BISHOP WILLIAM WARD

CHURCH OF ENGLAND

PRIMARY SCHOOL

Prospectus

THE BISHOP WILLIAM WARD C. OF E. (AIDED) PRIMARY SCHOOL

Coach Road, Great Horkesley, Colchester, CO6 4AT

Dear Parents and Friends,

We hope this prospectus will give you some understanding of the

values and aims of our school and will provide you with some

information about the way we operate. However, with printed material it is very

difficult to share the ethos and sense of community which exists in the school and

we hope we may also have the opportunity to talk with you and for you to visit

Bishop William Ward. We are proud of our school and both children and staff

enjoy welcoming visitors and friends. Please contact the school if you would like

to visit us.

There has been a school in Great Horkesley sponsored by the Church of England

since the early nineteenth century. The first day school, situated near the Parish

Church of All Saints, closed in 1863 and was re-established in School Lane; it

remained in use until 1976.The present school was opened in April 1976 as Great

Horkesley Church of England Aided Primary School. From 21st June 1976, the

school has been known as the Bishop William Ward School. Bishop William

Ward was not only Rector of Great Horkesley, 1817-1838, but also was the Bishop

of Sodor and Man where he is remembered for his work for the Church in that

Diocese and for Education.The School is a Church foundation, grant-aided by the

Department for Education and Employment, and maintained by the Local

Education Authority. The aim of all Church Primary Schools is to provide the best

possible education for each child within the context of a caring Christian

community.

The school has a team of very committed teachers, support staff and governors

who are very keen to work in partnership with parents to provide the pupils in our

care with a high standard of education and a safe and caring school environment.

Parents are encouraged to become involved with the school and to engage in

discussions with staff so that we can develop shared aims for the children and the

school.

As with all schools we continue to change and develop as we embrace the ideal to

improve in all areas of school life. Therefore, the information in this prospectus is

always changing to reflect the development within the school. Please do not

hesitate to contact us if you have any further questions about the school.

Yours sincerely,

Toby Bull

Headteacher

MISSION STATEMENT

Bishop William Ward School strives to develop a caring, stimulating

environment where, within its Christian ethos, all are valued and all

can achieve their full potential.

As this is realised we will see:

Staff

• recognising all children as individuals,

• providing clear, high expectations

• helping all children reach their potential,

• modelling positive relationships.

• sharing skills

Parents

• actively involved in their children’s learning and social

development.

Children

• who are eager to learn,

• who understand it is OK to make mistakes,

• developing as happy, responsible and sociable members of the

school and wider community.

A village community

• which sees the school playing a prominent role in village

affairs.

Everyone

• learning

• communicating effectively

• celebrating successes

Essex County Council

THE BISHOP WILLIAM WARD C. OF E. (AIDED) PRIMARY SCHOOL

Coach Road, Great Horkesley, Colchester, CO6 4AT

www.bishopwilliamward.net

Telephone Number : 01206 271336

Fax Number: 01206 272099

E-mail: admin@bishopwilliamward.essex.sch.uk

Head teacher: Mr Toby Bull

Chairman of Governors: Mr Stuart Carey

Vice Chairman: Mr Colin Embleton

Status and Character: A Church of England Aided

Primary School

ages 4 -11 years

Number of pupils at September 2015: 205

Number intended to admit in Academic Year 2015/2016: 30

*****************

Bishop William Ward C of E Primary School

POLICY ON ADMISSIONS

Parents wishing their children to be admitted to the school should make an application on a

common application form in accordance with the LA’s scheme for co-ordinated admissions. These

forms will be available from the school or from the LA. The Local Authority has a published

closing date each year for these applications. Parents will also be required to submit to the school a

supplementary information form, which can be obtained from the school office.

In the event of more applications than places available the following criteria will be applied in order

of priority:

1. Looked after children* (Children in public care).

2. Children who at the time of application will have a sibling (as defined by the Local

Authority in the 'Primary Education in Essex' booklet) at the school in any year except Year

6 and who also reside in the ecclesiastical parish** of Great Horkesley.

3. Children with no sibling within the school but who reside in the ecclesiastical parish** of

Great Horkesley.

4. Children who reside outside the ecclesiastical parish** of Great Horkesley at the time of

application and who will have a sibling (as defined by the Local Authority in the 'Primary

Education in Essex' booklet) at the school in any year except Year 6.

5. Children with at least one parent who is regularly*** participating in the worship of the

churches of All Saints with St. Johns, Gt. Horkesley and whose name appears on the

Ecclesiastical Electoral Roll for the parish.

6. Children with at least one parent who is regularly*** participating in the worship of another

Christian church and whose application is supported by the appropriate Church authority.

7. Any remaining applications.

* A ‘looked after child’ or a child who was previously looked after but immediately after being

looked after, became subject to an adoption, residence or special guardianship order. A looked after

child is a child who is a) in the care of a local authority, or b) being provided with accommodation

by a local authority in the exercise of their social services functions (see the definition in section

22(1) of the Children Act 1989).

** There is a map of the ecclesiastical parish in the school office where it can be viewed by parents

*** In this context we consider ‘regularly’ to mean twice a month.

A sibling is defined as a child who has a brother, sister, adopted brother or sister, stepbrother or

stepsister living in the same family unit in the same family household and address as a child who

attends or has been offered a place at the preferred school or partner school at the time of

application and determination and with a reasonable expectation that the sibling will be attending at

the time of admission. Biological siblings who attend the preferred school will be treated as

siblings irrespective of place of residence. Children residing in the same household as part of an

extended family, such as cousins, will not be treated as siblings.

In the event of oversubscription within any of the above criteria, priority will be determined by

distance from home to school. Distances are calculated by the Local Authority by use of a

Geographical Information System which accurately measures the distance from the home address to

the school. Those living closest to the school are given the highest priority.

In the event of oversubscription a waiting list is held until the end of the Autumn Term.

The admission number is 30.

All children are admitted full time in the Autumn term in the academic year that they will be five.

Parents have the option to request part time admission initially, subject to agreement with the

school. Parents also have the option to defer admission to the term in which their child turns five,

within the appropriate academic year, as informed in the booklet, “Primary Education in Essex”.

The admission of any child, with supporting professional reports, for whom there is a very special

social, medical or pastoral reason for him/her to attend the school may override the existing

admissions criterion. In addition, children with statements of special educational needs that name a

school in the statement are required to be admitted to the school that is named.

In the event that an application is refused, parents will be advised of their right of appeal under the

1998 School Standards and Framework Act.

For mid year applications, a mid year application form needs to be completed and returned directly

to School Planning and Admissions, who will apply to the schools listed, including The Bishop

William Ward School, on parents' behalf. A copy of the application form is available from our

school, or can be requested from:

School Planning and Admissions,

Essex County Council,

P.O. Box 4261,

Chelmsford CM1 1GS,

Tel: 0845 603 2200.

Email: admissions@essex.gov.uk

Alternatively, a form can be downloaded from School Planning and Admissions website:

www.essex.gov.uk/admissions.

Full details of the mid year application process are provided in the mid year application form’s

accompanying booklet.

THE SCHOOL ORGANISATION

There are seven classes and these are arranged in single year groups. The teacher for

each class is responsible for the children's work although they may at times be

working with other teachers in other parts of the school.

SESSION TIMES

School commences for all children at 8.50 a.m. and ends at 3.10 p.m. Pupils are

allowed on the premises ten minutes before the school day, when the gates are

opened.

Assembly is held daily at 10am.

There is a lunch break from 12.15 to 1.15 p.m. There is a 15 minute morning break

for all children and a 15 minute afternoon break for Key Stage One pupils.

DETAILS OF TEACHING TIME

The time allotted to subject areas in the primary school is difficult

to separate accurately and curriculum areas are often linked and

taught in a cross curricular approach. In a normal week the total

teaching time, excluding registration and breaks, amounts to 22

hours and 5 minutes for Key Stage One pupils and 24 hours and

10 minutes for Key Stage Two pupils.

Key Stage 1 Key Stage 2

Registration 8.50-8.55 8.50-8.55

Lessons 8.55- 10.00 8.55- 10.00

Assembly

(inc Collective Worship) 10 -10.15 10 -10.15

Lessons 10.15-11.00 10.15-11.00

Break 11-11.15 11-11.15

Lessons 11.15 -12.15 11.15 -12.15

Lunch break 12.15-1.15 12.15-1.15

Lessons 1.15 - 2.15 1.15 - 3.10

KS1 break 2.15-2.30

Lessons 2.30-3.10

TEACHING AND LEARNING

Teaching and Learning is the purpose of our school. We offer a curriculum which is

broad and balanced and meets the requirements of the National

Curriculum and RE and Collective Worship.

The whole curriculum is delivered through a variety of organisational

strategies and teaching styles and techniques.

Our aims for teaching and learning are that all children will:-

• be tolerant and understanding with respect for the rights, views

and property of others,

• develop a responsible and independent attitude towards work and towards their

roles in society,

• achieve their potential in terms of academic achievement, aesthetic

appreciation and spiritual awareness.

HOME AND SCHOOL WORKING TOGETHER

We see teaching and learning as a process of co-operative team work and welcome

and encourage the involvement of parents and others in the community.

As part of the home-school agreement we hope parents will work towards the

school’s aims by:-

� ensuring that children attend school in good health, regularly and punctually

� providing support for the discipline within the school and for the teacher’s role

� being realistic about their children’s abilities and offering encouragement and

praise

� participating in discussions concerning their child’s progress and attainments

� ensuring early contact with the school to discuss matters which affect a child’s

happiness, progress and behaviour

� giving due importance to homework, which will include reading with their

children and assisting in the learning of tables and spellings when required

� allowing their children to take increasing responsibility as they progress

throughout the school.

STATEMENT OF CURRICULUM AIMS

The school aims

♦ to provide a curriculum which is rich and varied, challenging and inspiring,

and which enables every individual to fulfil her or his potential to the highest

possible standard

♦ to educate pupils intellectually, socially, morally, aesthetically, physically and

spiritually within an establishment based firmly on Christian principles

♦ to enable pupils to achieve fullness of life through discovering and developing

their talents and presenting them with positive and realistic goals

♦ to prepare pupils for a full life beyond the school; to encourage the

development of a rounded person capable of making a positive contribution to

the society and environment in which she/he lives

♦ to stimulate in pupils a sense of curiosity and excitement about the world and

encourage the search for truth, meaning and purpose

THE CURRICULUM

All children will be given the opportunities to develop as fully as possible whilst attending

this school. Wherever possible each pupil is expected to develop expertise in all areas of

the curriculum, compatible with the individual's ability. Efforts are made to ensure that

pupils of high ability receive the opportunity to develop to the extent of that ability.

Similarly the pupils with special educational needs will be given individual work

programmes in an effort to overcome their difficulties. Thus, work is differentiated to meet

the needs of all children within the school. The school aims to provide the basic curriculum

which should:-

- be broadly based and balanced

- promote the spiritual, moral, cultural, mental and physical development of

pupils at the school and of society

- prepare pupils for the opportunities, responsibilities, and experiences of

adult life.

The National Curriculum - English, Mathematics, Science, History, Geography,

Music, Art, P.E., Information Technology and Design Technology, together with

Religious Education and Personal, Social and Health Education is taught to all

children from year one to year six. In the Reception class the curriculum is based

upon areas of experience. These are Communication and Language, Physical

Development, Personal, Social and Emotional Development, Literacy, Mathematics,

Understanding the World, and Expressive Arts and Design.

These areas are the foundations of the National Curriculum. The National

Curriculum is not intended to be the whole curriculum. The whole curriculum

involves a range of policies to promote the personal and social development of pupils,

to accommodate different teaching and learning styles, to develop positive attitudes

and values, and to forge an effective partnership with parents in the local community.

The results of the learning experiences of the children should reflect the following:-

• help pupils develop lively enquiring minds, the ability to question and argue

rationally and apply themselves to tasks and physical skills;

• help pupils acquire knowledge and skills which will provide a foundation for

further learning as they develop;

• help pupils use number and language effectively;

• instil respect for religious and moral values and tolerance of other races,

religions and ways of life;

• help pupils understand the world in which they live and the interdependence of

individuals, groups and nations;

• help pupils appreciate human achievements and aspirations;

• develop a spiritual life.

Learning may be pursued in a variety of ways. Although all subjects have specific

learning aims and objectives, there are links between many areas of the curriculum.

For example, skills learnt in Mathematics are often applied in Science and concepts

understood in Science may be applied to tasks in Design and Technology. Within a

literacy lesson the text being explored may have a historical or geographical context,

although the objectives would be from the English curriculum. Wherever possible

meaningful links are made between the different curriculum areas to provide children

with a relevant and cohesive curriculum and the long term Curriculum Plan reflects

this approach. However, often subjects are dealt with individually so that the

foundations can be laid for further learning. Mathematics is a particular example of

this. The Curriculum Map for the foundation subjects is skills based, ensuring

progression through the school.

We are an inclusive school. We endeavour to ensure all children have access to the

full curriculum regardless of disability, gender, race or culture. The school has a

comprehensive Race Equality Policy.

The school has a homework policy which follows DFE guidelines. Parents are

encouraged to work alongside school to support their children with their homework.

RELIGIOUS EDUCATION AND COLLECTIVE WORSHIP

The school's R.E. teaching follows the Diocese of Chelmsford's scheme of work. The

main aims are to enable children to learn about religion and to learn from religion

by:-

• Exploring and responding to the beliefs and practices of the world-wide Christian

Church.

• Experiencing and investigating aspects of the local church.

• Considering other faiths, beliefs and lifestyles.

• Reflecting on their own beliefs, values and attitudes.

An assembly is held daily for all pupils. During this time collective worship takes

place as required by the Education Act and which is in accordance with the school's

foundation as a Church Aided School. Someone from the local church of All

Saints’/St. John’s is invited into school regularly to lead assemblies.

The school has positive links with the local church and this is an important part of the

school's ethos. Christian values such as compassion, forgiveness, trust and justice

form the nature of the school community.

Parents of pupils attending the school have the right to withdraw their child/children

from both R.E. and worship if they so desire. To accomplish this parents should

inform the school of their wishes.

CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

We seek to welcome all children to our school and ensure the provision they require will be

met. A child has Special Educational Needs if he or she has a learning difficulty which calls

for special educational provision to be made for him or her. Arrangements for the admission

of pupils with SEN and/or disabilities are according to the school’s admission policy, in line

with the Special Needs and Disability Act 2001. To ensure appropriate provision is made:-

• There will be liaison with parents, previous school staff and specialist support staff and

where possible any special requirements will be put in place before the pupil attends.

• Staff training will be undertaken where necessary.

• Issues arising may be discussed with other pupils to ensure SEN pupils are accepted and

supported according to the school’s ethos of valuing every child.

Details of arrangements which have been made for co-ordinating the day to day provision

for pupils with special educational needs will be found in the SEN policy document.

SEN pupils are supported in their learning through individual learning plans and extra adult

support. Support staff are specifically employed to support pupils with SEN and there are

other Teaching Assistants who work with individual SEN pupils or groups as part of their

designated hours within the classes. Resources are allocated to meet the needs of the SEN

pupils through individual, small group and ‘hover’ support in class. Individuals and groups

are also withdrawn to work on specific areas of need. The Special Educational Needs Co-

ordinator liaises with class teachers and Teaching Assistants to ensure children receive

appropriate support.

Facilities and arrangements to assist access to the school buildings, curriculum and social

life for pupils with SEN and/or disabilities are:

• ramps to classrooms and the front entrance,

• adaptations to toilets,

• mobile and fixed hoists,

• changing table,

Advice and support is received from other specialist/outside agencies and these

include the Educational Psychologist, the Speech and Language Therapist, Specialist

and Support Teachers and medical specialists including the School Doctor.

NUT AWARENESS POLICY

The school has a nut awareness policy. A number of children in

the school have nut allergies, therefore nuts in any form are not

to be brought into school (this includes children's individual

lunch boxes that may contain items of food such as peanut butter,

Nutella, snack nuts, cakes or biscuits that contain nuts).

ABLE CHILDREN

All children are encouraged and supported to reach their full potential, and therefore

the provision for children with particular skills and gifts is also carefully planned.

Work is differentiated within the classroom to ensure able children are challenged

and set high expectations. A variety of teaching styles are explored to develop a range

of thinking skills which will encourage children to think in diverse and creative ways.

The Colchester Consortium of Primary Schools, to which we belong, hold termly

activity days on a Saturday for able children. These are led by GIFT, an organisation

which provides support and enrichment material for gifted and talented children. In

addition, the Consortium organises half termly activity days which are held on school

days and to which a few pupils from each school are invited.

PASTORAL CARE AND DISCIPLINE

The school is a community in which behaviour is based on mutual respect and

consideration for others. The class teachers, who know each child well, are

responsible for the care of children in their class. Particular problems are referred to

the Headteacher or the Deputy Headteacher.

The school has a positive discipline and behaviour policy where good behaviour is

praised and recognised. The school has ‘Golden Rules’ which are displayed around

the school and which are regularly discussed with the children:-

Do be gentle – don’t hurt anybody.

Do be kind and helpful – don’t hurt people’s feelings.

Do be honest – don’t cover up the truth.

Do work hard – don’t waste your and other people’s time.

Do listen – don’t interrupt.

Do share – don’t be selfish.

Do look after property – don’t waste or damage things.

Children are rewarded for good behaviour

through a range of incentives – e.g. with team

points, stickers, good work letters home,

certificates and recognition at the Friday

‘celebration’ assembly. There are also

sanctions for poor behaviour, such as missing

a playtime or losing privilege time.

If a child displays persistent anti-social

behaviour, consultation is arranged between

the Headteacher, class teacher and parents so

that an attempt can be made to correct the matter. In exceptional cases, the

Governors may exclude a child from the school for a fixed or indefinite period, or

they may propose permanent exclusion. Parents have a right to make representation

(written in the case of a fixed term exclusion) to the Governing Body and Local

Education Authority at the meeting(s) called to consider the exclusion.

HEALTH AND SEX EDUCATION

A copy of the school policy regarding sex education can be viewed at the school.

Health and Sex Education forms part of the Science National Curriculum

Programmes of Study, Life Processes and Living Things. "Pupils should be taught

that there are life processes including nutrition, movement, growth and reproduction

common to animals including humans."

Sexual Health education is also one element of Personal and Social Education, and

should be viewed within the values framework and ethos of the whole school.

Sexual Health Education is not just what is taught as part of a planned programme.

Pupils learn from the overall ethos of the school, from the attitudes of staff, from

relationships within the school and from school procedures and practices.

Parents have the right to withdraw their children from all parts of a school's sex

education programme, other than those elements which are required by the National

Curriculum Science Order.

The school's Statement of Curriculum Aims is fundamental to the values which go to

establish our Sexual Health Policy. More specifically Sexual Health will be taught

within a framework which models and encourages the following values:-

• The adoption of Christian principles when approaching issues related to S.H.E.

• A respect for self.

• Commitment and trust in all relationships.

• Honesty with self and others.

• A development of critical self-awareness.

• Compassion, forgiveness, mercy and care when people conform to different

ways of life.

Aims

• To discover what pupils think, feel and understand about their growth and

development, and to use this and their natural curiosity as a starting point from

the time they start school.

• To develop the ability to make reasoned and informed moral decisions.

• To combat ignorance and increase understanding by building on what pupils

think, feel and understand about the physical, emotional and social aspects of

human sexual development.

• To reduce anxiety by increasing understanding, recognising and valuing

individual differences, be they to do with individual sexuality, rates of growth

or family relationships.

• To create an atmosphere in which pupils feel able to ask questions and discuss

sexual matters.

• To establish an acceptable sexual vocabulary appropriate to personal and

medical situations.

• To develop a positive image of bodily functions and of parts of the human body.

Organisation

The majority of the teaching will be the responsibility of the class teacher and

children will usually be taught in their class groupings, but there may be occasions

when this arrangement will differ. The school may occasionally invite visitors, such

as the school nurse, to address issues to the children.

Parents will be advised by letter when some elements of the contents of this policy

are intended to be taught. Hopefully, in this way parents can make informed decisions

about whether or not to withdraw their children from the non-statutory elements. In

addition it is hoped that parents will be able to support their children and the school in

the learning and teaching of sensitive issues.

Real-life situations will be used as a focus for classroom teaching, as they arise. For

instance, when a baby is expected there will be a sharing of the fact and an interest

taken by siblings and others, such as friends, and the class in which the siblings are

placed.

SPORT

Children are encouraged to develop healthy lifestyles and introduced to a variety of

sports. The school belongs to a Schools Sport Partnership. Children are taught the

basic skills of body and ball control, and are progressively encouraged to use those

skills in team game situations. By the time they leave the school at the age of eleven

most children should be proficient at basic games skills and will have had the

opportunity to experience and enjoy team games. Within the school curriculum, the

skills associated with football, netball, hockey, rounders, cricket, swimming and

athletics are taught. Children take part in competitions and festivals with other local

primary schools. These are positive experiences for many children, providing

enjoyment and developing individual skill in a team context.

EXTRA CURRICULAR ACTIVITIES

A range of clubs take place during the lunch hour or after school. Children are able

to join clubs for such activities as dance, knitting, band, sporting activities, and other

interests for which teachers or external providers are available from time to time.

SCHOOL COUNCIL

Bishop William Ward has a School Council, which exists to give all pupils in the school a

voice in the running of the school and decision making. Each class holds regular Circle

Times, Class Councils or discussions and every child has an opportunity to put forward their

ideas. These ideas are then taken to a School Council Meeting by elected representatives

from each year group. Elections are held each year and children vote for their peers after

hearing their reasons for wishing to serve on the School Council. The School Council has

initiated ideas such as decorating the toilets and Playground Buddies.

REPORTING TO PARENTS

Parent/Teacher consultation evenings are arranged in the autumn and spring terms.

These consultations allow both teachers and parents to understand their children

better and to monitor individual progress. Any problems at other times can be dealt

with immediately or by appointment. An annual written report for each child is sent

to parents towards the end of the Summer term.

.

TRANSFER TO SECONDARY SCHOOL

At the end of Key Stage 2 children transfer to local secondary schools. There is a

strong liaison between Bishop William Ward School and St Helena Secondary School

in particular, but the school also has regular contact with other secondary schools in

the area.

SCHOOL UNIFORM

There is a school uniform and it is hoped that parents will be able to support this policy

fully. The uniform consists of:-

Boys: Girls:

Medium Grey Trousers Medium Grey Skirt or Pinafore Dress

Blue polo shirts/Blue Shirts/School Tie Dark Grey or Black Trousers

Sweatshirt with school logo/grey Pullovers Sweatshirt with school logo/grey cardigans

Grey Socks Blue polo shirts/Blue Blouse/School tie

Black or Brown Shoes of a good, Grey, White Socks

safe, plain type Black or Brown Shoes of a good,

Black P.E. Shorts, White T-shirt safe, plain type

Plimsolls Black P.E. Shorts, White T-Shirt

Plimsolls

Summer Dress-Blue Gingham Check

HEALTHY SCHOOL

Bishop William Ward has achieved National Healthy School Status. To achieve this

we succeeded in meeting a range of targets relating to exercise, healthy eating,

emotional health and environment.

We have a healthy snack policy. If children wish to bring a mid-morning snack to eat

at playtime it should be a piece of fruit or vegetable. Foundation and Key Stage One

children are provided with a piece of fruit or vegetable each day, free of charge, from

the Government’s Fruit and Vegetable Scheme for schools. Children are also

expected to bring a water bottle to school each day so that they have easy access to

drinking water.

ARRANGEMENTS FOR PARENTS TO VISIT THE SCHOOL

The Headteacher will be pleased to see parents, preferably by appointment, unless in

an emergency, to show them the school and provide further information. Staff are

also pleased to see parents, but the demands on teachers' time during and outside the

school day is such that it would be appreciated if an appointment could be made.

Parents of new entrants will be invited to bring their children to the school for three

visits during the term prior to their admission. This will also provide the parents

with an opportunity to see the school and meet the teacher whose class the children

will be joining.

FRIENDS OF BISHOP WILLIAM WARD

The Association fosters relationships between staff, parents and others interested in

the School. It is engaged in activities which support the School and advance the

education of pupils attending it. Fund raising activities take place throughout the

year.

The Annual General Meeting is held in the Autumn Term each year. All parents

with children in the school are automatically considered to be members of the

Association.

SECOND HAND CLOTHES

Children grow up all too quickly and in the process grow out of their clothes. Many

parents find themselves left with perfectly good clothes which are too small for

their children. The School Association therefore arrange a sale of second hand

clothes. Please ask at the school office if you would like more details.

SCHOOL VISITS AND ADDITIONAL ACTIVITIES

School visits and special activities are valued in school as they support work in the

classroom and provide children with experiences which enhance their learning in

many ways. The school's budget does not allow for as many of these activities as we

would like and therefore parents are asked for a voluntary contribution to assist with

the funding of these activities. If parents feel they are unable to contribute, this is

understood and their child is not excluded from the activity. However, without

voluntary contributions the school would be unable to provide the range of visits and

experiences that are currently available.

COMPLAINTS POLICY STATEMENT

Compliments

These are always welcome and very encouraging to teachers and staff. The school

encourages feedback or opinions from pupils and parents. In practice this dialogue is

continuous, sometimes directly and also indirectly, for example, through the Parents’

Association. It may not always be possible to act immediately but pupils and the

school always benefit so please don't hold back.

Concerns It is natural that parents may, occasionally, be concerned about an aspect of their

child's education or welfare at school. This could include issues concerning the

school's approach to aspects of the curriculum, homework, behavioural problems or

any other issue.

The school welcomes enquiries from parents about any matter. Teachers and staff

will explain the school practices, policies, and how they affect the pupils. The vast

majority of concerns will be handled by the class teacher or by the subject co-

ordinator if this is more helpful. If in doubt, keep asking until you are completely

satisfied as all staff are eager to help.

The usual format is to speak to the child's class teacher in the first instance, or to

contact the school office to arrange an appointment to discuss your concern with

whoever you wish. At all times the staff will help to resolve a problem. If

occasionally parents feel they must state their concern formally, this too is not a

problem. The school has defined procedures for handling complaints so don't be

embarrassed if you feel an issue warrants more attention.

Complaints

The procedure is again to speak to the child's class teacher in the first instance, or

contact the school office to arrange an appointment to discuss your complaint with

whoever you wish.

The school's policy is to follow the Local Authority (Essex County Council)

guidelines when handling concerns and complaints. Just ask if you would like advice

or a copy. It would be unusual to deviate from these procedures but the school

always retains discretion in these matters.

In summary, the nationally accepted procedure is divided into three stages:

Stage 1 aims to resolve the concern through informal contact at the appropriate level

in school.

Stage 2 is the first formal stage where written complaints are considered by the

headteacher or a designated governor, who has responsibility for dealing with

complaints.

Stage 3 is the next step once Stage 2 is complete. It involves a complaints review

panel of governors. Such a panel may be offered at the discretion of the Chair of

Governors.

If you are unhappy with the outcome or your complaint, or the way it has been

handled at school level, you can contact the Secretary of State at the following

address:

The Secretary of State

Department for Education

Sanctuary Buildings

Great Smith Street

LONDON

SW1P 3BT

You should enclose a copy of any correspondence with the school or governing body

so that the Department for Education (DfE) can see how they have responded.

If you should need to refer to the full procedures, please ask at the school office. All

staff are familiar with the guidelines and have a duty to help parents needing advice.

Please don't feel you are making a fuss. These procedures have been carefully

compiled and their reference, however rare, is routine to help pupils, parents and the

school.

END OF KEY STAGE ASSESSMENT

Set out below are the figures for National Curriculum assessments results for 2015.

They show the percentages of children attaining Level 2 and 3 at age 7, and those

attaining Level 4 and 5 at age 11. These are compared with the national figures for

2013 and with the previous year results for the school.

Key Stage 1 Children attaining Level 2 and 3, shown as a percentage

READING WRITING MATHS

School

2015

National

2014

School

2014

School

2015

National

2014

School

2014

School

2015

National

2014

School

2014

level 2

& above 90 90 92 94 86 92 94 92 100

level 3 29 31 30 23 16 17 29 24 29

Key Stage 2 Children attaining Level 4 and 5, shown as a percentage

READING WRITING MATHS

School

2015

National

2014

School

2014

School

2015

National

2014

School

2014

School

2015

National

2014

School

2014

level 4 &

above

100 89 94 100 85 94 88 86 94

level 5 &

above

64 49 63 52 33 50 44 42 50

SCHOOL INFORMATION School Governors:-

Mr Stuart Carey Chairperson, Foundation Governor

Mr Colin Embleton Vice-Chair,Foundation Governor DBE

Rev Amanda Elmes Foundation Governor – Ex-officio

Mrs Karen Willis Foundation Governor - PCC

Mr Toby Bull Headteacher

Mrs Susan Sanderson Foundation Governor

Mrs Jackie Cozens Staff Governor

Mr Dave Scrimshaw Foundation Governor- PCC

Mr Janus van Helfteren Local Authority Governor

Mr Steve Ramsay Foundation Governor - PCC

Ms Rachel Thurston Parent Governor

Mrs Louise Purser Foundation Governor

Mr Daniel Widdowson Parent Governor

Teaching Staff:-

Mr Toby Bull Headteacher

Mrs Jill Ivey Deputy Headteacher

Mrs Susan Sanderson

Mrs Nikki Davis

Mrs Nicola Griffiths Inclusion Manager

Mrs Emily Hale

Mrs Sally Smith

Mr Simon Tidbury

Mrs Shelley Whitney

Mrs Karen Tracey

Mrs Angela Richards

Support Staff:-

Mr. Paul Grogan Site Manager

Mrs Tracie Chester Office Manager

Mrs. Clare Cleverdon Finance Officer

Mrs Anita Lever Clerical Assistant

Mrs Jackie Cozens Teaching Assistant/Midday Ass

Mrs Julia Furey Teaching Assistant

Mrs Ros Whymark Teaching Assistant/Midday Ass

Mrs Kelly Brady Teaching Assistant/

Mrs Alison Lewis Teaching Assistant/Midday Ass

Mrs Sally Cowley Teaching Assistant

Mrs Kerry Collins Teaching Assistant

Mrs Tracy Embleton Teaching Assistant

Mrs Katrina Langhamer Teaching Assistant

Mrs Catherine Seymour Teaching Assistant

Mrs Helen Phillips Teaching Assistant

Miss Claire Wheatstone Teaching Assistant

Mrs Trina Docherty Teaching Assistant

Miss Gabrielle Massey Teaching Assistant

Ms Margaret Maudling Teaching Assistant/Kitchen Ass

Mrs Davina Kinsett Midday Assistant

Mrs Linda Hewitt Midday Assistant

Mrs Angela Jacobs Midday Assistant

Ms Jane March Midday Assistant

Mr Tony Rothery Catering Manager

Mrs Lisa Hinson Catering Ass/Cleaner

ACCESS TO RELEVANT DOCUMENTS RELATING TO THE SCHOOL

Documents relating to the school which are open for parents and others to see are available in the

school office and may be viewed during school hours. Appointments to view would be appreciated.

THE BISHOP WILLIAM WARD SCHOOL

CHILD PROTECTION – SAFEGUARDING CHILDREN

There is a statutory responsibility placed upon schools in England and Wales, under the

Education Act 2002, to have policies and procedures in place that promote the positive

welfare of children who are pupils within a school setting.

The Bishop William Ward School has a designated Child Protection Policy. The policy is reviewed

annually. The Bishop William Ward School Child Protection Policy and Procedures follow the

guidance issued by Essex Safeguarding Children Board (ESCB – a statutory multi-agency

organisation that brings together agencies who work to safeguard and promote the welfare of

children and young people in Essex). Further guidance from The SET (Southend, Essex and

Thurrock) Child Protection Procedures (2011) is also incorporated within the policy. In addition

the policy complies with guidance recorded in the following documents: Safeguarding Children in

Education (DfES 0027/2004), Safeguarding Children in Education and Safer Recruitment (2007),

Working Together to Safeguard Children (2006), and What To Do If You Are Worried A Child Is

Being Abused (DfES 2003). The Child Protection Policy is used in conjunction with Keeping

Children Safe in Education (DfE, April 2014).

All persons working within the school (paid and voluntary positions) receive training and guidance

regarding child protection matters and appropriate conduct and behaviour with children. The

Bishop William Ward School has a stringent recruitment and vetting process that incorporates

background checks on prospective and current school employees (again paid and voluntary

positions). These checks include using the Disclosure and Barring Service (DBS).

The issue of safeguarding children is taken seriously by all within the Bishop William Ward

School community. The Headteacher is the nominated Child Protection Officer and is

responsible for liaising with Social Care in the event of a child safeguarding concern, in

particular child abuse. The welfare of children within The Bishop William Ward School is

paramount and there may be occasions when concern about a child means that the school

will have to consult with other agencies before the parent or guardian of the child is

contacted.

Should you have any questions regarding safeguarding matters then please contact the Head

Teacher.

A full copy of The Bishop William Ward School Child Protection Policy is available to view on the

school website – www.bishopwilliamward.net – or a copy can be obtained by request at the school

office.

Further information can also be obtained on the ESCB website – www.escb.co.uk