Keresley Grange Primary School Prospectus Keresley Grange is an excellent community school for pupils aged 4-11 years, on the outskirts of Coventry in a beautiful semi-rural area. We are a one and a half form primary school, with a family ethos. We work in partnership with families to bring home and school together in the best interests of the children. All staff at Keresley Grange believe in helping each child achieve at the highest standards, in every way. We support each child's journey in becoming a responsible and caring individual who is kind, respectful and supportive of others. 1
At the heart of our school is our key value of RESPECT, which is supported by the school aims and vision. Our Aims: Language: o For children to develop a love of language and stories and use an extensive, rich vocabulary. Learning: o For our community to love learning, know who they are as learners and challenge themselves to extend and deepen this learning through becoming Leaders of Learning. Lives: o To be a community, supportive of each other, living by our value of RESPECT. and The Futures Trust values of: Learners First teachers and leaders totally focused upon the educational benefit of our students It s About Learning students, teachers and leaders focused upon developing and improving their learning and development No Barriers no excuses, only support to ensure students, teachers and leaders maximise their achievements. 2
Meet Our Staff: Headteacher Mrs. Nicola Penlington Deputy Headteacher Mr. John Astley School Business Manager Mrs. Carly Arnold School Office: Mrs. Tracy Whittingham Mrs. Melanie Hearn Mrs. Dayl Darbyshire Mrs. Karen Holmes Site Services Officer: Mr. Craig Byatt Safeguarding Team: Mrs. Nicola Penlington Designated Safeguarding Lead Mr. John Astley Deputy Designated Safeguarding Lead Mrs. Trudi Scholes Family Lead/Pastoral Mrs. Karen Holmes Attendance Officer PE Team: Mrs. Gillian Greenbank Mr. Jack Hartopp Miss. Emma Handley Forest School: Mrs. Karen Holmes Mrs. Rebecca Bates Class Cover: Miss. Ranjit Bhandal Interventions: Mrs. Sandi Lad 3
School Organisation Team Team Leader Class Teacher Teaching Assistants Fantasy Mrs. Lesley Middle Earth Mrs. Lesley Mrs. Mandi Dyson Dyson Howarth Camelot Miss. Liz Mrs. Rebecca Harris Bates Faraway Tree Mr. John Miss. Joss Astley White Mrs. Ann- Marie Jephcott Land of Giants Miss. Caisha Adventure Fairy Tale Mrs. Catherine Whitehead/ Mrs. Lesley Dyson Miss. Wallis Duggan Hogwarts Emerald City Charlie s Chocolate Factory Neptune Bay Lighthouse Wonderland Neverland Atlantica Bahia Mrs. Heloise Oliver Mrs. Catherine Whitehead Miss. Katie Vaughan Miss. Wallis Duggan Miss Willow Alston Miss. Jade Palmer Mrs. Amanda Hayward Miss. Hannah Warden Miss. Elizabeth Surguy Mrs. Sam Jones Mrs. Jane Pemberton Miss. Ranjit Bhandal Mrs. Lynn Loughran Mrs. Nicola Tellyn Miss Lauren Tennant Miss. Emma Handley Mrs. Paula Corne PPA Cover Music PE Forest School PE Forest School PE Forest School PE Forest School 4
Governing Body: Keresley Grange has a positive and committed Governing Body with a wide range of skills and experiences. The role of school governors is very important as they help drive the strategic vision for the school; make decisions which are in the best interests of the children and young people. Mrs Susan Knight Chair Community Governor Mr Shatish Lad Vice Chair Community Governor Mrs Pauline Davies Mrs Michelle Dillon-Gray Mrs Michelle Foster Mrs Karen Holmes Mrs Val Madden Mr Scott Mair Mrs Lesley Dyson Mrs Nicola Penlington Community Governor Parent Governor Community Governor Staff Governor Community Governor Parent Governor Staff Governor Headteacher All teachers work together in teaching teams. Reception and KS1 work together as a teaching team (Fairytale Team); as do Years 3 and 4 (Adventure) and Years 5 and 6 (Fantasy). This allows us to work together as classes and share ideas and expertise. This helps us to make sure children have the very best education possible at Keresley Grange, and we achieve the very highest standards and rates of progress. Teaching in all teams is at least good with an increasing percentage of outstanding teaching each year. This is validated by independent inspections. We work in partnership with Gateway Alliance and Warwick University, as part of teacher training. This year we have one School Direct trainee: William Lavender 5
General Information: School s starting and finishing times: School opens at 7.45am for Grangers before school provision. Children must be in the classroom at 8.50 am each day ready for the register to be taken at 8.55am; the school day finishes at 3.30pm. Children may go into their individual classrooms from 8.45am each day; this gives them the opportunity to read independently, and be ready to learn. Morning register closes at 9.15. There is a staggered lunchtime, allowing for children to take part in a restaurant style dining experience and allowing for social time with their friends. The academic school day ends at 3.30pm. This is followed by a range of clubs for children to attend, and also Grangers which provides after school care until 6pm. Attendance: It is really important that children are at school every day and on time. Children who do not miss any learning opportunities make better progress and have higher attainment than those with low attendance and/or regular lateness. We reward those children who attain 98% attendance at the end of each year, and any class that has 100% attendance for a week is recognised. Those children whose attendance is low, below 90%, will receive a letter from school and will be referred to the Local Authority s Education Welfare Department, and in some cases may be visited by the Welfare Officer or become subject to a parenting contract. We reward attendance weekly, and celebrate attendance achievements. Conversely, low attendance is monitored weekly and followed up by letters, daily phone calls or home visits. Holiday Requests during term time: No holidays are authorised in school time, and the school now pursues the consequence of fining families. Please refer to this in detail as part of the attendance policy. 6
Illness: Families are expected to inform the School on the first day of any absence. A message can be left on the office telephone (024 7633 2131) before 8.30am each day; the telephones will be switched on at 8.30am. If school is not informed, families will be contacted or a home visit carried out. Contacting Parents: Families are contacted in various ways, email, newsletters as well as text messages and telephone calls for emergencies. It is therefore important that contact details are kept up to date at the School Office. Website: Our school website is managed through E4Education. This is a website linked to a learning platform which allows you to have a really clear and effective point of contact with the school. Please look at our school website and the following link School Uniform: Wearing uniform helps children feel pride in themselves and their school; and helps them feel that they belong to the whole school team at Keresley Grange. Girls: Boys: Grey skirt, trousers or pinafore (NOT black) Pale blue shirt with a collar (NOT polo shirt) Tie Plain white socks or grey or navy blue tights (NOT black) Black school shoes (NOT trainers or boots) School jumper/cardigan or plain navy blue jumper/cardigan Grey trousers (NOT black) Pale blue shirt with a collar (NOT polo shirt) Tie Plain black or grey socks Black shoes (NOT trainers or boots) School jumper or plain navy blue jumper Other: Jewellery is NOT permitted, although watches may be worn. Nail varnish is NOT permitted 7
Small stud earrings are allowed, but must not be worn on PE days. If your child comes to school wearing earrings on a PE day, they will be asked to remove them (for health and safety reasons). If the ears are newly pierced, earrings will be covered with surgical tape for PE. Long hair MUST be tied back. Please restrict girls hair accessories to plain neutral colours, or blue. Uniform can be purchased from Andy Blair' 88-90 Barker's Butts Lane Coventry 024 7659 8080 8
Teaching and Learning: The Curriculum at Keresley Grange is particularly designed to meet the needs of our learners. Our Community: Children at Keresley Grange are individuals and come from a range of social backgrounds. They enjoy school, and some are keen to share their achievements. The typical learner at Keresley Grange spends much of their time on technology, keeping up with their peers playing the latest games. Although some children have access to more traditional and outdoor pastimes, many do not. This impacts on social skills, aspiration, general knowledge, vocabulary, spoken and written language and learning behaviours. Children at Keresley Grange lack resilience as learners, often giving up if learning is challenging. Curriculum: To meet the needs of our community of learners, the curriculum at Keresley Grange is based around providing language rich opportunities, with story and reading at its heart. There is a focus on Growth Mindsets to promote resilience and the understanding that failure leads to new learning and is exciting. For children to be successful in life and learning, we provide a rich curriculum covering a wide range of subjects, a breadth of knowledge and skills for life. Intended Impact: From this, children at Keresley Grange develop the skills to be successful in life with a breadth of knowledge and a wide range of skills that enables them to be Leaders of Learning. Children are articulate and thrive on extending their vocabulary, read widely and with joy. Children become both independent and collaborative learners who love challenge and understand who they are as learners and as members of society. They develop a broad knowledge of different subjects and use this information to find out more. They are confident in themselves, but also show empathy and compassion to others. Children have high aspirations about their lives and their future. There is a high commitment to the school from children, families and the community. Leaders of Learning: Factors of Effective Learning is a document unique to Keresley Grange which sets the tone for learning. All members of the community strive to be Leaders of Learning and understand that this is a dynamic process that evolves as situations and roles within school change, and individuals take on new challenges. The factors of effective learning are: Accountability, Adaptability, Knowledge, Language for Learning, Passion, Relationships. 9
Relationships Passion Language for Learning Knowledge Adaptability Accountability Factor Emerging Developing Secure Leading PROGRESS Some progress is evident Expected progress Good progress Excellent progress Learners are exposed to Learners are exposed to Learners enjoy challenges of Learners actively seek, set own Challenge challenge; may be resilient to challenge and use some support learning; are resilient to failure. challenge. Independently failure. to overcome them Positive Growth Mindset. identify own mistakes and (collaboration, resources). improvement. Expectations Learners complete adequate Clear expectations outlined and Leaders are determined that all Learners take pride and have amount of work. reinforced constantly. learners will do well. high expectations. Feedback Application Data Environment Responding Activities Learners given basic feedback and next steps may be after learning Some application, not always independent. Leaders have some understanding of next steps Range of seating. Used to support learning. Needs of learners planned for Learners are directed to activities/workshops. Given strategies to use. Feedback given in lessons; learners involved in next steps. Some application independently. Clear class and group next steps. Adapted for purpose. Lessons adapted to meet needs of learners Learners choose activities/ workshops effectively. Choose from given strategies Peer- and self-assessment opportunities. Feedback given at point of learning. Application in different contexts independently. Leader knows data clearly within Bigger Picture; clear learning over time. Purposeful and creative. Learners involved in it. Leaders aware of barriers to learning; overcomes most Creative choices challenge and deepen most learners. Learners make links with other learning. Ongoing assessment used to challenge all learners Learners given quality time for exploration Teacher, peer and selfassessment gives instant feedback to improve swiftly Learners create own opportunities to apply. Children s personal next steps carefully structured and have impact. Fluid environment. Leaders removes barriers to learning for all learners. Choice and challenge well embedded to deepen. Learners are enterprising. Assessing Ongoing assessment Learners know how they are Learners actively involved in doing throughout lesson own assessment Time Pace appropriate throughout Sufficient time given for Used flexibly to maximise learning independent/group work learning. Subject Some missed opportunities. Accurate. Addresses misconceptions and Knowledge of Bigger Picture deepen learning. used to deepen, challenge Modelling Some modelling Accurate modelling. Concise modelling. Modelling deepens learning Pedagogical Pedagogy strategies used are Limited range of pedagogy Range of pedagogy strategies Innovative use of pedagogy sometimes effective. strategies used effectively. used purposefully strategies Awareness of desired outcomes Moves learning forward in a Innovative learning experiences Personalised to meet individual Planning but learning may be disjointed purposeful and engaging way using Kagan, Growth Mindset needs. Vocabulary Questioning Help Values Enjoyment Thirst Purposefulness Behaviour Collaboration Support Social strategies Learners provided with relevant Learners prompted to use Learners use vocabulary vocabulary relevant vocabulary correctly to explain ideas Limited range of questions, Leaders plan and ask range of Leaders use questioning that some open-ended. Limited questions. Learners may ask causes learners to think deeply. impact own questions Use spontaneous questions to challenge Learners ask teacher/ partner Learners use previous Learners work in collaboration, when stuck knowledge and resources when use self-help strategies when stuck stuck Leaders model RESPECT values Leaders refer to RESPECT values Learners encouraged to demo RESPECT values Learners enjoy some of the Learners enjoy their learning Learners enjoy challenge; lesson resilient to failure Learners know they should join Leaders are motivated and Learners are developing a thirst in with learning passionate to know more Learners have little opportunity for independent or group work Mainly compliance. Problems dealt with swiftly. Learners are respectful of oneanother Leaders work collaboratively with other adults in classroom, limited impact Learners are beginning to actively seek interaction with others to improve learning. Learners understand how to improve Learners understand boundaries, work respectfully and follow school and class rules. Learners work collaboratively with different peers Adults model positive behaviours and relationships Learners are developing social norms (eg eye contact, appropriate manner) Learners are accountable for their own learning Learners feel safe and respected so behave well and engage in learning well. A range of collaborative working approaches are used (inc Kagan) Adults work effectively together in classroom Learners support each other Learners apply vocabulary in different contexts Questioning leads to in-depth discussions between learners Add, Build, Challenge Learners actively help when others need it - coaching RESPECT values integral to learning ethos Learners extend learning for themselves beyond lesson Leaders and learners use own thirst to let learning go in different ways Learners display an independent drive to improve Learners and leaders demonstrate a mutually strong rapport. Learners embrace their learning well. Learners support others when working collaboratively - coaching Adults work flexibly together ensuring swift progress of learners Learners work in a learning community, equipped to solve own problems together Overall best fit Emerging Developing Secure Leading 10
Our Factors of Effective Learning have Growth Mindset principles interwoven into their heart. There are two mindsets - Growth and Fixed. These mindsets form part of what we think about intelligence and ourselves as learners. If a person believes they cannot learn or that they must always get everything right a fixed mindset, then this limits their ability to take risks, persevere and learn. We expect children to challenge themselves and strive for improvement. This is a key part of learning and life. Developing a Growth Mindset is designed to help children realise they can grow their ability, and that learning is a life-long process. Children track their journey of progress, in terms of Growth Mindset, with gold stickers to show how they have improved through determination. Organisation of and Approach to Learning: Keresley Grange is a school with language, stories, reading and a love of books is at the heart of learning. Most learning is centred around a story theme, and learning opportunities are planned around these themes. Some subjects remain stand-alone and these tend to be Phonics, RE, Science, PE, Maths, Music and PSED. However, where possible, sensible and thoughtful links are made. We teach curriculum knowledge alongside transferable, high unity vocabulary in this way. Content is adapted termly to meet the needs of learners and embrace new stories that are published. Content is National Curriculum specific, but also includes key information and skills that are considered necessary to meet the needs of learners at Keresley Grange. English: English is at the very centre of learning at Keresley Grange, as the ability to read with fluency and comprehension is a skill that underpins all areas of learning. The key principle that we follow to support the development of language is to teach a wide vocabulary of every-day, subject specific and high-utility words. These are taught and revisited in arrange of contexts. The ability to decode words is a fundamental skill within reading and we have chosen Read, Write, Inc as the route for teaching Phonics from Reception to Year 2. All staff have received RWI training. This enables us to teach phonics in small groups, focused on the needs of children and respond to differing rates of progress. When children are secure in their use of phonics for reading and writing, they move onto the Read, Write, Inc Spelling programme. For most pupils this happens during Year 2. Reading is taught through whole class reading sessions. From Reception, children are taught to make a prediction about what they are about to read using their own experiences or what they can initially see within a text. After reading the text, they identify the gist of 11
their reading and then clarify any unfamiliar vocabulary. They then answer questions or create their own, using the spotlights of the Fantastics to support them. Finally, they summarise their reading. The children develop the confidence to lead their own reading sessions with their peers, working collaboratively to deepen their understanding of a text and what they learn from it. Key comprehension skills are also taught through whole class comprehension sessions. The children are supported to actively engage with the text, for example - by rehearsing prior knowledge and considering how this links with the reading matter, supporting them to generate mental images or by making connections between texts, and wider curriculum knowledge. Reading for pleasure is enhanced by sharing teacher s own enjoyment, by reading stories from our book spine, which includes a variety of classic and modern stories tailored to the different year groups. These books are updated annually as new books are written and tastes change within school and year groups. Accelerated Reader provides a structure for wider reading, based on comprehension, vocabulary acquisition and competition. This is a whole school concept which begins in Reception with a class reader, moving to a group reader. Children quickly become accelerated readers as they begin taking home books and quizzing. There are online quizzes for all school library books. When a child takes a quiz, if enough questions are correct, then they gain points and collect words. Millionaire Readers are taken to the cinema. Please check if a book is an AR Book on: AR Book Finder 12
The school environment enfolds children in stories, settings and language. There is a focus on drama, oracy and language development as part of our approach to writing, and there are planned opportunities to inspire children to write and give meaning to the written and spoken word. 13
The research of Jane Considine (The Write Stuff) is a development initiative in 2018, to enhance current provision and practice. The focus remains on a love of story, enrichment and language. Children are immersed in a key text, revealing plot points one at a time to maintain the excitement of revealing the story. This story forms the basis of the wider project and curriculum enrichment. We add clarity to the mechanics of the teaching of writing. Children follow a method called sentence stacking. Sentence stacking refers to the fact that sentences are grouped together chronologically or organisationally to engage children with short, intensive moments of learning that they can apply immediately to their writing. Children learn to sentence stack, focusing on the style of the author and impact of words and sentences. The planning of these is based on the teacher s assessment of the children s learning needs. The Three Zones of Writing: The FANTASTICs (Ideas), The Grammaristics (Tools), and The Boomtastics (Techniques) support their learning, precision and writing. 14
The FANTASTICs system allows children to identify the nine elements that all text types are comprised of. When pupils are familiar with these nine elements, they are able to ensure that they are incorporated into their writing. The FANTASTICs help children to sharpen their understanding of their own and others writing by encouraging them to be observant and reflective. The BOOMTASTICs capture the ten powerful ways to add drama and poetic devices to writing. They help children structure their work, teaching them to showcase their writing voice, demonstrate originality and to take risks in a bid to capture the truth of a situation. KS1: Onomatopoeia Alliteration Rhyme Repetition Simile KS2: KS1 devices plus: Metaphor Pathetic Fallacy Pun Personification Symbolism 15
The GRAMMARISTICs cover national curriculum requirements, capturing the broad spectrum of key grammar knowledge. Children at Keresley Grange are encouraged to see writing as a journey. Re-drafting and editing are used before writing is published. Children use the left-hand side of their page as a place to generate and shape ideas. Grammar is taught both discreetly and throughout the writing process. Writing extends across the curriculum with children being given opportunities to write for a range of different purposes outside of the writing lesson. Handwriting is taught discreetly using the RWI scheme in Fairytale Phase and then through a cursive script model when appropriate. This is practiced at least 3x weekly until children are able to join fluently. Children with additional needs have 1-1 support to aid fluency in writing. All English based activities are extended with opportunities for Greater Depth, where children can take writing in their own directions. Mathematics: Maths is taught daily at Keresley Grange, with a focus on fluency, reasoning and problem solving. A range of resources are used to support learning and for children to progress through the Maths Routeway, including Inspire Maths, NRich, White Rose, TT Rockstars and Fluent in Five. All Maths concepts are learned through the use of concrete, pictorial and abstract approaches. Learners are given the opportunity to take control of their Maths learning through the structure of lessons. We have a designated Maths Routeway which supports learning and the acquisition of mathematical knowledge and reasoning skills. 16
RE: We follow the Coventry/Warwickshire Agreed Syllabus for RE. PSHE: PSHE is taught weekly by class teachers. A core cyclical curriculum is planned and in place at KGA designed to meet the needs of our school community. This is continually reviewed as the community dynamics evolve. The curriculum is based on PSHE Association documentation. Thrive assessments are used by each class teacher to personalise the learning to the needs of specific classes. 17
PE: For PE we specialise in a range of competitive sports, giving children time to become skilled players, based on Complete PE. Some aspects of PE will be taught during Dazzle Days and will include Gymnastics and Dance. Clubs continue to support competitive sport. 18
Computing: Computing is taught as a skills lesson and through opportunities within the theme. Internet safety is a key element of the curriculum. 19
Music: Music is taught through weekly PPA sessions and through Dazzle Days. There is a focus on singing, performance and rhythm work in the first instance. Instrumental tuition is provided through Coventry Music Services. Science: Science is taught as a stand-alone subject in the main, with a focus on STEM learning through a research programme with the DFE. Where there are natural links with the story theme, Science is incorporated within this. Forest School: Forest School activities are taught as part of our curriculum entitlement and there is a trained member of staff who delivers the programme. This is taught across the school as part of PPA time, and additional time provided for children to develop their learning behaviours. 20
Topic: History, Geography, Art and DT are linked to the story theme and are taught weekly and also through Dazzle Days. Topic sessions are used to teach the body of knowledge for their subjects, but also provide opportunity to develop key skills including English demonstrating a wider understanding and application of learning. Some subjects are taught during Dazzle Days, where children learn a skill through a day, focusing on Growth Mindset Homework: Weekly homework is provided and failure to complete this results in detention as children become independent and responsible learners. There is a written piece plus daily reading and spelling activities. Online activities include TT Rockstars to develop Times Tables skills. Enrichment: There are a range of visits and experiences outside of and within school that enhance and enrich the curriculum. We also expect to make a residential visit available to each child where possible and appropriate, so that that they can gain in learning and social skills through the experience. We follow the Coventry LA guidance and procedures and have two staff trained in leadership in this area. 21
Dol-y-Moch Year 6 complete their Keresley Grange Education with a visit to Dol-y-Moch situated in Snowdonia National Park between the mountain and the sea. Plas Dol-y-Moch is a large 17th Century country house set in gardens and woodlands in the Vale of Ffestiniog. It is an ideal base for adventure activities and field work. All tutorial staff are highly qualified teachers of outdoor education and work closely with Coventry schools to design and deliver courses. We now also provide additional activities for Adventure Team, where the visit Ilam Hall in the Peak District and also Beaudesert Activity Centre, Cannock. Year 5 have a planned Venture Award which runs as a pre-d of E type experience. We aim to provide all year groups with excellent enrichment activities to enhance their allround personal development and education. This impacts on language development, learning and their understanding of life outside of Coventry and day-to day life. 22
School Meals: At Keresley Grange, we cook meals on the premises for all of our children in partnership with Caterlink. Meals are free for children in Reception and KS1. Finally: We are a warm, friendly family school. We have an open door and listening ear, so please pop in if you have a question. We are proud of the innovative and excellence of learning here and invite all parents in to see learning in action. Please contact the school for a Golden Ticket Experience. We look forward to many years of working in partnership with children and families. 23