Angram Bank Primary School

307 from FS1 – Y6

Children are closely monitored through school systems and staff liaise and work closely with learning support and other outside agencies to identify areas of specific need.

We do have a very small number of children who have physical disabilities however this has to be carefully planned and managed as we are a split site school and this can make transferring between the two buildings difficult.

The class rooms are semi open plan which can be a barrier to ease and flow of movement. There is no designated dining room, children eat communally in the hall which can be a busy place. The school is oversubscribed so there are no spare rooms or spaces which are not timetabled for use throughout the day.

We are an inclusive school therefore all classrooms and learning environments reflect the good practice of visual timetabling and support.

All children are the responsibility of the classroom teacher and effective differentiation is established good practice. However there are school systems for early identification of children who might be experiencing learning difficulties and staff work in close consultation with our Learning and Engagement team.

We hold termly Pupil Progress meetings where all children are discussed and this leads to intervention provision mapping according to need.

Continuing professional development is an ongoing priority of the school recent training has included:

• Vocabulary Improvement Programme (VIP)
• Social Stories
• Inclusive classroom
• We budget to enable us to work with specialist expertise.
• Pupil “passports” are widely used to ensure consistency of approach.

Standard good practice ensures parents are consulted on a regular basis. There are termly parent consultations, an Achievement Day where parents are invited to give written feedback if they wish. We provide opportunities to communicate with families on a more informal basis e.g. available before and after school.

The Learning and Engagement team are available to welcome parents into school to be proactive with parental concerns. 

• Termly Pupil Progress Meetings
• Weekly Learning and Engagement team meetings
• Intervention Provision provides entry / exit data where possible. For interventions where this is not possible eg Forest Schools, staff provide feedback and communicate with colleagues.

Children can be signposted and supported to attend lunchtime and after school clubs. We have playground buddies and trained play leaders. All children are cared for according to their needs either on a short or longer term basis. The Learning Mentors are proactive in this area.

We have a whole school policy promoting positive behaviour which is underpinned by the “Golden Rules” which runs across the whole provision. We have a whole school approach to promoting good attendance with agreed systems and procedures.

We offer a wide range of lunchtime and after school clubs and signpost some children to engage. Children are involved in the risk assessment of visits where expectations and health and safety issues are shared, this enables all pupils to understand and be able to successfully take part in the activity.

On occasions we offer a personalised plan involving both child and parent so that successful inclusion can be achieved. Parents are given termly dates for forthcoming visits, they can also access the school website, so that they have the opportunity to discuss individual needs well in advance.

Breakfast Club

After School Club

• Annual “Every Child Matters” survey findings.
• Established practice where children comment on learning in their books often through a written dialogue with their teacher.
• Achievement Day comments section.
• Child’s view in structured conversations and reviews.
• Worry Boxes
• Access to Learning Mentors.

The school website provides an online prospectus.

Meetings for new parents are offered and individual visits can be arranged.