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Handbook

School

Kingham Primary School is an exceptional village school in an outstanding rural setting. The school looks out over a school garden, wild flower area and woodland, with a large playing field beyond.

Kingham Primary School. Located in the centre of this aerial image, showing the village green of Kingham, Oxfordshire, in England.

With a Nursery class that accepts children from the age of three, the school has an annual admission of up to 30 children into the Reception class, progressing through six further classes from Year 1 to 6 up the age of eleven.

The school is funded through Oxfordshire County Council and offers places to children free of charge in line with the local authority admissions policy.

Highly regarded by parents, Kingham Primary School is rated as outstanding by Ofsted, the organisation responsible for the inspection of schools.

The headteacher and the senior leadership team have extensive experience and expertise in education. All the class teachers are supported by a highly capable team of teaching assistants.

A broad and balanced educational programme is provided in line with the National Curriculum, through termly themes that engage children and enable teachers to respond to their individual interests and needs.

Children receive music and sports tuition each week from external specialist teachers as a part of the school timetable. They also benefit from the support of a computing advisory teacher, special needs advisory teacher and the school special educational needs and disability co-ordinators.

Kingham Primary School is part of the Chipping Norton Partnership of Schools, or CNPS, which works closely together on a whole range of events, including sports tournaments, art and topic days, dance festivals and concerts.

As a result of this positive environment for teaching and learning, the children consistently achieve well above the national average at the end of the Foundation Stage, Key Stage One and Key Stage Two.

The children go on to a range of excellent secondary schools in the area, including The Chipping Norton School, Burford School, The Cotswold Academy, and the nearby independent Kingham Hill School.

The school office has a dedicated administrative team and a part-time school business manager, who is also clerk to the governing body.

The governors, including two parent governors, a staff governor, and co-opted governors appointed for their skills and expertise, provide strategic governance for the school.

The Kingham Primary School Association, or KPSA, is the charitable parent teacher organisation, which is very successful at raising funds for enrichment resources and activities for the children, while providing a social focus for the community.

Location

Kingham Primary School is just off the village green at the edge of Kingham in West Oxfordshire. Kingham is four miles from the market town of Chipping Norton and six miles from Stow-on-the-Wold. It is 25 miles northwest of Oxford and has a direct train service to Oxford and London Paddington.

Kingham Primary School location

Kingham

A traditional English village, Kingham has a 14th-century church, two pubs with restaurants of national reputation, a village shop and post office. It was recognised by The Sunday Times in 2016 as “The best place to live in the South East”.

The parish has a population of less than a thousand, but Kingham Primary School also serves surrounding villages, including nearby Churchill. The nearest town of Chipping Norton lies outside the officially designated area of the school, but the school admits children from a wide area, subject to the availability of places.

The surrounding Cotswolds countryside is a designated area of outstanding natural beauty, the second largest protected landscape in England. The low rolling hills provide the honey-coloured limestone that characterises the stone buildings that are typical of the region.

Kingham Primary School context

Terms

Term Start End
2020
Spring Term Monday 6 January Friday 14 February
Monday 24 February Thursday 2 April
Summer Term Monday 20 April Friday 22 May
Monday 1 June Friday 17 July
Autumn Term Wednesday 2 September Thursday 22 October
Monday 2 November Friday 18 December
2021
Spring Term Tuesday 5 January Friday 12 February
Monday 22 February Wednesday 31 March
Summer Term Monday 19 April Friday 28 May
Tuesday 8 June Wednesday 21 July

Transport

Many children are able to walk or cycle to and from school with their parents or carers.

Limited parking spaces are available in the free parish car park adjacent to the school. Additional parking is available on Churchill Road, to the north of the village green.

Kingham Village Car Park

A school bus operates for those children that require this service.

Bakers coach

Further information about travel assistance is available in the Oxfordshire Home to School Travel and Transport Policy.

www.oxfordshire.gov.uk

Day

Kingham Primary School welcomes children and their parents or carers to assemble in the playground from 8.35 in the morning on school days. The school bell rings at 8.45am and class teachers will come to each year group line to collect the children and take them into school. A teaching assistant will wait to meet any children who missed the bell to ensure that they are safely supervised into school.

Outdoor classroom
Outdoor classroom

Morning registration is at 8.55. At this time the school gates are locked to ensure the safety of children.

Please make every effort to ensure that your child is at school on time. If you arrive after 8.55 please bring your child through the main front entrance to the school office where a member of our office staff will greet you to sign in your child. One of the school staff will then escort your child to their classroom.

Morning break is from 10.30–10.45.

Lunchtime is from 11.45 for the Reception class, from 11.55 for Y1-2, and from 12.00 for Y3-6.

Afternoon registration is at 1.00pm and school continues until 3.00pm.

Parents and carers are welcome to come to the playground from 2.50pm to collect children from 3.00pm.

Children can only be collected by nominated individuals that have been previously identified to the school and are known to the child. If there is any change to the usual collection arrangements please notify the school in writing in advance. This can generally be done through an entry in the school diary of the child.

Attendance

Kingham Primary School encourages regular attendance. There is a very strong link between poor attendance and poor performance, so children are expected to attend daily and on time unless they are ill.

If parents or carers plan to take their child out of school they will need to complete an absence request form, available from the school office or the school web site. Permission for authorised absence will only be granted under exceptional circumstances.

Lunches

School lunch

Kingham Primary School is pleased to be able to offer a healthy hot lunch for all children in school. Children may alternatively bring an appropriate packed lunch. Children can state at morning registration whether they will require a school meal. A vegetarian option is always available.

Packed lunch

A packed lunch can be brought to school in a lunch box clearly labelled with the name of the child. This should contain appropriate items that do not require refrigeration. As some children may have food allergies, lunches should not include products containing nuts or peanuts, including peanut butter, nut spreads, and confectionary or cereal bars containing nuts.

School meals

School meals are supplied by Oxfordshire County Council and are prepared onsite by our catering team. The menus are designed to ensure that all meals are nutritionally balanced over the course of a three week cycle. Children can sit together and enjoy their meals whilst developing social skills that are so important in later life. A well-fed and happy child is more likely to be receptive to participating in the afternoon activities.

Free school meals

School meals are free of charge to all children in Reception and Years 1-2. Some parents and carers of children in the Nursery and Years 3-6 may also be able to claim free school meals and other benefits.

The school receives additional ‘pupil premium’ funding for children whose parents or carers are entitled to certain credits or allowances or children that have been previously registered for free school meals. This funding is used to benefit the education of eligible children and is worth over £1,000 per child for each year that they are at primary school, even if they are already entitled to universal infant school meals in Reception and Years 1-2, or bring a packed lunch. The school can use this money to help pay for things like the cost of school visits or music lessons.

Parents and carers are encouraged to enquire about the pupil premium and how it benefits both their children and the school. It simply requires completion of an application form, together with proof of entitlement. Further information is available in confidence from the school office.

Paid meals

There is a charge of £2.20 per meal for children that are not entitled to free school meals.

Meals can be paid for in advance using ParentMail, a secure online payment system. Payments can also be made in advance directly through the school office, on a weekly, monthly, or half-termly basis. The school does not offer a credit facility. If parents are for any reason unable to pay for meals they should contact the school office.

Allergies

Parents and carers should inform the school about children with severe allergies. Staff receive appropriate training in understanding and dealing with anaphylaxis or severe allergic reactions and will use this training as necessary.

The school is aware that some children have nut allergies and aims to be nut-free as far as possible. Parents and carers are asked not to send food to school that contains nuts, including peanut butter, nut spreads, and confectionary or cereal bars containing nuts. Children will be asked not to share food and encouraged to wash hands before and after eating.

Uniform

The Kingham Primary School uniform reflects the school colours of navy blue and gold. It is designed to be practical, supporting our school identity while providing flexibility for individuals.

Options

Kingham Primary School polo shirts
  • White or navy polo shirt or white formal school shirt
  • Navy sweatshirt or cardigan with school logo
  • Navy or dark grey skirt
  • Dark grey trousers, or shorts (for summer)
  • Navy gingham dress (for summer)
  • Navy or black shoes
  • Navy or dark grey tights
  • White, black or navy socks
Kingham Primary School cardigan and sweatshirt

Daily items

Kingham Primary School book bag and back pack
  • Book bag, including provided school diary and books
  • Water bottle, clearly labelled with name of child
  • Labelled lunch box for those taking packed lunches
  • Art smock or old shirt for art and craft work
  • Wellies for outdoor learning in Nursery or Reception classes
  • PE bag, including sports kit
  • Suitable hat and coat for cold weather or sun hat for summer

Sports

Indoor

Kingham Primary School PE bag and T-shirt
  • Gold T-shirt with school logo
  • Navy shorts
  • Plimsolls (for Years 1-2)

Outdoor

Kingham Primary School fleece and PE T-shirt
  • Warm tracksuit top and bottom
  • Trainers
  • Spare socks
  • Gum shield (for hockey)
  • Shin pads (for football)

Hair styling

All shoulder length or long hair must be tied back using a black, white, grey or navy-blue hair band, scrunchie or bobble.

Jewellery

Jewellery must not be worn in school, apart from a watch or small piercing studs, which must be removed or covered up for sport or PE.

Labelling

All items of clothing, including shoes, hats and coats must be clearly labelled with the name of the child.

Purchasing

Suitable clothing is easily available from many retailers.

Items with the school logo, including clothing, bags and rucksacks are available for purchase from JTL Embroidery and Printing. Products can be purchased online or by telephone, for delivery by post or collection from the school the following week.

www.jtlembroidery.co.uk

Telephone: 01608 645569

Donations

Kingham Primary School uniform logos

The Kingham Primary School Association also manages donations of school uniform items, which are available for purchase at reduced prices, with proceeds going to the KPSA school fund.

Photography

Photography on school premises requires specific permission. The school permits parents and carers to take images of their children at official school events for their own private use and requests that any such images identifying other children are not shared online or on social media.

Staff and other authorised individuals may record images of children to document their work or achievements. Written consent is required from parents or carers to permit the use of personally identifiable images of children and their work on the school web site and in other media.

Social media

The school has policies in place to cover the use and prevent the abuse of online services and social media by staff and children.

Parents and carers are also encouraged to act respectfully and consider the effect on others when posting on social media.

Fundraising

Kingham Primary School Association

The Kingham Primary School Association is a registered charity run by parents that manages fundraising activities for the school.

KPSA Summer Party

The KPSA has raised thousands of pounds for the school, most recently for the outdoor classroom and a well-stocked library.

Outdoor classroom
Kingham Primary School library

Through its fundraising events for the school, the KPSA also provides social activities that bring together parents, children and the wider community.

All parents and carers of children enrolled at Kingham Primary School are members of the KPSA and are entitled to vote and take part in elections for committee posts.

To register for KPSA newsletters and for further details about social events and fundraising throughout the year please see the separate KPSA web site.

www.pta-events.co.uk/kpsa/

Partnership

Kingham Primary School is a member of the Chipping Norton Partnership of Schools. The CNPS comprises the Chipping Norton School and ten local primary schools. These schools come together to participate in various sports activities, festivals and workshops.

This offers opportunities for children to compete and collaborate within a larger community of local schools and use a variety of facilities.

Some events and activities include teams or whole year groups, others can be provided as extension opportunities for individuals or as optional free or paid events.

Kingham Primary School also benefits from using some of the facilities of Kingham Hill School, the nearby independent secondary school.

Places

Kingham Primary School is a popular school and places are in high demand. If you are interested in the possibility of a place in the school you are encouraged to contact the school office for information about open days or visits.

Kingham Primary School library

Contact school office

Nursery places

Places for children in the nursery class are managed by the school. A place in the nursery does not provide any guarantee of a place in the school reception class.

Nursery places

Reception places

Places for children of school age are administered by the local authority, Oxfordshire County Council, in line with its admissions policy.

You can apply online. The deadline for applications for places in reception is generally in January of the year in which the child will start in September.

The school serves an officially designated area that is determined by the local authority. Places may be offered to children living outside this area, depending on the number of applications received.

Places are allocated according to strict criteria, which are determined by the council. Even if Kingham Primary School is your stated first preference there may not be sufficient places available for all those that apply.

Later years

Places occasionally become available for older children in classes further up the school. Please contact the school office in the first instance for details of any current availability. Formal applications are administered through the local authority.

Further information

Admissions

Vacancies

Teaching Assistant (one to one)

We are seeking a passionate, highly motivated teaching assistant, to support a pupil in school.

Teaching Assistant (one to one) – further information

Other roles

The governors invite those with professional experience to contribute to the work of the governing body.

The school also welcomes parents and carers to become involved as helpers, listening to reading, running clubs, and accompanying children on school visits.

The KPSA parents association offers many ways to support the school through its management committee and with specific fundraising initiatives and social events.

If you are interested in possible opportunities at the school please feel free to contact the school office.

Contact school office

People

Kingham Primary School has a highly dedicated staff committed to ensuring that every child is valued and feels confident and secure.

Ms Townend-Jowitt

The Headteacher is supported by Senior Leaders in the management of the school, including two Assistant Headteachers who share this role.

Each class has at least one qualified Teacher, who may also take the lead in one or more specialist areas. Their role is to care, encourage and listen as well as to teach. They are supported by Teaching Assistants who also work with small groups or individual children.

The Special Educational Needs Coordinator works closely with all staff ensuring that children with additional learning needs are provided with appropriate levels of support throughout their time in school.

The Office staff support the business and administrative management of the school and the reception area. 

Governors collectively represent the parents, staff, community and the local authority and meet regularly with the Headteacher to review priorities, policies and performance.

Headteacher

Ms Bretta Townend-Jowitt

I qualified as a teacher in 1992 and have worked in Yorkshire, Gloucestershire and now Oxfordshire. I have taught every primary year group from nursery to year 6 before becoming headteacher at Kingham in 2016.

I am passionate about education and about ensuring all children are provided with a curriculum that matches their needs and interests and ensure they achieve. Celebrating the whole child is a core value of mine, meaning children are valued as individuals.

My favourite subject is maths and I am passionate about the teaching and learning of this core subject ensuring pupils develop a love of maths and are able to reason and articulate their learning and understanding.

Directory

Clubs

Kingham Primary School provides optional extended care for children of school age through its Breakfast Club and Afternoon Club. This enables the school to offer wraparound care from 7.45am to 5.00pm to support working parents and carers.

The Breakfast and Afternoon Club staff all work at Kingham Primary School as teaching assistants or lunchtime supervisors. This ensures good continuity for the children, enabling behavioural expectations to be clearly understood.

Optional extra-curricular activity clubs are also provided each term, subject availability and demand.

Breakfast

Breakfast Club enables children to come into school from 7.45am. Cereal and fruit with milk or water are available. At 8.45am the children in are taken to the playground to line up with their classes.

Places for Breakfast Club must be booked and paid for in advance. Further information is available from the school office.

Contact school office

Afternoon

Kidz Club provides extended care in the afternoon on school days. The Kidz Club staff collect children from the classrooms at 3.00pm and they are available for collection until 5.00pm.

Activities are provided, including outdoor play. There is also an opportunity for children to take part in quieter activities, including homework tasks. Drinks and snacks are provided.

Hourly sessions must be booked and paid for in advance. Advance bookings are invited for each term, subject to availability. Occasional sessions can also be booked at shorter notice, where places are still available. Further information is available from the school office.

Contact school office

Activities

After school extra-curricular activities are supported by a combination of teaching assistants, specialist staff, and parent volunteers.

Sports Day

Clubs typically cover a range of activities, such as Art, Archery, Coding, Construction, Cookery, French, Football, Gardening, Golf, Hockey, or Tennis. They are offered to age appropriate year groups and vary by term.

These activities can be booked and paid for in advance on a termly basis, subject to availability. Further information is available through the school office.

Contact school office

Nursery

The Nursery class at Kingham Primary School is part of the integrated Early Years Foundation Stage Unit. Places are offered for children from the age of three, subject to availability.

The nursery provides appropriate activities and purposeful play for younger children suitable for their age and individual needs. If offers a nurturing environment to develop happy, healthy children and inspire a lifelong love of learning. The nursery enables a smooth transition into the Reception class for those children that subsequently receive places in the school.

Aims

  • Enable children to become independent learners who value learning with and from others and to help them to develop a positive attitude to learning.
  • Provide a high quality, broad and challenging curriculum based upon learning through play with regard to Development Matters and the Early Years Foundation Stage.
  • Ensure a happy, safe and stimulating environment where children, parents, carers and visitors feel welcomed and valued as members of the school community.

Facilities

The Nursery class is based in the purpose-built facility at Kingham Primary School that was specifically designed as an integrated Early Years Foundation Stage Unit.

The Nursery and the Reception classes are separate, although they share some facilities and outside space.

Children in the nursery have shared access to the secure outside play area. Nursery children can also take advantage of other amenities, such as the outdoor classroom and school field, at times when they are not in other use.

As part of the school, children in the nursery are subject to the statutory safeguarding policies designed to ensure their welfare and wellbeing.

The nursery includes dedicated age-appropriate toilet and washing facilities.

Staffing

The Nursery class is led by a qualified teacher with appropriate experience for this age group, supported by at least one suitably qualified teaching assistant.

Miss Jenkinson

The staff to child ratio will be no higher than 1:13, which is consistent with similar nursery classes elsewhere and the relevant legal requirements and statutory standards. In practice, the ratio will generally be lower than this, depending on the number of children enrolled and the sessions that are taken.

Nursery staff

Mrs D Dowling

Teaching Assistant

Miss E Jenkinson

Assistant Headteacher (part time), Head of FS/KS1, Teacher

Ms C Pinfold

Teaching Assistant

Ms R Villamor

Teaching Assistant

Sessions

The nursery offers three-hour morning and three-hour afternoon sessions every weekday during school term time, subject to availability.

  Mon Tue Wed Thu Fri
09.00-12.00 AM AM AM AM AM
12.00-13.00 Lunch Lunch Lunch Lunch Lunch
12.00-15.00 PM PM PM PM PM

These sessions run from 09.00 until 12.00 for a morning session and from 12.00 until 15.00 for an afternoon session. There is the option of adding a lunch hour to a morning session.

Children staying in the nursery class through the day or arriving for the afternoon session can bring an appropriate packed lunch. A cooked lunch is also available. This is charged for in line with the school lunch rates. Lunch will be eaten in the nursery.

No two days are ever the same and the nursery offers a packed programme of activities. Every morning typically has a different theme. On Monday there is a local walk. Cooking is on Tuesday. Physical Education is on Wednesday. Thursday is a Community activity. Friday is Forest School and baking.

The nursery has plenty of toys and games, and a wonderful outside play area with spectacular rural views.

Fees

Funded hours

Under the government childcare scheme, the school offers up to 15 hours a week of funded nursery provision free of charge, from the term after the child’s third birthday until they start school in the reception class or reach the age of compulsory education.

Working parents may also be eligible for up to 30 hours a week for three and four year-old children. Up to 15 hours a week of this may be used at Kingham Primary School, as long as the child is not at more than two sites in one day. Parents may also use extended hours to stretch childcare outside term time with other providers.

Forest school

Additional sessions

Parents of any child with a place in the nursery may elect to pay for additional sessions, subject to availability, at the rate of £15.00 per three-hour session, up to a total of 30 hours a week, including the free entitlement. That is equivalent to £75.00 per week. There is no requirement to purchase extra hours in order to receive the entitlement of 15 free hours.

Fees will be invoiced monthly in advance, with booking for any individual sessions invoiced monthly in arrears.

Places

Up to 52 nursery places are available. The actual number depends on how many sessions are taken by each child entitled to a place. There is a maximum of 26 children in any single session.

Nursery places are offered to children from the term after their third birthday. There are three admissions per year.

Term Start Application deadline
Autumn At the start of the school year in September
Spring At the restart of school after the Christmas break
Summer At the restart of school after the Easter break

Places for new admissions are offered in line with local authority admissions policy, subject to availability, by application to the Headteacher of the school, through the school office.

The school will endeavour to accommodate the needs of parents but will not be able to guarantee the availability of particular patterns of sessions.

Applications for places and bookings for nursery sessions can be made through the school office.

Contact school office

School places

A place in the nursery will not guarantee a place in the school and attendance at the nursery is not necessary to receive a place in the school. Even if a child is in the Nursery class, places in the Reception class of the school will still be subject to application through the local authority in line with its admission policy.

Information

This section contains information that all web sites for maintained schools in England must publish online.

School web site requirements

Values

Kingham Primary School strives to:

  • be friendly, happy and hardworking
  • provide high-quality teaching and learning
  • deliver a well-balanced, creative curriculum tailored to the needs of every child
  • provide a caring, stimulating, supportive and safe environment
  • nurture and promote positive attitudes towards work
  • develop respect and understanding for people of all backgrounds
  • encourage each individual to take responsibility for their behaviour and be a good role model to others
  • empower children to become confident, independent learners who respond positively to challenge
  • enable our children to explore and experiment as they develop their skills and talents
  • facilitate an enriching range of sporting, musical and extra-curricular activities
  • recognise and celebrate the achievements of all children, both in and out of school

Admissions

Kingham Primary School follows the school admission rules of the local authority, Oxfordshire County Council.

Places

Nursery

Applications for the nursery class can be made by contacting the school office. Places in the nursery class are managed by the school, in accordance with the admissions policy of the local authority. A place in the nursery class does not provide any guarantee of a place in the school reception class.

Nursery places

Reception and later years

Oxfordshire Country Council administers the allocation of places for children from Reception to Year 6. Kingham Primary School is a popular school. It may be the first preference for many parents in the area and there may be more applications than there are places available. It is not always necessary for children to live within the designated area or catchment of the school but distance from the school is one of the criteria used to allocate places.

Places occasionally become available for older children in classes further up the school. Please contact the school office in the first instance for details of any current availability. Formal applications are administered through the local authority.

Admission criteria

Where there are not enough places for everyone that applies to the school, the local authority will determine the admission arrangements according to strict criteria and the designated area of the school. Children that are looked after by the local authority or have particular needs will be given priority. Places are then allocated in order of priority to children living within the designated area with a brother or sister at the school, to other children living within the designated area, children living outside this area with a brother or sister at the school, and then other children living outside the designated area. For each category, if there are more applicants than available places these will be allocated according to distance from the school. The detailed policy that is followed is available from the Oxfordshire County Council web site.

Designated area

A map showing the designated area or catchment for Kingham Primary School is available from the Oxfordshire County Council web site.

Kingham Primary School designated area

Applications

Applications for places from Reception to Year 6 are coordinated and administered by Oxfordshire County Council, which is the admissions authority for all mainstream state funded primary, infant, junior and secondary schools in Oxfordshire. Parents can apply online or using a paper copy of the Common Application Form. The deadline for applications to the Reception class is generally in January for admission the following September.

Further information

More information about the process and deadlines for application and the relevant school admissions rules and policies are available from the Oxfordshire County Council web site.

www.oxfordshire.gov.uk

Performance

Kingham Primary School is recognised by Ofsted as ‘Outstanding’. Ofsted is the national inspection and regulation authority for services that care for children and young people, and services providing education and skills for learners of all ages.

The latest inspection reports can be viewed on the Ofsted web site.

Kingham Primary School – Ofsted report

Results

2019

(Previous year in brackets)

Early Years Foundation Stage Development
% pupils attaining a good level of development 83
  (88)
National average was 72
Year 1 Phonics
% pupils achieving required standard in the phonics check 84
  (84)
National average was 82
Key Stage 1 attainment Reading Writing Maths
% pupils achieved expected standard 77 70 77
  (90) (87) (90)
% pupils exceeding expected standard 33 30 33
  (40) (30) (33)
Key Stage 2 attainment Reading Writing Maths
Average progress scores 0.2 0.2 1.5
  (2.0) (1.3) (-2.1)
Average scaled scores 108 N/A 110
  (109) N/A (104)
% pupils achieved expected standard or above 84 88 92
  (93) (100) (77)
% pupils achieved high level of attainment 56 40 52
  (50) (33) (27)
Positive average progress scores indicate that a school has achieved progress for this class above the national average.
A scaled score of 100 represents the expected standard on the test.

Statistics

Further comparative school performance tables and statistical data about the school are available on the Government school performance web site.

Kingham Primary School – Performance report

Curriculum

Kingham Primary School is committed to delivering a broad and balanced educational programme in accordance with the Early Years Foundation Stage and the National Curriculum.

The Letters and Sounds programme is used for the teaching of Phonics and the school mainly uses the Oxford Reading Tree programme to support the teaching of early reading.

Nursery and Reception

In the Nursery and Reception classes the school follows the national Early Years Foundation Stage framework. The EYFS sets the standards that all early years providers must meet to ensure that children learn and develop well, are kept healthy and safe, and have the knowledge and skills they need to start school.

Years 1-6

The National Curriculum is followed by all state-funded schools in England. This is organised into four key stages, with Key Stage 1 covering Years 1-2 for children aged 5 to 7, and Key Stage 2 covering Years 3-6 for those aged 7 to 11.

The core of the National Curriculum is the study of English, Mathematics and Science. The additional foundation subjects are Art and Design, Computing, Design and Technology, Geography, History, Music, and Physical Education. Languages are added in Key stage 2.

The National Curriculum is just one element in the education of every child, around which teachers can develop exciting and stimulating lessons as part of the wider school curriculum.

All state schools are required to teach Religious education. The school follows the Oxfordshire Agreed Syllabus for Religious Education and children learn about and from the six major world religions for an hour each week.

State schools are also required to promote Spiritual, Moral, Social and Cultural development. This includes promoting the British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.

The school provides Personal, Social, Health and Economic education. The PSHE programme is intended to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.

The school offers specialist Music tuition each week from external specialist teachers as a part of the normal school timetable.

Approach

The school provides a creative curriculum, delivered through different themes each term. The themes are chosen by the teacher and may change from one year to the next depending on the staff and the interests of the children at the time. The key objectives which need to be taught during the term are then incorporated into this theme to ensure full and effective coverage of the curriculum. This way the curriculum can be personalised to the needs of the children and their interests, making it more engaging.

Since children do not all learn at the same speed, they may be working at different levels within a class to meet their individual needs.

Various teaching strategies are used to deliver the curriculum, including whole class, group and individual activities.

While the curriculum is divided into specific subject areas, the teaching staff will often plan to incorporate them in their lessons to cover many areas at once. For example, a child may be engaged in a science activity that involves mathematical and reading skills, and possibly historical and geographical knowledge, then recording results using writing skills.

Further information

Specific details of teaching and learning activities and objectives are provided to parents and carers each term and are available on request.

Full information about the Early Years Foundation Stage statutory framework and the National Curriculum is available from the Government web site.

www.gov.uk

Special Educational Needs and Disabilities

Special Educational Needs and Disabilities, or SEND, refers to a child or young person with a learning difficulty or disability that calls for special educational provision to be made for them. This may mean they have significantly greater difficulty in learning than the majority of others of the same age or have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age.

Recognition

High quality teaching that is appropriately differentiated for individual pupils is the first step in responding to possible special educational needs. Progress is reviewed every term using a variety of assessments and this data is analysed by the Headteacher and Senior Leadership Team to review individual pupil progress and shape teaching that plans for their next small steps. Identifying needs early is key. The insight of parents and the pupils themselves is also a necessary and important part of the assessment and planning process.

If staff have concerns that a child is finding certain aspects of learning hard then staff will bring together all the information needed to get a more detailed picture of the child’s needs. This includes involving the parents and the child themselves. The school uses Special Educational Needs Support in Oxfordshire Schools and Settings (February 2017) published by Oxfordshire County Council to identify and determine what level of support should be expected. This covers the four broad areas:

  • Communication and interaction needs
  • Cognition and learning needs
  • Social, emotional and mental health needs
  • Sensory and/or physical needs

For pupils who need special provision, the school operates a graduated response to their needs, beginning with quality first teaching, differentiation, and interventions. Some children will benefit from specific support from outside agencies. Children who require additional support will be categorised as requiring SEND Support. They will be placed on the school SEND register, which is monitored centrally by the local authority.

From September 2014, statements of SEND have been replaced by a single ‘Education, Health and Care Plan’ for children and young people with the most complex needs.  The creation and delivery of an EHCP will be led by the Local Authority, with schools developing and reviewing plans and provision with parents.

Policies

The school Special Educational Needs and Disabilities policy, available on request, specifies the processes for the identification and assessment of children with special educational needs and making provision for special education needs whether or not children have an Education, Health and Care Plan.

Support

The support available will vary depending on the needs of the child, but could include:

  • use of individual, pair and small group activities to teach specific skills
  • access to suitable individual or small group intervention programmes
  • models, images and multisensory resources to promote understanding
  • any adaptations needed to the physical environment to help with access to learning.

Activities and trips

All pupils are included in activities and trips following risk assessments where needed and in accordance with duties under the Equalities Act 2010.  We talk to parents and young people when planning trips so that everyone is clear about what will happen.

Progress

All pupils on the SEND register will have a personalised My Plan that clearly states strengths and weaknesses and the relevant strategies and interventions needed, to work towards achieving personal outcomes. These My Plans are reviewed and updated with parents and pupils three times a year and the rates of progress made will inform what the next steps in their learning will be. Interventions have clear pre and post assessments to measure progress. My Plans are working documents and therefore require continual fine-tuning to provide the most appropriate strategies or resources. The school monitors the equality and effectiveness of individual and group interventions through observations and the data received from pre and post assessments, and training is delivered where needed.

Provision

There are members of staff within the school who are trained to support children and deliver particular intervention programmes.

Additionally the school is able to draw on the services of a range of external professionals including:

  • Special Needs Advanced Skills Teacher (SNAST) – This is a traded service and the school buys the equivalent of half a day per term
  • Educational Psychologist – Directed by the Local Authority to carry out statutory work
  • Special Educational Needs Support Service (SENSS). This includes the Physical Disability Team, Visual Impairment Team, Hearing Impairment Team, Communication and Interaction Team.
  • The Integrated Therapies Team. This includes Physiotherapy, Occupational Therapy and Speech and Language Therapy.
  • Augmentative and Alternative Communication Team (SEN ICT)
  • School Health Nurse
  • Primary Child and Adolescent Mental Health Service (PCAMHS)
  • Child and Adolescent Harmful Behaviours Service (CAHBS)
  • The Hub (early intervention team / social services)

Both the school and parents or carers can access a wider array of services from the Local Authority.

Contacts

Any concerns about a child should be discussed in the first instance with their class teacher. If issues remain unresolved, then the matter should be referred to the Special Educational Needs and Disability Coordinator (SENDCo).

The SENDCo at Kingham Primary School is Mrs Beccy Adams.

The SENDCo can be contacted initially through the school office by telephone or mail using the contact details on the school web site.

The school governor with responsibility for SEND is Mrs Lucy Phillips. The SEND governor regularly meets with the SENDCo and reports back to the full governing body.

Further information

The Oxfordshire SEND local offer provides lots of information for parents.

Oxfordshire County Council provides guidance on Identifying and supporting Special Educational Needs in Oxfordshire schools and settings.

Further information about a range of specialist support services is available from the Oxfordshire County Council SEN web pages.

Information about opportunities for children and young people with SEN and their families, support groups is available in the Family Information Directory:

Impartial advice from Oxfordshire SENDIASS.

Safeguarding

Kingham Primary School aims to provide a safe learning environment for the children in its care and asks for the assistance of parents and carers in supporting this.

Policy

Kingham Primary School follows the Oxfordshire County Council policy on Child Protection and Safeguarding.

Behaviour

The purpose of this policy is to:

  • create a respectful, supportive, compassionate school environment based upon our vision and values which encourage and reinforce good behaviour
  • establish clear guidelines and rules, based on respect, common sense and safety, by which the school will operate
  • set out what we mean by good behaviour and inappropriate behaviour and to encourage consistency of response to these behaviours
  • establish a clear system of rewards and sanctions to promote good behaviour
  • provide information to parents and carers in order to achieve consistency in the messages children receive about good and inappropriate behaviour
  • ensure that the school’s expectations and strategies are widely known and understood.

The aim of this policy is to create a clear social benchmark which clearly demonstrates that at Kingham Primary School we treat others in a way that we would wish to be treated. We also believe that it is important to think before you speak and consider how your words might affect other people and the way they feel. It is also essential to acknowledge that violence, however understandable in some circumstances, is wrong and should never occur.

Through the implementation of this behaviour policy we aim to:

  • foster a positive, safe and compassionate environment in which teachers can teach and all children can flourish and reach their full potential
  • develop relationships based on respect, trust, and integrity between all members of our school community including parents, carers and members of the Governing Body
  • ensure that all people in the school will be valued and respected regardless of gender, race, culture, values, sexuality, age and ability
  • raise awareness of the desired standards of behaviour by celebrating and rewarding occasions when children behave well and when they persevere to alter unacceptable behaviour
  • ensure there is clarity about the procedures and sanctions when inappropriate behaviour occurs
  • give the children confidence that issues relating to behaviour will justly follow the agreed rewards and sanctions
  • work closely with other agencies to ensure that children with complex needs and difficulties are given appropriate support.

Through our behaviour policy we believe that by living our vision and values every member of our school community will be enabled to flourish and take their place as full members of society with an active commitment to serve the common good. As a direct consequence of our behaviour policy we trust that:

Children will:

  • build strong relationships and support each other in and out of school
  • experience what it means to live as a member of a respectful, forgiving, just community
  • benefit from a calm, secure learning environment which values perseverance
  • be fully involved in regular reviews of our behaviour policy, e.g. through the school council.

School staff will:

  • be able to convey clearly and with confidence the expectations of behaviour to children
  • benefit from a calm, secure learning environment in which to teach effectively
  • build positive relationships with children, parents and carers
  • develop personally and professionally.

Parents and carers will:

  • be fully informed about the school’s ethos and our behaviour policy
  • feel confident that all decisions regarding behaviour are just, unbiased and informed by the school’s vision and values
  • be confident that their child is growing personally, socially and academically
  • feel welcome in school and able to discuss their child’s progress in a positive atmosphere.

Involving parents and carers

A positive partnership with parents and carers is crucial to building trust and developing a shared goal of high behavioural expectations. Parents and carers are encouraged to come and discuss any worries with the class teacher at an early stage.

Behaviour code

For school to function efficiently the children need to conform to well-defined rules. They will need to know what to do and why they do it. For instance, not everyone can talk at once and be heard; a level of personal restraint is required. At Kingham Primary School we set and demand high standards and feel the best will be achieved for the children when we emphasise the positive. We use the SMART rules to help children understand the behavioural expectations.

Safe To behave in a way which keeps themselves and others safe.
Manners To show good manners at all times, remembering to say please and thank you.
Attitude To demonstrate a positive attitude to their work and others, persevering and showing courage when something is difficult.
Respect To be respectful to all members of the school community, treating others how they wish to be treated.
Team To be a good team player, proving to be trustworthy and just, caring about others.

When children follow the SMART rules their effort will be recognised. When they do not follow the SMART rules sanctions will be used.

Good behaviour

Good behaviour at Kingham Primary School means that everyone is following the SMART rules. The behaviours we would then expect to see include:

  • showing courtesy, consideration and respect for others
  • being trustworthy and truthful
  • working and playing together co-operatively
  • caring for one another
  • moving around the school in a quiet, orderly manner
  • showing respect for school property and the property of others
  • using common conventions (please, thank you, sorry, etc) at appropriate times.

Inappropriate behaviour

In this school the following forms of inappropriate behaviour will not be tolerated:

  • persistent classroom misconduct which interferes with the progress of other children
  • aggressive or violent behaviour, including thoughtless, dangerous play
  • rude or abusive language, including deliberately using unkind or blasphemous words, swearing or spitting
  • defiance i.e. refusing to comply, including answering back
  • acts of vandalism to school property, including graffiti
  • stealing
  • bullying, including acts of violence, taunting, persistent name calling, cyber bullying etc.

Bullying

We do not tolerate incidents of bullying and if they do occur we ensure that the incident is fully investigated and those involved understand the impact of their behaviour on others. Parents/carers are always informed if their child has been involved in such incidents, which are recorded on School Bullying Incident Forms.

For further information please see the school Anti-Bullying Policy.

Positive behaviour management system

Individual rewards

Children’s good behaviour, including their learning behaviours, are recognised in numerous ways. This may be in the form of:

  • Praise – used readily such that children are clear to which aspect of their behaviour it applies.
  • House points – given according to the class target and SMART rules. They can also be given out by any member of school staff who notices a child demonstrating SMART behaviour, such as using good manners, picking up a coat off the floor and hanging it up or holding a door open for someone else.
  • Star of the week – given weekly to one child in each class who has consistently demonstrated the SMART rules or who has overcome a challenge or has completed good work.

Collective rewards

Although house points are given to individuals, they are collated across the school so that each term we will be able to celebrate the house with the highest total. Every child in school has been allocated a house and siblings are automatically placed in the same house. The house with the highest overall number of points will be rewarded with a a treat that will be decided upon by members of the School Council following discussions with their classes.

Consequences of unacceptable behaviour

At Kingham Primary School we recognise that there will be occasions when pupils display inappropriate behaviour. We will always try to identify the underlying causes of such behaviour. We aim to demonstrate that anti-social behaviour does not advance the cause of the individual or the community.  When dealing with unacceptable behaviour the staff will demonstrate justice, forgiveness and compassion.

The following guidance is to ensure that all staff consistently address all incidents of unacceptable behaviour.

Behaviour in class

Examples of unacceptable behaviour Staff response
  • Not on task
  • Disrupting other pupils e.g. chatting
  • Interruptions e.g. calling out
  • Running in the class or areas of school
  • Not following instructions
  • Inappropriate attention seeking
  • Inappropriate behaviour in the toilets
  • Rudeness
  • Leaving the classroom without permission
  • Making fun of / laughing at other pupils
  • Name calling
  • Damaging work of others
  • Minor vandalism – school property
  • Mild inappropriate language
  • Threatening behaviour such as body language, facial expressions, shouting, pushing
  • Not being truthful
  • Racial / verbal abuse such as intentional swearing, gestures, bad language (aggressive and with intent)
  • Stealing / intent to steal
  • Bullying, persistent name calling
  • Kicking, biting, hitting, spitting, violence
  • Major disruption of class activity
  • Vandalism / graffiti
  • Dangerous refusal to  obey instructions
  • Leaving school premises without consent
  • Non-verbal response such as a look or signal
  • Warning and SMART rule reminder
  • Praise children who are behaving appropriately to identify role models
  • Loss of privilege – 5 or 10 minutes break time
  • Use of repositioning in class
  • Use of timeout – child to sit at an individual desk in the classroom
  • Move to partner class to work for reflection time
  • Loss of privilege – 15 minutes break time
  • Parents contacted
  • Move to partner class to work for remainder of lesson – reflection time
  • Sent to Headteacher
  • Individual plan / PSP put in place
  • Involvement of other agencies
  • Fixed-term exclusion

Lunchtime

The SMART rules apply at all times in school, including break and lunchtime. Lunchtime supervisors will share the same expectations for pupil behaviour and attitudes during the lunch period. Rewards such as house points will be used and lunchtime supervisors can recommend children to be the star of the week. Lunchtime supervisors will regularly liaise with class teachers.

Serious misbehaviour

Instances of serious misbehaviour or persistent poor behaviour may by-pass the sanctions system and be dealt with through further steps, including a formal meeting with parents/carers, at the discretion of the headteacher, assistant headteacher, class teacher or governors.

Further steps

Children who continue to demonstrate unacceptable behaviour and are unresponsive to the measures outlined will be referred to the SENDCO with a view to setting up an individual plan to help the child address his/her difficulties. If the behaviour is particularly poor the school may consider setting up a Pastoral Support Plan (PSP).

Further sanctions available to the school include:

  • Lunch time exclusions – the pupil must be taken off the premises during the lunch time period by his/her parents/carers. Exclusions will be set over a fixed period of days/weeks.
  • Fixed term exclusions – the headteacher will exclude a pupil for a fixed number of days, which is entered onto the pupil’s permanent record.
  • Permanent exclusions – following Local Authority procedures and exploration of all other avenues, pupils demonstrating persistent and unchanged poor behaviour or an instance of very serious misbehaviour, will be permanently excluded from school.

For further information please see the school’s Exclusion Policy.

Physical intervention

In extremely rare individual cases the use of physical interventions may also be needed. All teachers in school are authorised to use physical intervention in school, however some members of staff are trained in Team Teach. There are three broad categories where reasonable force may be used:

  • In self-defence, where risk of injury is imminent
  • Where there is a developing risk of injury or significant damage to property
  • Where good order and discipline are compromised.

A detailed approach to this area can be found in the school’s Physical Intervention Policy.

Recording behaviour

  • Any member of staff who witnesses a bullying incident, or to whom a bullying incident is reported, is responsible for recording the details and bringing this to the attention of the headteacher.
  • Children on specific behaviour plans, such as Pastoral Support Plans, may have additional detailed records kept of their behaviour to provide evidence as to the effectiveness of the strategies being use to help them improve their behaviour. These records may be kept by the SENDCO, class teacher, teaching assistant, learning mentor or other such adult working with the child.
  • The headteacher keeps records of children on Pastoral Support Plans and those given fixed term or permanent exclusions.

Appendix

Further guidelines and suggestions on managing behaviour around the school

Areas identified as places where correct behaviour patterns require extra reinforcement:

  • Playground / school field
  • Corridors (around school)
  • Toilets
  • Classrooms during wet playtime
  • Hall at lunchtime

Causes for concern:

  • Lack of respect for people, belongings and resources
  • Aggressive and anti-social behaviour
  • Poor listening skills and concentration
  • Disruptive behaviour

Specifics:

  • Positive attitudes to develop children’s self- esteem – no sarcasm.
  • Value individuals – everyone has some good to build on.
  • Levels of independence and responsibility increase self-worth.  Staff must plan and manage activities/tasks in such a way that the child can achieve what is required.
  • Congratulate children when behaving well and use raffle tickets.
  • Establish the SMART rules with pupils’ involvement and display clearly in the classroom.
  • Ensure the school environment reflects positive attitudes:
    • Displays
    • Well cared for environment
    • Tidiness (encourage children to tidy as they go)
  • Thoughtful and caring interactions.
  • Look behind problems – why has this happened? How can repetition be avoided?
  • Use proper names at all times.
  • Develop ownership of behaviour and consequences.
  • Voice levels – avoid shouting except in extremes.

Dealing with problems

Concern Preventative strategies

Lack of respect

  • All staff to provide a role model of respect towards each other and the children.

  • Whole school approach with clear guidelines discussed by all staff.

  • Emphasis put on positive rather than negative.

  • Provide opportunities for children to manage and share equipment.

Aggressive behaviour

  • Clear guidelines on dealing with unacceptable behaviour which are known to all staff/children.

  • Development of self-esteem.

  • Discuss with individual and peers.

Listening skills

  • Games, stories, writing.

  • Children aware of times when they must listen and staff insist upon it.

  • Emphasis on valuing what people have to say.

Motivation/Concentration

  • Careful matching of work.

  • Lively, stimulating approach.

  • Praise and encourage.

  • Target setting.

These concerns will also be addressed through PSHCE lessons, Assemblies and Circle Time.

This policy was adopted on 18 November 2019.

Equality

Kingham Primary School publishes information to demonstrate how it is complying with legal equality requirements as a public sector equality duty.

The Equality Act 2010 protects people from discrimination on the basis of ‘protected characteristics’ and introduced the public sector equality duty, which requires schools to publish information to demonstrate how they are complying with the public sector equality duty and to publish equality objectives.

The headteacher monitors the school population profile with respect to certain characteristics, including gender, ethnic background, first languages, religions and beliefs, and special educational needs and disabilities. The Equality Act defines disability as when a person has a physical or mental impairment which has a substantial and long-term adverse effect on that person’s ability to carry out normal day to day activities. The school maintains confidential records for attendance, behaviour, accidents, welfare, safeguarding and any prejudice related incidents. The school also monitors the educational progress and attainment of children. This information is analysed and reported on to governors to avoid discrimination, ensure equality of opportunity and foster good relations across all groups.

The governors regularly review school policies, procedures and practices to ensure that they comply with the requirements of relevant legislation. Further information is provided in the relevant school policies.

Published information is reviewed annually and equality objectives are reviewed at least once every four years.

Equality duties

The school has a duty to have due regard to:

  • eliminate unlawful discrimination, harassment, victimisation and any other prohibited conduct
  • advance equality of opportunity for people with one or more protected characteristics
  • foster good relations between those who share a protected characteristic and others

These objectives apply to all aspects of the school and members of the school community, including developing policies, making decisions, delivering services and employing people.

Children

While relatively few children at the school currently come from minority ethnic backgrounds, their needs are taken into account and they are offered every equality of opportunity irrespective of race, religion or belief. School leaders and staff are also aware of the need for an active approach to multicultural teaching and learning with consideration for many different cultures and beliefs.

Children are encouraged to participate fully in all school activities and have equality of opportunities irrespective of gender or identity. The school also actively seeks to avoid sex or gender stereotypes, promotes a culture of acceptance and will not tolerate bullying, harassment or marginalisation.

The school has policies covering special educational needs and disability, as well as children with socially disadvantaged backgrounds, and looked after children. The school works closely with parents and carers to ensure that children with particular needs and vulnerable children are suitably supported in their teaching and learning at school and at home.

Parents, carers and visitors

The school extends its principles of equality to all those using the school facilities and aims to accommodate their particular needs. People with protected characteristics are particularly encouraged to participate in the work of the school. The school building is considered accessible and accessibility requirements are considered in all aspects of policy and planning. The school web site is designed to be accessible to assistive technologies. While the school seeks to use online services where possible, information is also available and can be be provided in paper form on request.

Employees and governors

Like all employers, the school is legally obliged to provide equality of opportunity to all current and prospective employees. This also extends to school governors. The school ensures that its policies, procedures and practices do not discriminate against any people with protected characteristics, including age, disability, race, religion, sex, sexual orientation, gender, pregnancy and maternity. Best practice processes are applied to the recruitment and advancement of staff to ensure equality of opportunity.

Equality information

  • Current school population (gender MFN, first language other than English, SEND)
  • Number of reported equality and discrimination issues or incidents in the last year

Equality objectives

  • To promote cultural development and understanding through a rich range of experiences both in and beyond the school, with particular reference to issues of equality and diversity.
  • To keep children safe from prejudiced based bullying in relation to the protected characteristics listed in the Equality Act 2010.
  • To review levels of parental and pupil engagement in learning and school life, across all activities to ensure equity and fairness in access and engagement.
  • To monitor and analyse pupil progress and attainment by race, gender and disability and act upon any trends or patterns in data that require additional support for pupils.

Governance

The governors have a key role and responsibility in ensuring the success of the school and that children have the opportunity to achieve their full potential at Kingham Primary School.

As volunteers who have been elected or appointed by the governing body on the basis of the contribution they can make to the effective governance of the school, the governors collectively represent the parents, staff, community and the local authority.

The constitution of the governing body and terms of office are determined by an official instrument of government.

The governing board at Kingham Primary School comprises two parent governors, one local authority governor, one staff governor, one head teacher and four co-opted governors. Additional non-voting associate members may also be appointed as required.

Parents and carers are encouraged to become involved, particularly if they have professional expertise or experience to contribute.

The governors meet regularly with the Headteacher to review priorities, policies and performance.

The three core functions of the governing body are: to ensure clarity of vision, ethos and strategic direction; to hold the Headteacher to account for educational performance; and to oversee the financial performance of the school.

Some functions may be delegated to committees that meet separately: Performance and Standards; Premises; Pay; and Finance. The terms of reference for each committee are agreed by the governing body. The governors may also establish working parties to achieve particular objectives.

Information about the current members of the governing body and its committees, including appointment dates and terms of office, are published on the school web site.

Any governance roles in other educational institutions, relevant business and financial interests, or material interests arising from relationships between governors or school staff are declared and published under the declaration of interests.

Governors are expected to attend all formal meetings and a register of attendance is maintained, including the previous academic year.

All formal meetings are minuted and these records, redacted where necessary for reasons of confidentiality, are published on the school web site.

The Annual Report provides information about the role of the governors, their responsibilities and strategic priorities.

Governing body

Mr Richard Alden

Parent Governor
Committees: Health and Safety; Pay; Premises

Yvonne Birnie

Co-opted Governor

Dr William Cooper

Chair of Governors, Parent Governor
Committees: Appeals; Complaints; Finance; Pay; Premises

Mrs Clarissa Hunt

Associate Member
Committees: Appeals; Complaints; Premises

Mr Jeremy Joiner

Local Authority Governor, Vice Chair of Governors
Committees: Headteacher Performance; Performance and Standards

Rev David Salter

Co-opted Governor
Committees: Complaints; Finance; Headteacher Performance; Pay; Safeguarding

Rev Nick Seward

Co-opted Governor
Committees: Appeals; Headteacher Performance; Performance and Standards

Ms Bretta Townend-Jowitt

Headteacher
Committees: Finance; Performance and Standards; Premises

Christopher Wheeler

Co-opted Governor
Committees: Finance

Miss L-A Woskett

Staff Governor, Teacher
Committees: Performance and Standards

Finance

In the financial year from April 2019-2020, Kingham Primary School had total income of £1,057,000, of which £884,000 was from public funding. From this budget the school has to cover the cost of staff, premises and any materials used for teaching.

Comparative school financial information is available on the Government schools financial benchmarking web site.

Kingham Primary School – Financial benchmarks

Pupil premium

The pupil premium, which was introduced in 2011, gives schools extra funding to raise the attainment of disadvantaged pupils from reception to year 11 and close any gap between them and their peers.

Schools receive additional funding each year for each primary-aged child registered as eligible for free school meals at any point in the last six years.

Pupil premium funding and spending

PE and sport premium

The school receives additional funding to improve the provision of physical education and sport in primary schools. Schools must use this to make additional and sustainable improvements to the quality of physical education and sport that they they offer. This means they should use this funding to develop or add to the physical education and sport activities offered or to build capacity to ensure improvements will benefit children joining the school in future years.

PE and sport premium funding and spending

Charging

Kingham Primary School believes that all our children should have an equal opportunity to benefit from school activities and visits (curricular and extra curricular) independent of their parents’ financial means. This charging and remissions policy describes how we will do our best to ensure a good range of visits and activities is offered and try to minimise the financial barriers which may prevent some children from taking full advantage of the opportunities.

The 1996 Education Act requires all schools to have a policy on charging and remissions for school activities, which will be kept under regular review.

The policy identifies activities for which:

  • voluntary contributions may be requested
  • charges will not be made
  • charges may be made
  • charges may be waived

Voluntary contributions

Separately from the matter of charging, schools may always seek voluntary contributions in order to offer a wide variety of experiences to children. All requests for voluntary contributions will emphasise their voluntary nature and the fact that pupils of parents who do not make such contributions will be treated no differently from those who have.

The law says:

  • If the activity cannot be funded without voluntary contributions the parents will be notified of this from the outset.
  • No child will be excluded from an activity because parents are unable to pay.
  • If insufficient contributions are raised, the trip or activity may have to be cancelled.
  • If a parent is unwilling or unable to pay their child will be given an equal chance to go on the visit.

Non chargeable items

  • An admission application to any maintained school
  • Education provided during school hours (including the supply of any materials, books, instruments or other equipment)
  • Education provided outside school hours if it is part of the National Curriculum, or part of a syllabus for a prescribed public examination that the pupil is being prepared for at the school, or part of the school’s basic curriculum for religious education
  • Tuition for pupils learning to play musical instruments (or singing) if the tuition is required as part of the National Curriculum, or part of a syllabus for a prescribed public examination that the pupil is being prepared for at the school
  • Entry for a prescribed public examination, if the pupil has been prepared for it at the school *
  • Examination re-sit(s)* if the pupil is being prepared for the re-sit(s) at the school
  • Education provided on any trip that takes place during school hours
  • Education provided on any trip that takes place outside school hours
    • If it is part of the National Curriculum, or
    • Part of a syllabus for a prescribed public examination that the pupil is being prepared for at school, or
    • Is part of the school’s basis curriculum for religious education
  •  
  • Supply teachers to cover for those teachers who are absent from school accompanying pupils on a residential trip
  • Transport provided in connection with an educational visit.

*If a pupil fails, without good reason, to meet any examination requirement for a syllabus a charge may / will be made.

Chargeable items

It is the policy of Kingham Primary School that charges will (or may) be made as indicated below. Parental agreement will be obtained before a charge is made.

Activities outside school hours

Non-residential activities other than those listed above which take place outside school hours but only if the majority of the time spent on that activity takes place outside school hours (time spent on travel counts in this calculation if the travel itself occurs during school hours).

Residential activities

When any visit is arranged, parents will be notified of the policy for allocating places. Charges will be made for the board and lodging component of residential trips deemed to take place during school time. The charge will not exceed the actual cost. However pupils whose parents are in receipt of certain benefits (see Remissions below) will be exempt from paying the cost of board and lodging.

If the number of school sessions on a residential trip is equal to or greater than 50% of the number of half days spent on the trip it is deemed to have taken place during school hours (even if some activities take place late in the evening). Whatever the starting and finishing times of the school day, regulations require that the school day is divided into 2 sessions. A ‘half day’ means any period of 12 hours ending with noon or midnight on any day.

Music tuition

Music tuition for individuals or groups of up to four pupils to play a musical instrument or to sing and which is not an essential part of either the National Curriculum or a public examination syllabus for all pupils.

Charges will be made to cover the cost, or a proportion of the costs, for teaching staff employed to provide tuition in playing a musical instrument or singing, where the tuition is an optional extra for an individual pupil or groups of up to four pupils.

Trips

When any trip is arranged parents will be notified of the policy for allocating places. This should recognize that parents may not be able to pay quickly and may have to budget for the trip over a reasonable period of time.

Optional Extras

Charges may be made for optional activities that are known as ‘Optional Extras’. Any charges made will not exceed the actual cost (per pupil) of provision.

Charges will/may be made for any materials, books, instruments, or equipment, where a parent wishes their child to own them, such as a charge to cover the cost of the clay for a clay model.

Remissions

In order to remove financial barriers from disadvantaged pupils, the governing body has agreed that some activities and visits where charges can legally be made will be offered at no charge or a reduced charge to parents in particular circumstances. This remissions policy sets out the circumstances in which charges will be waived.

Families qualifying for remission or help with charges

If remission or help is available in relation to a particular charge it is indicated in the right hand column of the table above. Children entitled to Free School Meals will qualify for remission.

Additional considerations

The governing body recognises its responsibility to ensure that the offer of activities and educational visits does not place an unnecessary burden on family finances. To this end we will try to adhere to the following guidelines:

  • Where possible we shall publish a list of visits (and their approximate cost) at the beginning of the school year so that parents can plan ahead
  • We have established a system for parents to pay in instalments
  • When an opportunity for a trip arises at short notice it will be possible to arrange to pay by instalments beyond the date of the trip
  • We acknowledge that offering opportunities on a ‘first pay, first served’ basis discriminates against pupils from families on lower incomes and we will avoid that method of selection.

Feedback

Kingham Primary School encourages feedback from parents and carers. We are always learning to be our best. The headteacher welcomes opinions from parents and is generally available on the playground at the start and end of the school day, or otherwise by appointment through the school office.

An annual survey also provides an opportunity to provide formal feedback, together with comments on strengths of the school and any areas for possible improvement. A summary of the responses is shared with staff and governors. Any areas that require further investigation are acted on and these are reported over the following year. Actions and responses to specific comments are included below.

Survey results

October 2019

Previous year figures in brackets

Statement Strongly
agree
Agree Neither
agree
nor
disagree
Disagree Strongly disagree
My child enjoys coming to school 60% 34% 6% 0% 0%
  (47%) (51%) (1%) (0%) (0%)
My child is safe at school 59% 37% 2% 0% 0%
  (61%) (37%) (2%) (0%) (0%)
The school understands and responds to my child’s needs 39% 52% 8% 1% 0%
  (37%) (52%) (11%) (0%) (0%)
My child is taught well at school 55% 39% 6% 0% 0%
  (49%) (49%) (4%) (1%) (0%)
My child is making good progress 39% 55% 5% 1% 0%
  (39%) (53%) (8%) (0%) (0%)
My child is encouraged to work hard and do their best 52% 42% 5% 1% 0%
  (47%) (43%) (10%) (0%) (0%)
My child receives an appropriate amount of homework for his/her age 29% 52% 13% 6% 0%
  (28%) (54%) (9%) (7%) (2%)
My child enjoys the stimulating range of extra-curricular activities that school provides 30% 37% 26% 6% 0%
  (26%) (51%) (13%) (6%) (1%)
The school communicates with me effectively about my child’s progress 31% 45% 16% 8% 1%
  (28%) (51%) (13%) (6%) (1%)
The school communicates with me effectively about how to support my child’s learning 24% 47% 22% 6% 0%
  (23%) (44%) (22%) (11%) (0%)
The school communicates with me effectively about school events and activities 54% 45% 0% 1% 0%
  (45%) (48%) (5%) (2%) (0%)
The school seeks my views and listens to my concerns 30% 42% 18% 10% 1%
  (24%) (49%) (22%) (4%) (1%)
There is a good standard of behaviour at Kingham Primary School 37% 53% 6% 3% 0%
  (37%) (56%) (7%) (0%) (0%)
The school deals with any incidents of bullying effectively 19% 37% 39% 5% 0%
  (26%) (26%) (46%) (1%) (1%)
The school is welcoming and there are opportunities to get involved 45% 54% 1% 0% 0%
  (38%) (52%) (7%) (3%) (0%)
I think the school is well led and managed 49% 40% 10% 1% 0%
  (41%) (55%) (2%) (2%) (0%)
School encourages my child to lead a healthy lifestyle 31% 54% 11% 1% 3%
  (33%) (55%) (6%) (6%) (0%)
School encourages my child to respect children from other backgrounds 40% 42% 13% 0% 0%
  (38%) (47%) (15%) (0%) (0%)
My child is encouraged to contribute positively to the wider community 29% 57% 13% 1% 0%
  (32%) (43%) (23%) (2%) (0%)
I would recommend Kingham Primary School to another family 56% 39% 5% 0% 0%
  (55%) (41%) (4%) (0%) (0%)

62 responses (87 previous year) . Row totals may not add up to 100% due to rounding.

Areas of strength

  • Outdoor area – we are so lucky to be in the location we are
  • Highly organised and supports parents to effectively support their child’s development
  • Staff are fantastic
  • Outstanding teaching which is supported by stimulating environment
  • The teachers – they always give so much extra time to the children
  • The change to modern languages – one language a year is a great change
  • Friendly environment, nurturing
  • Committed senior leadership team
  • Staff in nursery are positive and enthusiastic
  • Great trips, visits to church, nursing home, village
  • Great extra-curricular activities
  • Constant improvements – outdoor area, library
  • Topics – children really engage with them
  • Music teachers have been excellent
  • Creative curriculum
  • Excellent balance between academic and PE
  • Communication – regular newsletters / parentmails etc
  • Being emotionally available and understanding during a child’s needs
  • Strong nurturing of musical talent
  • Good family feel – different years play well together
  • Community feel – classes line up together
  • Very open and communicative with parents about events or improvements of the school
  • Always thinking of ways to improve the school even further
  • The headteacher and teachers
  • Good behaviour expected means learning is maximised
  • Holistic approach to emotional, social and academic learning
  • Excellent support for academically successful children
  • It is a caring and supportive environment
  • Topics are presented in an imaginative and engaging way
  • Embracing new ideas
  • Reassuring leadership team
  • Nurturing environment
  • Lining up for a 8.45am start is great and gives the impression the children are settled and ready to engage with teachers by 9.00am

Previous year

  • Plenty of outdoor space
  • Some dedicated and excellent teaching staff
  • Healthy habits encouraged – love the daily mile
  • Encouraging children to reach their potential
    Impressed by the high academic standard and attitude of pupils in our child’s class
  • Keeping the more able children stimulated
  • Teaching and staff
  • Behaviour
  • Well managed
  • Holistic approach to learning
  • School seems well organised, with strong leads and key stage leads
  • Encourages broad interests and healthy lifestyles
  • Early years – a warm welcoming start to school, lots of space and stimulation, fantastic standard of care
  • School environment and the improvements made to it
  • Communication – bulletins and newsletters are thorough and to the point
  • Extra-curricular opportunities, trips and visitors
  • Location, size and parent input (fundraising)
  • The forest
  • School grounds – which look much better
  • Teaching staff are wonderful and work so hard
  • Relationship between all year groups is fantastic
  • Lovely atmosphere and welcoming
  • The education, the results, the sense of community
  • The safeguarding
  • The team work with raising money or collaborating on tasks/events
  • Excellent teaching
  • Well-designed curriculum
  • Caring staff
  • Well-rounded and balance education of children
  • Good choice of after school activities
  • Leadership
  • Wonderful teaching staff
  • Creative approach
  • Outdoor learning
  • Enrichment activities
  • Developing school community
  • Communication – all aspects of
  • Relationship between staff and parents
  • The performances and assemblies
  • Physical estate, especially outdoor areas and recent investments in extra facilities
  • Early years provision
  • Cosy, nurturing feel to whole school
  • Excellent support for children with learning difficulties
  • There is always someone to talk to should the need arise
  • Sporting activities – making sure children are getting enough exercise
  • Themed topics of work making learning interactive
  • Praising children
  • Great school trips – love diversity and inclusion aspects
  • Impressive drive for continuous improvement
  • Good opportunities for tournaments through CNPS
  • Some very inspiring teachers
  • Good communication including feedback on homework
  • The school is going form strength to strength
  • The nursery is an amazing new addition
  • So much hard work has gone into the nursery set-up and we are so grateful; especially to Miss Jenkinson, Ms Townend-Jowitt and the governors
  • Headteacher – extremely good management
  • Advancement in learning and celebrating success
  • Well-resourced and well-led
  • Nursery class – well cared for
  • The TAs are very strong and having contact with them every day in the playground is great
  • Phonics evening was useful
  • Excellent range of learning opportunities
  • Music provision
  • Children’s specific educational needs are met
  • School’s level of sport has improved
  • Nice to see the head every morning on the playground
  • Children are well-behaved, have good manners and are kind to each other
  • Variety of extra-curricular activities on offer with many trips, visits and activities
  • Positive relationship between staff and parents
  • Good leadership and teaching staff
  • Exciting creative curriculum
  • Strong leadership and awareness of new ideas
  • Strengths are the teachers
  • Great variety of areas for outdoor activities
  • Kindness permeates right through the school from the head to teachers to TAs and to the children
  • The school is well led and managed. Management is always proactive and involved in the community

Areas for improvement

  • Electronics club e.g. building electric cars
  • Rubbish clearing up – perhaps make it a chore for mis-behaviour
  • No recycling bins in school – needs to be greener
  • A welcome back newsletter at the start of the term
  • Drop off for nursery could be improved
  • More opportunities for ICT
  • Cleaning of hall and toilets
  • Message to pupils from head re constant fundraising communicates a priority for ‘stuff’ – priority should be on achievements, whole child etc.
  • Cleanliness of school is inadequate – children are often sick
  • Costume making, purchasing pens and topic books could be a strain for some families
  • Prioritise physical activity every day
  • The school site is not as tidy as it used to be
  • Less homework in years 3 and 4
  • Maths provision could be easily supported by bought schemes and books
  • Pick a wider range of pupils for different activities
  • More opportunity for outdoor learning
  • More streamlined communication with parents
  • School would benefit from giving higher profile to support in place for children making slower progress and be clearer about the interventions in place
  • Lining up in the playground is not nice in winter at drop off
  • The arts in general and music in particular could be souped up a bit
  • It is difficult to discover ‘how they are doing’ in terms of work / progress
  • Too many puddings for lunchtime, for fundraisers and class birthdays.
  • More cups available if children forget water bottles
  • Fundraising seems to be constant and it’s not made clear why luxury items such as electronic library or pond are prioritised

Previous year

  • Food – children don’t need a pudding other than a yoghurt or piece of fruit, more needs to be done about this
  • More physical activity built into the school day – PE lessons are often cancelled
  • Perhaps a designated ‘quiet garden’ area for reading/knitting at break and lunch?
  • There needs to be improvement in the morning/afternoon drop off/pickup.
  • There should be a drop off point for parents heading to work, to be able to pull through, drop their child and drive away. This would help congestion.
  • A dedicated art teacher would be great.
  • The fundraising can be overwhelming if you have more than one child at the school
  • More opportunities to learn in different places e.g. outside, in the woods
  • Increased focus on art
  • Sometimes too much pressure to contribute to external charity fundraising when parents may not agree with the activities or ethos of these charities e.g. faith-based organisations
  • School dinner options are improved but it won’t work if unhealthy choices are not removed
  • Less homework given than before and I think that is detrimental – particularly in maths
  • Demographic of teachers appears to be young females, being parents of two boys I would like to see more male influence in the school
  • More investment in the foundation stage garden
  • Physical buildings need repair e.g. windows, ceilings, hot classrooms and smelly toilets
  • Consider the perspective of parents in tone of communications (don’t treat parents like children)
  • Communicate practical demands on parents well in advance
  • Greater inform students of wider world
  • Would be better for each class to have full time teacher rather than job share – it must be disruptive to the children to a degree
  • More able children to be stretched
  • More homework set that encourages children to be creative such as a self-directed project
  • Communication about learning resources such as maths passports need to be improved
  • Better supervision in the playground – unanswered questions about bruises
  • Need better SENDCo support – sorely missing on how to support children with different social needs
  • Worry less about results and focus more on happy, well-rounded children who are eager to learn
  • Computer skills to begin lower down in the school, including coding
  • Encourage children to eat all their lunch, drink plenty of water
  • Communication about our children, think it would be great to get a weekly note – could be a quick 2 line email to say what progress is being made, where we could help more at home, what they are finding tricky, where they are versus expectations etc.
  • There used to be a wider range of after-school clubs – now seems limited
  • Communications with wider community are often not well written – this does not give a good impression
  • Continuing to listen to parents’ views
  • Kidz Club – extend to 5.30pm
  • Lunch – yellow choice – please state whether mayonnaise/other sauces in wraps, sandwiches etc.
  • Staging still not good for viewing
  • Clearing woods so more use
  • Holiday activity club – TAs to run – all the facilities to provide lots of interest – money maker
  • October parents evening could be before half term
  • Maths passport – more structured routine for testing and to be more manageable for staff
  • Reduce plastic e.g. alternatives to bottles for raffle
  • Girls’ team sport – my child would enjoy a netball club
  • Creative writing opportunities – more free writing time for stories
  • More focus on science subjects
  • More focus on maths attainment
  • Apart from reading I don’t know how to help her at home
  • More after school clubs
  • Dislike members of staff smoking outside – sets a bad example
  • Greater encouragement and opportunities for less able sporty children to be involved and included in sports matches etc
  • Wider range of after-school clubs
  • Smooga makes collection at 3pm a bit of a nightmare – bottleneck by hall
  • Lunchboxes repeatedly filled with unhealthy foods
  • Children generally quite rude – noticed that none say good morning to teachers
  • Wrap around care for nursery
  • Better parking
  • Communication and organisation (events)
  • Car park can be stressful in the mornings, maybe a staggered drop off?
  • Develop outside area for year 1 and 2 (front playgound hard for reception children to cope with transition to Year 1 as so much less space
  • Develop after-school provision, consider extending it to nursery age children and making it more accessible to EY/KS1
  • Less emails and communications – fill up inbox
  • Better nutrition – less sugar and carbohydrates (breads)
  • Sport facilities, bring in sports specialists to coach using PE premium money
  • More feedback on how we can help children and how our children are doing in school compared to national average and school expectation
  • Limited opportunities to speak to teachers about any concerns. If one attempts you have to queue up with morning line – it would be more efficient to email the teachers
  • School food – could the meals be made healthier by replacing high sugar puddings
  • Some class teachers seem more aware of their pupils’ needs than others
  • School don’t always know when our child is having a hard time socially
  • Communication and organisation (events)

Additional comments

  • As ever thanks for your support
  • School gives pupils exciting opportunities e.g. Young voices
  • The school is very proactive and supportive
  • Please stop the school chef smoking outside school in the day
  • Having a creche for talks etc is very helpful – thank you
  • Change in process of applying for clubs is great
  • The nursery is a great strength of the school
  • Sometimes there is a tendency for some teaching staff to apply sensationalist media themes to situations with children
  • Perhaps more CPD for teachers on children’s behaviour/ pastoral care
  • Parent contact should be considered carefully, and minor incidents dealt with effectively in school – perhaps another CPD?
  • I don’t think the early years provision really promotes the more able children progressing as much as they could
  • It is a shame that the focus of education is academic achievement rather than a broad rounded experience – this can be seen in the school report where Eng and maths receive a whole section and other subjects a line
  • I feel sad there are no class photos on the school website any more
  • In an ideal world the lines into school would be sufficiently staggered in position and timing to enable parents with more than one child to support
  • The newsletters are now a series of date reminders and constant requests for money etc.
  • Feel some parents use clubs as babysitting/ childcare even if their child isn’t interested in the club
  • Could the mile run happen all year round?
  • School performances held over 2 evenings when more than one-year group
  • Not enough notice for help e.g. playground work
  • Is there a way to send children straight in – standing in the cold is very tedious
  • I wish the school would do more to address the issue of climate change
  • Reading levels – these are not progressed well enough in KS1
  • Timing of the questionnaire before feedback from the current year
  • Fairer reflection if there were a don’t know column
  • We welcome the fact that individual progress in maths is no longer publicly displayed we found maths passport a very useful framework

Previous year

  • We widely recommend Kingham to anyone who asks
  • Pleased with extra-curricular provision
  • Kidz Club is more interesting for them this year
  • Love the services at Kingham church and traditional celebrations
  • Would prefer more communication in Year 1 – like the reception whiteboard
  • Not really schools remit but the parking towards Churchill is dangerous – any chance of extending the pavement beyond the speed signs?
  • School lunches to be healthier and fresher food
  • Thank you for giving my daughter such a fantastic start to school. She’s happy and motivated and I know any issue would be immediately dealt with
  • Please teach children ‘God Save the Queen’
  • Are children doing 30 minutes of physical activity a day?
  • I find it challenging dropping off with children in different lines – trapped by the green barriers, perhaps reception could have their own area?
  • There is no other school and no other teachers we would choose for our children
  • My children feel secure, confident and well-cared for
  • We are grateful for everyone’s hard work, kindness and support in all aspects
  • A very good school
  • We are very keen on art or chess club
  • The car park is so congested – bad parking by parents – but area could be increased by reducing area in the centre
  • Teachers don’t often make an effort to speak to parents
  • Very few opportunities for parents to be involved with their child’s education
  • Teachers standing on steps at end of day – hard to approach them
  • Thank you for all you do for our children’s education
  • Kingham has supported my child extremely well. She is now reaching expected levels.
  • Could the area that Kingfishers used to enter be made into a useable outdoor space?
  • Thank you for all you do to make the school excellent
  • Please will you reconsider the staggered start of reception children
  • We have been delighted with KPS and all the reception team have done in these early days to settle our daughter into school. Many thanks.
  • Nursery have gone above and beyond to help my daughter settle in
  • I strongly believe the children are not prepared for the move from KS1 to 2
  • Homework should be nothing but spellings and reading
  • Aggression in tone towards children in lessons and around school. It gets witnessed all the time through school and nothing us ever done,
  • Reprimands are never given.
  • Don’t send sponsor forms that promote prizes for the top amount
  • Don’t bang on about budgets and then send out expensive looking reports – money doesn’t make the world go round it only helps
  • You have some really good teachers you need to keep at all costs, the new ones look like rabbits in headlights at the moment!
  • I do not feel your questionnaire provides you enough detail and us enough freedom of speech for you to get the right results.
  • Would school be able to address the issue of late arriving parents abandoning cars in undesignated spaces, blocking parents who made the effort to arrive on time.
  • I hope music and singing can be started again as extra-curricular activities for all children
  • Pleasing to read Kidz Club has been improved but my children are still unable to use it as it finishes too early.
  • After school clubs are often full and I would like to see larger group activities.
  • It would be good if more parents could have a say in the school menu.

Complaints

If you have a concern or complaint about any aspect of your experience with Kingham Primary School you should arrange to discuss the matter with the relevant member of staff as soon as possible. This will generally be the class teacher. An appointment can be made to discuss any issues that you wish to raise. This also applies to any concerns about the provision of support for children with special educational needs. This informal approach is almost always the quickest and most effective way of addressing your concerns. It is also helpful to identify what actions might resolve an issue.

Formal complaints

If you feel that your concern has not been resolved, then you may speak with or write to the headteacher to make a formal complaint. An appointment with the headteacher can be made through the school office. The headteacher is responsible for the management of the school and its staff and will consider how best to address your complaint.

If you are not satisfied with the response of the headteacher you should write stating your complaint to the Chair of Governors or the Clerk of the Governing Body at the school address. The governors are responsible for overseeing the management of the school  and for ensuring that appropriate processes are in operation. The Chair of Governors will endeavour to seek a satisfactory resolution of the issue, either through mediation or if necessary a formal complaints panel hearing.

Further information about how formal complaints will be handled and the complaints panel process is provided in the school Complaints policy.

Taking a complaint further

The local authority does not investigate school matters on behalf of complainants and it will not review how the school has dealt with your complaint.

However, if you feel that the school has acted unreasonably or not followed the correct procedures, you can write to the Secretary of State for Education.

www.education.gov.uk/help/contactus/dfe

Copies

Paper copies of any of the information on the Kingham Primary School web site are also available on request for collection from the school office.

Contact

For all enquiries

Mrs Harriet Gallimore
Office Manager
contact@kingham.oxon.sch.uk
Tel: 01608 658366

Address

Kingham Primary School
The Green
Kingham
CHIPPING NORTON
Oxfordshire
OX7 6YD