1. Mission statement
Shortstown Primary School is an inclusive school which has a positive impact on children’s lifelong learning and achievement through high expectations in a creative and motivating environment.

2. The essence of our effort to see that every child has a chance must be to assure each an equal not to become equal, but to become different – to realise whatever unique potential of a body, mind and spirit he or she possesses.
John Fischer – President Teachers college, Columbia university 1926 – 1966
San Fransisco Examiner 19 March 1973
opportunity

3. Nathan
List the 7 schools in the partnership
Bowerhill Primary School
Melksham Oak Community School
Seend CofE VA Primary School
Shaw CEVC Primary School
St George's CofE Primary School Semington
St Mary's Broughton Gifford VC Primary School
The Manor CofE VC Primary School
Then explain that the plan is to formally join together in a MAT model called the ATOM - and then draw the partnership ring

4. The Foundation team Miss Bobbett Miss Reid Mrs Smith Mrs Hall
Mrs Green
Miss Shorley

5. Creative curriculum

6. Creative curriculum Excitement to learn Excitement to teach
A creative curriculum, whatever guise it takes, provides the structure that allows independent enquiry to take place.
…..the slow and deep learning
that they hope will grow and create life-long learners in their classrooms and in their staff rooms.
It’s all about ownership and motivation.
NCSL – Lifting the lid on the creative curriculum
Excitement to teach

7. Working in the Foundation Classroom
Early Years Outcomes – Baseline assessment
ERR (phonics) and maths twice a day
Reading for pleasure books and Daily reading.
Reading diaries
Word cards
Homework – Learning logs
After school clubs, FSP, Dawn till Dusk

8. 3 PRIME AREAS
Communication and Language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
Physical Development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
4 SPECIFIC AREAS
Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
 Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

9. ASSESSMENT
During the year observations are made on your child to support the assessment of their progress against the EYFS, which identifies expectations called ‘Early Learning Goals (ELGs). At the end of the Reception year your child’s achievements are judged to be Emerging, Expected or Exceeding. This information in passed to the Year 1 teachers in order to continue the learning. 
PROGRESS
Each area of learning is divided into 7 month bandings from birth to the Early learning Goals.
Progress over time is important as children may be recorded as Emerging but have made good progress between the month bandings. Attendance, behaviour and age can influence the progress and attainment. Support will be provided for all children to ensure they are meeting their targets.
0-11 months
8-20 months
16-26 months
22-36 months
30-50 months
months
Early Learning Goal
Levels
Emerging
Working towards Early learning goals
Expected
Meeting Early Learning Goals
Exceeding
Working above National Expectation

11. Attendance

12. Attendance Good attendance = good progress
Children’s entitlement = 190 days of education per year
School target 97% -individual target 100%
Absence from sickness – report to office every day
Medical appointments out of school hours.
Consultant / Hospital appointments – appointment card to office
Holidays in term time not be authorised.
Late after the register (9.10am) is an unauthorised absence
Authorised absence may only be granted due to the needs of the child, eg child care difficulties are not included.
Both authorised and unauthorised absences will be counted regardless of reason. Less than 90% legally a persistent absentee.
If in doubt, please ask.

13. Shortstown Primary School
Attendance Groups
GREEN: No concern
YELLOW: Concern
AMBER: Risk of underachievement
PINK: Severe risk of underachievement – Persistent Absentee
RED: Extreme concern

15. Behaviour

17. Communication with Parents
Website
Weekly Newsletters
School Blog
Text messaging service
½ term overviews with school events
½ term curriculum overviews
Termly reports
Termly parent consultation evenings
2simple updates
Home observation forms
Open door policy – please ask

18. Contact details
Please keep these up to date for emergency contacts and collection of children.
Please provide at least 1 other contact.
to receive updates on child’s progress.
Text

19. Transition Team visits the Pre school and observes the children.
Open door twice a week – full mix up
Team visits the Pre school and observes the children.
Mrs Joseph’s team and Miss Bobbett’s team discuss children’s learning and next steps.
Visits to other nurseries will be made by Miss Bobbett and Miss Reid to support new children.
Parent open day 23rd June 9.00 – 3.00
(closed )
YR to Y1 transition in June

20. September start 2017 Staggered start from 4th September
Up to 10 children each day
Over 2 weeks
Date for each child to be given by 15th July 2017.

21. How can you help? To use the toilet independently.
To put on and fasten own coat.
Use a knife and fork
Practice getting dressed and undressed.
Share books with your child and talk about what is happening in the pictures.
Sing nursery rhymes and songs.
Begin to recognise own name.
Name all equipment and clothes.
Read Prospectus
Work through the Starting school pack.

23. Swimming
25 meters unaided
Recognised strokes
Self survival

24. Universal Free school Meals
Your text here
Cashless from September

25. Starter packs Please complete all paper work as soon as possible.
We can not process the application without the relevant details.
English as an additional language
Please tick the box if your child is exposed to other languages in the home.
Pupil Premium
School Uniform – Tesco and Josens
Returned by Friday 23rd June 2017.
Any problems – Please ask