Wimbish Primary School Vision Statement Wimbish School is a vibrant and happy learning community committed to excellence. The school values every individual and supports them in achieving their full potential within a friendly, family atmosphere. Our mission statement for race equality As a school, we are committed to the promotion of equality of opportunity for all, including people from different racial, ethnic, cultural and religious backgrounds. We consider that all manifestations of racism are wholly unacceptable and will act positively to eliminate racial discrimination where it occurs. We will take prompt, effective and systematic action to deal with all racist incidents and to identify and address racial, ethnic, cultural and religious inequalities. We are also committed to promoting good relations between people of different racial, ethnic, cultural and religious groups. We will enable every pupil to: ­ Participate in a curriculum that takes full account of the richness and variety of the world's racial, ethnic, cultural and religious groups and develop understanding of some of the main causes of global inequality, disadvantage and poverty; ­ Recognise and challenge racism, racial discrimination and stereotyping; ­ Develop the knowledge and understanding, skills and attitudes necessary for life in Britain's multi-ethnic society and as global citizens in an increasingly interdependent world We believe that these commitments are as important in the context of a school with limited ethnic diversity such as ours as in schools with a more ethnically diverse population. Welcome to our School Wimbish County Primary School is situated in Tye Green and is a non-denominational one-form entry school catering for children from 5 - 11. The children come mainly from the surrounding village communities and from the nearby Carver Barracks. They are taught in three class groups - Reception/Year 1; Year 2/Year 3; Year4/Year 5/Year 6. Our curriculum map is very carefully planned to ensure coverage of all the National Curriculum units of study and to allow all children to develop skills and make progress in order to achieve their potential. The school is a compact Victorian building, but with a modern hall for assemblies, music and P.E. We have recently added an ICT suite to our library area, and a new corridor has been created to allow classes access without disturbing other classes. At the side of the school we have a very large area with fruit trees, marked football pitch, rounders square and athletics track, a hard play area, an adventure playground and a wild area. Closer to the school is our early years outdoor classroom which Red class use to enhance their curriculum.

Within a safe, caring and secure environment and through the promotion of personal qualities such as confidence, esteem and respect Wimbish Primary School aims, in partnership with parents, to:

• Deliver a broad and balanced primary curriculum that, through careful planning and high expectations, maximises children's learning enabling them to achieve their full potential in line with the National Curriculum.
• Provide quality learning experiences that promote high standards of achievement.
• Enable children to achieve success and gain independence in learning by meeting their individual needs appropriately and sensitively.
• Encourage children to learn to take responsibility for themselves and to develop an awareness of and respect for each other's rights and needs.
• Develop qualities such as personal initiative, teamwork and a love of learning in preparation for further stages in their lives
• See that honesty, trust and enjoyment are common elements of school life
• Encourage an understanding of the value of moral and ethical codes in our society.
• Provide equality of opportunity for everyone within the school community.
• Follow a positive discipline policy which rewards success at all times whilst providing a common framework within which everyone knows what is expected of them and what the consequences of their actions will be.

We have three classes in school.
Red Class (Reception and Year1) - Mrs Julie Bayliss Green Class (Year 2 and Year 3) - Miss Claire Pickthall Blue Class (Year 4, Year 5 and Year 6) - Miss Bennett	Our three learning support Assistants Mrs Dixon, Mrs Burke and Mrs Godfrey will work in all classes during the week. Mrs Wheeler, our special needs assistant, will work her hours in Blue class.

The Foundation Key Stage Curriculum is followed in the Reception Year moving on to the National Curriculum programmes of Study in Key Stage One and Key Stage Two. Assessment is ongoing in school to inform teachers' planning. We follow the requirements of Foundation Profile at the end of the Reception Year, and Standard Assessment Tests (SATs) at the end Year 2 and Year 6. We also chose to adopt the optional tests for Years 3, 4 and 5.

Children are taught in a variety of ways: - individually, in small groups, or as a whole class, whichever is most appropriate. All work is carefully planned so that each child may make progress.

The Foundation Curriculum is centred on six areas of learning: Mathematical Development, Personal and Social Development, Language and Literacy Development, Knowledge and Understanding of the World, Creative and Physical Development. There are specific goals for the children to achieve and much emphasis is placed on speaking and listening and on role-play. Work often has a thematic approach.

English
The school follows the National Literacy Strategy. A complete range of language skills is taught throughout the school which include talking and listening, writing in a variety of forms and for different audiences, reading with understanding, research and retrieval of information and appreciation of works of literature. Children learn grammar and spellings appropriate to their needs and to help them to write with fluency and efficiency.

In Reception and Year 1 we also follow the Early Reading Recovery programme that has proved very successful in increasing children's reading ability. A colour-coded reading scheme is used throughout the school, which consists of a wide variety of books that have been carefully graded to ensure progression. Our library is also colour-coded and children are encouraged to take books of their choice, usually selected from their colour band but possibly from the colour to either side, for reading at home.

The school possesses a reference library, which contains a central stock of material available for use in class, these may also be chosen for reading at home.

Mathematics
The school follows the National Numeracy Strategy. Great emphasis is placed on number work and mental arithmetic, work on shape, space and measures, data handling and problem solving form a part of each year's work.

Science
A carefully structured scheme, based on a thematic, investigative approach, is used throughout school. This is designed to cover all the National Curriculum Science needs.

Information Technology
Much of the work in this area is developed through the other areas of the curriculum but information technology skills are developed in each year group following a structured programme. All classes have permanent use of at least one computer and there is an extensive range of software and CD ROMS to support the curriculum. The school has an Internet Connection and we now have a purpose built ICT suite for use by all classes.

Religious Education
Religious Education at the school is in accordance with the Agreed Syllabus of the Local Education Authority. The school day includes an Act Of Worship, either as a whole school or between classes, as required by the Education Act.
Parents wishing to withdraw their children from Religious Education and the Collective Act of Worship should consult the Head Teacher and alternative arrangements will be made.

In addition to the above Core subjects the school follows the QCA guidance for History, Geography, Art, Music, Physical Education and Design Technology.

We have a rolling programme for these subjects giving breadth, progression, relevance, knowledge and skills appropriate to each age group. These subjects are equally important to the development of the whole child.

The school places a high degree of importance on independent work, as we believe that by following this philosophy we are able to bring out the best in each child no matter what their age or ability.

Sex Education
Sex Education takes place as part of the Science Curriculum. Prior to undertaking this element of the work parents are informed so that those who wish to withdraw their children from these lessons may do so.
Children with Special Educational Needs

The needs of each child are our main concern. Children with special learning needs are given extra help, either individually or in small groups by the class teacher, the learning support assistant, or by a member of the County's Learning Support Provider Unit. Children, identified by staff or by parental concern, are brought to the attention of the Special Needs Co-ordinator. The process of providing support is begun. Parents are involved with all stages of Special Education and are kept fully informed by attendance at regular review meetings. It is recognised that Special Educational Needs relate to both ends of the ability range.

Sport and Swimming
The school makes use of both its indoor and outdoor facilities to deliver the Physical Education programme. Competitive matches take place with our cluster of schools. We are fortunate to have a new, fully equipped hall.
Each week the school makes use of the sports centre swimming pool in Saffron Walden. This activity, which is undertaken on a weekly basis throughout the year, is funded by voluntary contributions. Pupils attend swimming for two out of three terms from Reception to Year 6.

Pastoral Care and Discipline
The school is a community in which behaviour is based on mutual respect and consideration for others. The class teacher, who knows each child well, is responsible for the care of the children in his or her class. Particular problems can be referred to the Head Teacher or the Deputy Head Teacher. The values, standards and attitudes of the school community are made clear to children by example and discussion. The few rules that exist are primarily for the safety of the children within class, on the playground and on the field. If a child displays persistent anti-social behaviour, parents will be informed by letter and a consultation arranged so that an attempt can be made to correct the matter.

Curriculum Complaints Procedure
As a requirement of the Education Reform Act, the Authority has developed formal procedures, which specify how complaints about the curriculum and collective worship can be handled. (These procedures are not concerned with the actions of individual teachers, or matters other than the curriculum or collective worship.) When a complaint about such matters is made it should be dealt with, in the first instance, by the Head Teacher, as is established practice in all schools. In the rare instance where the matter cannot be resolved informally, the next stage is for it to be considered by the Governing Body as a formal complaint, if the complainant wishes to pursue the matter. A copy of the complaints procedure will be made available upon request to the Head Teacher.

Homework
Homework, in the form of reading, spelling, tables, mathematics and research work, is given to the children. The amount and frequency of this work depends on the child's age. However we recognise that the children have worked hard during the school day and they deserve, and need, a break after school.

The amount of homework recommended by the Government is as follows: -

Years 1 and 2 1 hour a week
Years 3 and 4 1½ hours a week
Years 5 and 6 30 minutes a day

There are many valuable things that parents can do at home to help their children's education. They can pass on important lessons about the enjoyment of books and the pleasure to be gained from reading together; they can help with tables, practice addition and subtraction facts. A tremendous amount can be gained simply by talking with your child, discussing practical activities, which you undertake together and by asking questions about things seen on family outings, etc.