sykes Y5 – Vicky Brunton Y5/6 – Sam Furbank Y5/6 – Richard Hill

Croxby Vision We are a happy, caring school and aim to provide challenging and exciting learning opportunities for all. Our expectations are high and we want children to leave us with a thirst for knowledge, a love of learning and as responsible citizens who can make a full contribution to society as confident and independent individuals.

Croxby Values Celebrate Achievement by all Respect every member of the school community Enjoy school and a wide range of experiences

Croxby Values Confident Persevere Excellence Resilient Love Learning Excited Positive Tolerant Celebrate Accepting Independent Determined Inspiring Friendly Enquiring

Changes in Expectations Quality of teaching, learning and assessment Pupils love the challenge of learning and are resilient to failure. They are curious, interested learners who seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills. They thrive in lessons and also regularly take up opportunities to learn through extra- curricular activities.

Quality of teaching, learning and assessment Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, to improve.

Statutory Assessment KS1 Reading

Statutory Assessment KS1 Writing

Statutory Assessment KS1 Maths

Statutory Assessment KS1 Maths

Statutory Assessment KS2 Reading

Statutory Assessment KS2 Writing

Statutory Assessment KS2 Maths

Statutory Assessment KS2 Maths

Changes in Curriculum and Assessment

Changes in Curriculum and Assessment

Changes in Curriculum and Assessment

Homework Reading books – fiction and non-fiction, changed weekly. Spellings. Times tables Half-termly topic based project.

Bringing the curriculum to life! Enrichment Bringing the curriculum to life! Visits Visitors Events in school e.g. parents invited in to work with their children Special days e.g. Stone Age day Outdoor Learning House days

Special Educational Needs

What is SEN? Children are classed as SEN if they have a ‘barrier to learning’ (academic, social & emotional, behaviour, communication). Interventions are used to narrow the gap, e.g. resources or extra support. SEN pupils are expected to achieve the same rate of progress as non-SEN children.

How are SEN children identified SENCO (Mrs Neighbour), Inclusion Managers (Mrs Ramsden and Mrs Anholm), 1 to 1 TAs, SEN TAs. Regular meetings are held with staff to identify any possible SEN children, sometimes children are recorded as an ‘Expression of Concern’ first. Testing of groups and year groups is carried out to help screen for children who are struggling. Progress data of all children is regularly monitored. Parent’s concerns.

What happens next? Parents are informed. SEN register. Student Passport Appropriate internal and external interventions. Professional agencies may be involved. SEN Consultant SEN meetings with parents. Regular monitoring - Children may not stay on the SEN register forever. Education and Health Care Plan.

Personal development, behaviour and welfare Pupils are confident and self-assured. They take pride in their work, their school and their appearance. Pupils’ attitudes to all aspects of their learning are consistently positive. These positive attitudes have a good impact on the progress they make. Pupils show respect for others’ ideas and views. Pupils are punctual and prepared for lessons. They bring the right equipment and are ready to learn. Pupils value their education. Few are absent or persistently absent. Pupils’ spiritual, moral, social and cultural development ensures that they are prepared to be reflective about and responsible for their actions as good citizens.

Behaviour Systems at Croxby Power of Three Behaviour Working Party Dojo points Traffic light system Flow Chart

Dojo Points

Behaviour System

Behaviour Flow Chart

ELSAs Emotional Literacy Support Assistants – trained and monitored by the local Educational Psychologists. Mrs Ramsden and Mrs Anholm are our ELSAs Support children in areas such as – bereavement, self-esteem, behaviour, transition etc. Drawing and Talking Not counselling - a quiet place to talk. Support parents with any concerns.

PARENT/SCHOOL PARTNERSHIP We promote a positive partnership between home, school and community and we aim to build on their existing skills and experiences when your child joins us. PTFA - AGM Tuesday at 6:30pm – Please join us! Governors

PARENT/SCHOOL PARTNERSHIP Sharing: What children are learning – achievements and next steps Information about difficulties that may arise and finding a solution together Ways for parents to support their children’s learning Knowledge of the children – activities outside of school or worries children may have Opportunities for parent to come into school to support activities/theme days/homework Expertise/skills

If there is a problem or you’re not happy Stage 1 (informal) Class Teacher Issue resolved Issue not resolved Key Stage Leader Stage 2 Issue resolved Issue not resolved Deputy Head Stage 3 Issue resolved Issue not resolved Head