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Westwood Community Junior School
Maple Grove, PE15 8JT, UK March
Tel. 01354 653033, Fax: 01354 661176
www:http://cbf.e2bn.net/e2bn/leas/c99/schools/cbf/e-mail:office@westwood.cambs.sch.uk
PRIMARY SCHOOL


About the school

Welcome to Westwood Community Junior School. We hope that the association of you and your family with the school will prove to be happy and fulfilling. Westwood, one of the largest primary schools in Cambridgeshire, is able to offer a wide range of activities and opportunities across the curriculum.

It is our belief that children will best develop in an atmosphere, which provides a sense of security and places a positive emphasis on personal success and achievement. Individuality and self-expression are encouraged within the school code of conduct.

The school provides:
  • Good clear educational direction
  • Quality of teaching is very good overall and sometimes excellent
  • Pupils with SEN make very good progress
  • Quality of planning is very good
  • Pupils have very good attitudes toward their work and to school
  • Behaviour in and around the school is good.
  • Provision for pupils’ social and moral development is good
  • Range and quality of out of lesson activities - very good.

The building was extended in 1971 and again in 1996. A further extension of two classrooms, cloakrooms and toilets was completed in 2001. A new small hall and ICT suite, partly funded by income raised by the school and Friends of Westwood, was completed in March 2004.

The accommodation currently allows 14 classrooms, a smaller room for group activities, a large hall, small hall, ICT suite, dining room, library, offices, swimming pool and approximately 5 acres of playing fields.

The School Philosophy

The school aims to provide opportunities for all children to continue to develop socially, physically, and intellectually by enabling them to:

  • gain skills and knowledge and the will to use them;
  • form healthy attitudes of mind, body and imagination;
  • understand human achievement in the Arts and Sciences;
  • begin to understand some of the attitudes and complexities of a multi-ethnic society;
  • acquire a sense of self-confidence, self-esteem, independence and sensitivity to the needs of others.

CURRICULUM

The Core Subjects: English, Maths, Science, RE, ICT

At the start of each term, parents receive newsletters from each team detailing courses of study the children will follow.

English

A variety of language skills (talking, listening, reading, writing, and spelling) is progressively taught throughout the school. Children are constantly using these skills in other areas of the curriculum.

Pupils are set by ability for English and may move to a teacher and classroom other than their class teacher during these sessions. Sets help staff focus their teaching and target the needs of the children. Targeted groups of children receive additional support through the Special Needs Co-ordinator and teaching assistants who operate the Early Literacy Support Programme (ELS), Additional Literacy Support Programme (ALS), Further Literacy Support (FLS) and Springboard Maths. These programmes complement classroom activities.

The National Literacy Strategy is embedded in the organisation of English teaching to provide a clear structure and set of expectations. Objectives are set for each age group and ability range to be delivered in structured lessons. The children undertake exercises in class and group guided reading, guided writing individually, in groups or as a class, they examine aspects of spelling, punctuation, grammar and phonics.

Books are of great importance and an emphasis is placed on the ability to read for a variety of purposes – including pleasure. The library is open daily and the children are encouraged to borrow books. Reading development is a partnership between home and school. Parents can do so much to encourage and support their child’s development by putting quiet time aside to hear and enjoy reading together.

Handwriting skills are taught in each year to develop a legible and fluid handwriting style. Initially pupils use pencil and when assessed to be ready move to fountain pens.

Maths

The National Numeracy Strategy is the core to Maths in the school. As with English, the children are set by ability for Maths. Lessons begin with a mental and oral starter to promote and extend mental calculation and the development of problem solving strategies. The main body of the lesson continues the exploration of number, the development of strategies to solve problems and, as the children move through the school, standard recording systems. Maths is assessed in several areas: Using and Applying Maths, Number, Shape and Measure and Handling Data.

At all ages we still consider learning multiplication tables to be important. The classes are regularly set tables practice for homework to be tested in class.

Science

Science is taught both as an integral part of cross-curricular studies and as a separate subject. We encourage the children to explore and investigate, to test their theories and describe and communicate their findings and observations.

Information and Communication Technology

A new ICT suite opened in May 2004 where timetabled classes are taught computer skills. The focus of the work is on desktop publishing and use of graphics, data handling, LOGO (programming and control language) and communications through the use of e-mail and the internet.

Religious Education

As part of the core curriculum RE is taught throughout the school. The teaching reflects that religious traditions in this country are, in the main, Christian. However, it is essential we take into account an increasingly multi-cultural society, to respect and understand other religious practices.

Foundation Subjects

History, Geography, Art, PSHE, PE, Games, Design Technology, Music

The Foundation subjects are taught across the school following the expectations of the National Curriculum and structured planning within Westwood. The subjects are at times taught through a cross-curricular thematic approach. They are also taught as separate subjects.

We aim to maintain a broad and balanced curriculum whereby the children gain an insight into the processes of learning, the confidence to experiment, investigate and question and the skills to make use of their studies.

PSHE

The children follow a programme of activities to promote personal, social and health education. Some of their activities link with aspects of Sex Education, Staying Safe, RE and Science studies. The topics and activities address issues relating to dental care, drug abuse, healthy eating, exercise, bullying and mutual respect.

Sex Education

Appropriate and responsible sex education, imparted with care and sensitivity, is an important element of school preparing for adult life. For younger children the subject is introduced as a discreet topic within Science, PSHE and class discussions. As the children mature, or when local incidents make it appropriate, lessons that are more formal are introduced by the teachers, outside speakers, the school nurse, or video programmes are considered. Parents are given the opportunity to view material used and may withdraw the child from some or all of the sex education lessons.

PE and Games

Pupils of all abilities take part in this compulsory part of the curriculum. They experience a wide variety of activities as guided by National Curriculum expectations. We aim to instil enjoyment and a positive attitude to health and exercise, personal achievement, the notion of fair play and teamwork and self-discipline. This applies to all pupils whether or not they have reached a level of expertise enabling them to represent the school at a competitive level.

As they move through the school, opportunities are available to participate in many additional out of school activities and coaching, including football, netball, high 5s, hockey, tag rugby, kwik cricket, athletics and swimming.

Parents are reminded that, for health and safety reasons the children must remove jewellery during PE and Games.

Music

All children follow a programme of classroom activities introducing them to a wide variety of musical experiences including playing and composition. In addition, the school offers many opportunities for the children to develop and enjoy involvement in music. Members of staff undertake extra curricular music teaching leading the choir, percussion bands, recorder groups, and guitar and key boards.

Peripatetic teachers visit Westwood weekly to tutor children who have a particular interest or talent in playing woodwind, brass or stringed instruments. For these the school makes a termly charge.

Special Needs

Pupils who are identified as having special needs may be targeted for specific reasons ranging from those with learning difficulties, physical difficulties, specific difficulties or being more able.

Special needs teachers from the North Fenland Learning Support Centre work in the school throughout the week. They are available to provide support in addition to that available by the school.

Our aim is to enable all pupils, including those with special educational needs, to work to their full potential by offering in-class, small group and individual teaching.

We continually monitor the progress of all pupils and place them into groups best suited to their current performance and needs. If a member of staff should have a particular concern about a pupil, they discuss the difficulty within the year group team of teachers, with the headteacher, the school’s special needs co-ordinator and the manager of the special needs centre. Parents are informed at each stage and asked to play an active role.

A system of stages operates throughout the special needs procedure. Children identified with special needs and able to operate while in class are placed at School Action on the special needs register. Should the difficulty continue following targeted activities in the classroom the pupil might be referred to a specialist support teacher. They are given diagnostic assessments and may be moved to School Action Plus. The needs of children who are placed at School Action or School Action Plus may better be met, at times, by support out of class either individually or in a small group. The child may be working with an Individual Education Programme (IEP) specifically designed to meet their needs and agreed by the school, parents and the child.

Children who continue to have difficulties and fall further behind their peer group, despite individual support and differentiated work, can be referred with parental permission, for an assessment by the Educational Psychologist (EP). The EP will involve parents in his/her recommendations and findings.

After considering the E.P.s findings, the school may then apply for a request for a statutory assessment of Special Educational Needs. If the request is successful, the pupil moves to ’Statement’ and a statement of special educational needs is drawn up. This may include Learning Support Assistant time specifically to support the individual child.

More Able Pupils

More able pupils are generally taught within sets and classes with appropriately differentiated teaching and preparation. Pupils identified with particular strengths may be advanced to another year group for sets and classes. Pupils showing all round ability matched to the level of social maturity to cope with older children can be advanced a whole year group. They subsequently transfer to secondary school earlier. Such advances will only take place following consultation with parents and the child.

TIMETABLE

 

UNIFORM

Standards of school dress

The uniform, while voluntary, is supported by the vast majority of parents and children in the school. The suggested uniform is practical, comfortable, hard wearing and smart. For the comfort and safety of the children as they move about a busy school , play at breaktime and undertake PE and games lessons it is most important the children wear the correct footwear.

Please ensure all articles of clothing are clearly marked with your child’s name.

Girls

Boys

Sweatshirt/jumper/cardigan – navy

Sweatshirt/jumper/cardigan – navy

Blouse/polo shirt - white/pale blue

Shirt/polo shirt - white/pale blue

Skirt/pinafore/trousers -plain grey or plain navy

Trousers - plain grey or plain navy

- optional red tie

- optional red

Girls summer (optional)

Boys summer (optional)

T-shirt/blouse/polo shirt-plain white/pale blue

T-shirt/polo shirt- plain white, navy

Dress - blue and white; pale blue (gingham, striped)

Shorts - plain grey/navy

Girls Indoor PE

Boys Indoor PE

T-shirt/polo shirt - plain white

T-shirt/polo shirt - plain white

Shorts or skirt - plain navy/black

Shorts - plain navy/black

Plimsolls (optional)

Plimsolls (optional)

Change of socks

Change of socks

Girls Outdoor Games

Boys Outdoor Games

T-shirt/polo shirt - plain white

T-shirt/polo shirt - plain white

Shorts/Skirt -plain navy/black

Shorts -plain navy/black

Trainers (a change from everyday wear)

Trainers (a change from everyday wear)

Change of socks

Change of socks

Track/jogging suit/warm change of jumper

Track/jogging suit/warm change of jumper

Girls swimming

Boys swimming

Towel

Towel

Swimming costume (one piece)

Trunks (not Bermuda short type)

Swimming hat (essential)

Swimming hat (essential)

Sweatshirts, polo shirts, jogging suits, baseball hats, school badges, PE bags and book bags can be purchased through the school office.

Bag to hold Game and PE kit (shoe bag type is the best)

An overall for painting and clay work is essential (cast off adult T-shirts/shirts are ideal).

Please note – football boots will not be needed until year 5 unless children attend after school or extra curricular training.



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