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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: [email protected]
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: [email protected]
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