1. Wednesday 7th September 2016
Information Evening
Wednesday 7th September 2016

2. 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

3. 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.

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

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

6. 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.

7. 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.

8. Statutory Assessment KS1
Reading

9. Statutory Assessment KS1
Writing

10. Statutory Assessment KS1
Maths

11. Statutory Assessment KS1
Maths

12. Statutory Assessment KS2
Reading

13. Statutory Assessment KS2
Writing

14. Statutory Assessment KS2
Maths

15. Statutory Assessment KS2
Maths

16. Changes in Curriculum and Assessment

17. Changes in Curriculum and Assessment

18. Changes in Curriculum and Assessment

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

20. 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

21. Special Educational Needs

22. 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.

23. 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.

24. 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.

25. 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.

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

27. Dojo Points

28. Behaviour System

29. Behaviour Flow Chart

30. 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.

31. 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

32. 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

33. 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