Great Bowden Academy
A Church of England Primary School
Inspire ~ Believe ~ Learn ~ Achieve
Parents’ Handbook
2015-2016
Great Bowden Academy is a member of the Harborough Collaborative Trust
1
Welcome to Great Bowden
Academy
These are the values that provide the
foundation for our work:
Our core values are:
Inspire ~ Believe ~ Learn ~ Achieve
Our School Mission is:
Believing in a loving God, each other and ourselves we
will inspire people to learn and to achieve their dreams.
~
Great Bowden Academy is an inclusive Christian community striving to fulfil Christ’s
greatest commandments:
Love the Lord your God with all your heart and with all your soul and with all
your mind and with all your strength: this is the greatest and most important
commandment. And the second is like it: Love your neighbour as yourself.
There are no other commandments greater than these.
(Matthew 22: 36-40)
Every aspect of our work is underpinned by these Christian values: reverence,
wisdom, thankfulness, humility, endurance, service, compassion, trust, peace,
forgiveness, friendship, justice, hope, creation and Koinonia.
We are committed to promoting and upholding the British values of:
 Democracy
 The rule of law
 Individual liberty
 Mutual respect for and tolerance of those with
different faiths and beliefs and for those without
faith
2
Contents
The Vision
History of the Academy
Contact Details
Access
Accommodation
Term Dates
A Journey through Primary School
Staff Team
Governing Body
Classes 2012/13
The School Day
The Curriculum – Early Years
4
5
6
7
8
9
10
12
13
14
15
16
The Primary Curriculum
18
Annual Learning Pattern
Timetables
Chances to Shine
Able Gifted and Talented Pupils
Special Educational Needs
Reporting Progress
Pupil Safety and Well-Being
22
23
28
29
30
31
32
Behaviour
A Healthy School
Equal Opportunities
Communication
Working with Parents
Parent/Teacher Association
Homework
Partnerships
Out-of-School Activities
School Uniform
Transport, Closures, Academy Security
Complaints
34
36
37
38
39
40
41
43
44
46
48
49
3
Great Bowden Academy
A Church of England Primary School
The Vision
Pupils at Great Bowden love coming to school
because teaching and learning is outstanding.
Teachers know how to engage children and are
passionate about motivating every pupil to enjoy
learning. Children develop as confident, articulate
individuals, able to think creatively and independently
and to approach challenges with a positive attitude.
Consequently pupils make outstanding progress
across the school and achieve exceptionally high
standards, not only in mathematics and English, but
in all areas of the curriculum.
Innovative approaches to financial and resource
management provide exceptional value for
money. The learning environment is
imaginatively managed and developed to
provide a physical context for learning that
enables the school to fulfil its core values and
mission.
An outstanding curriculum inspires pupils to learn and to
achieve. Firmly rooted in the development of basic skills
in English, Mathematics, Science, ICT, physical and
personal development and with a strong emphasis on the
creative and expressive arts, especially music, the Great
Bowden curriculum is broad and rich. The opportunity to
explore a wide range of subjects and educational
experiences allows every pupil to develop his or her
talents and potential in many ways.
Inspire ~ Believe ~ Learn ~
Achieve
Faith and belief form a cornerstone to the
curriculum and experience of Great Bowden
Academy. Children can reflect upon and
articulate their spiritual life in a tolerant
Christian community. Christ’s second
commandment ‘Love your neighbour as
yourself’ underpins the approach to
community cohesion and equalities
education which is embedded in the
curriculum and ethos of the school.
Great Bowden Academy is an outward looking and
innovative professional learning community in which
all members continually strive to develop their
professional expertise. In sharing their own
exemplary practice within school and in the wider
education context, Great Bowden professionals enjoy
developing the expertise of others and continuing to
develop themselves. Great Bowden leaders, of
teaching and learning and in school business,
governance and system leadership, are recognised
by colleagues outside the school as professional
4
experts in their fields.
History of the Academy
Great Bowden Church of England Primary School was founded in 1839 through local
voluntary support and with a grant from The National Society.
In 1983 the school moved from the original, Victorian building that now serves as the Church
Hall, to its present home in Gunnsbrook Close. On July 1st 2012 the school converted to
academy status and became ‘Great Bowden Academy: A Church of England Primary
School’.
Our School Today
Great Bowden Academy is a thriving, small village primary school, situated in the historic
community of Great Bowden, a stone’s throw from the busy mediaeval market town of
Market Harborough. This year we have 121 pupils on roll, in five classes. Our pupils enjoy a
high standard of education, taught by dedicated, professional teachers and teaching
assistants. Ofsted awarded the academy an outstanding judgement in September 2014. This
was followed by an outstanding judgement in our SIAMS inspection in February (Statutory
Inspection of Anglican and Methodist Schools) and the achievement of Artsmark Gold in
March 2015. All staff members take part in regular professional development to hone and
sharpen their teaching skills and are often asked to share their good practice with other
schools in the county. The school is a strategic partner in the Affinity Teaching School
Alliance and supports the training of student teachers. You can see from our ‘vision’ at the
beginning of this handbook that we are committed to providing a dynamic learning
environment where all members of our school community, pupils, staff, governors and
parents, are inspired to learn new things and to work towards their goals and dreams,
whatever they may be. These ‘things’ could be concepts, knowledge, attitudes, behaviour,
skills or simply better ways of doing things. This commitment is summed up in our core
values and our school mission:
Inspire ~ Believe ~ Learn ~ Achieve
Believing in a loving God, each other and ourselves we will
inspire people to learn and to achieve their dreams.
Our classrooms are well-resourced with up-to-date equipment and books. Each classroom
has an interactive whiteboard and its own computers. The school has two laptop trolleys to
ensure that all children have access to facilities for the teaching of whole class ICT and all
teachers have their own laptops and i-pads to use for planning, preparation and assessment
and to explore ways of harnessing ICT to enhance learning. Teachers and pupils are able to
use ICT to support learning in all areas of the curriculum.
Our highly skilled and dedicated teachers are leaders in their areas of expertise; specialists
in primary Mathematics and English, Music, PE and Dance, ICT, Art, History, Science and
dyslexia support. We offer a broad, rich and creative curriculum, firmly rooted in the basic
skills of English and Mathematics and with a strong emphasis on music and the creative and
expressive arts.
5
As a National College for School Leadership ‘Leadership Development School ’, a local
support school under the ‘Local Leaders in Education’ scheme and a strategic partner in the
Affinity Teaching School Alliance, we are committed to providing the very best in primary
education.
Contact Details
School Address:
Great Bowden Academy
Gunnsbrook Close, Great Bowden, Leicestershire. LE16 7HZ
Telephone:
Fax:
E-mail:
Website:
Twitter
01858 463216
01858 463255
theoffice@greatbowden.leics.sch.uk
www.greatbowden.leics.sch.uk
@greatbowden
6
Access
Access to the school by road is via Gunnsbrook Close, off Main Street. The car park is for
staff only or disabled access. Parents are asked, please, not to use the school car park.
There are several footpaths for pedestrian access. One leads from The Green, one from the
Recreation Ground, off Station Road. Both footpaths lead to a small gate at the rear of the
school field, with a footpath leading to the playground entrances to the school. We would like
to encourage you to walk to school if at all possible. If you do need to park in Gunnsbrook
Close, please do so legally and with consideration for the needs of our very elderly
neighbours.
7
Accommodation
The school is situated in extensive grounds which provide ample space for play and
Physical Education. A new, state-of-the-art, KS1 extension, completed in May this
year, has provided three light and spacious new classrooms and safe outdoor play
space for our youngest pupils. Refurbishment of the school hall and construction of a
modern production kitchen is due for completion in September 2015.
The PTA has helped us to provide some fabulous play equipment for the outdoor
area in recent years, such as our amazing climbing frame – specially designed to
challenge our older children and develop upper body strength and our Pirate Ship
sailing the field! This year the PTA has raised money to improve our extensive
woodland area so that we can offer exciting Forest Schools’ activities, incorporating
the vegetable plot and the pond. Outdoor shelters ensure that all children are able to
access the outdoors all year round. Foundation Stage and younger Y1 children in
Class 1 have access to their own secure outdoor area.
The accommodation comprises:

Five classrooms in the main building

One external classroom

Library

Four cloakroom/toilet areas

A multi-purpose production/cooking curriculum kitchen

A large assembly/dining hall

Two small rooms for group working, music teaching and 1-1 tuition

Staff room

Office
8
Term Dates
Autumn Term 2013
School Open
Thursday morning 29th
August 2013
Mid-Term Break Monday 21st to Friday
25th October
School Closed Friday evening 20th
December 2013
Autumn Term 2014
Schools Open Thursday morning 28th
August
Mid-Term Break Monday 20th to Friday
24th October
Schools Close Friday evening 19th
December
Spring Term 2014
School Open
Tuesday morning 7th
January 2014
Mid-Term Break Monday 17th to Friday
21st February
School Closed Friday evening 11th April
2014
Spring Term 2015
Schools Open Tuesday morning 6th
January 2015
Mid-Term Break Monday 16th to Friday
20th February 2015
Schools Close Friday evening 27th March
2015
Summer Term 2014
School Open
Monday morning 28th
April 2014
May Day Bank Holiday Monday 5th May
2014
Mid-term Break Monday 26th May to
Friday 30th May
School Closed Friday evening 11th July
2014
Summer Term 2015
Schools Open Monday morning 13th April
2015
May Day Bank Holiday Monday 4th May
2015
Mid-Term Break Monday 25th May to
Friday 29th May 2015
Schools Close Friday evening 10th July
2015
Teacher Days
Tuesday 27th August 2013
Wednesday 28th August 2013
Monday 6th January 2014
Teacher Days
Autumn Term
Tuesday 26th August 2014
Wednesday 27th August 2014
Monday 5th January 2015
9
The Journey through Primary School
Children start school at the beginning of the Autumn Term after their fourth birthday. As part
of our transition to school arrangements we invite our new starters to visit school for two half
days at the end of the summer term before they start school. Then, like most of the Market
Harborough primary schools, we operate a staggered start in order to make the process of
starting school as smooth and stress free for children as possible. Children build up to full
time over a period of two to three weeks during September. This part-time start means that
we are able to offer parents an extended meeting with Early Years’ teachers at school early
in the Autumn Term. In this way parents have a chance to tell staff all about their child’s
needs so that teachers can prepare for their arrival at school as well as possible. We also
offer the option of a home visit if parents feel that this would be helpful. Often meeting their
new teacher in the familiar setting of home can help a child feel at ease. It’s quite a long time
between the summer term visits and starting school properly – a home visit can be a helpful
reminder and a reassuring opportunity to meet and talk to a new teacher one-to-one. Please
let us know when you visit in the summer term if you would like a home visit and we will
arrange a date.
Around half way through the first term we invite parents of our new Reception pupils to a
meeting with staff to discuss how children are settling in. However, parents are welcome to
make an appointment with class teachers or the head teacher to discuss any
concerns at any time.
The Early Years Foundation Stage
The EYFS extends throughout the Reception year and sometimes into Year 1 (Y1),
during which pupils begin Key Stage 1 (KS1) of the National Primary Curriculum. Y1
pupils are taught as a discrete group during the mornings and with Y2 in mixed age group
activities in the afternoons, appropriate to their age and stage of development.
Key Stage 1 (KS1)
KS1 represents the two years when a child is aged 5-6 and 6-7 years – Years 1 and 2.
Key Stage 2 (KS2)
10
In KS2 pupils move into Class 3. Class 3 has Y3 and some Y4 pupils. Class 4 has some
Y4 pupils and Y5 pupils. Decisions about which class pupils spend Y4 in are made after
careful consideration of assessments throughout Y3 to ensure that all pupils continue to
make good progress.
Y6 pupils move into Class 5.
At the age of 11, pupils move on to local Secondary schools to begin Key Stage 3 (KS3)
which spans Years 7-9.
11
Transition to Secondary Education
At present, pupils from Great Bowden Academy naturally transfer to Welland Park
Community College (11-14, KS3) in Market Harborough. Welland Park students
transfer to Robert Smyth School in Market Harborough in Y10, (14-18, Keys Stages
4 and 5).
Alternative schools sometimes considered by parents are Kibworth High School (1114, from which students also move on to Robert Smyth School), Uppingham
Community College and Bishop Stopford School (11-18) a Church of England Aided
Foundation School, in Kettering.
From September 2016, parents will be able to choose between Robert Smyth
Academy and Welland Park Community College. Many secondary schools in
Leicestershire are going through extensive age-range changes; Welland Park will
become an 11-16 academy and Robert Smyth will take students from 11-19.
Fee-paying options include Leicester Grammar School, Leicester High School for
Girls or Northamptonshire Grammar School.
Local secondary schools provide a broad range of transition activities during the 2
years before pupils move from primary to secondary to make sure that the transition
is as smooth and as happy as possible for all pupils. These activities include activity
days for whole year groups from schools across the town. Children have fun
opportunities to get to know the building, meet staff and of course, pupils from other
schools who may be classmates and friends in the future. In addition, small groups
or even individual extra visits and support sessions are arranged for pupils who may
need a little extra re-assurance or help to prepare for the move.
12
6
6
Staff Team
Headteacher
School Business
Manager
Premises Officer
Business Support
Admin Apprentice
Teachers
Music Teachers
Teaching Assistants
Lunchtime Team
Mrs. Stefanie G. Edwards BA Hons; PGCE; Cert.EEL; NPQH
Subject Leader for Assessment, RE and Collective Worship
Mrs. Julie Dunne BA Hons M.Inst.AM
Mrs. Linda Cowd
Mrs. Caroline Banks BA Hons
Mrs Rebecca Lilley BA Hons
Mr. Lee Mortimer
Mrs. Sarah Trappitt B.Ed PGCE PDip. SLD
Class 1 Teacher; Foundation Stage Leader; School Council; PSHE
Mrs. Karen McHugo BA Hons PGCE
Class 1 Teacher; Special Needs Co-coordinator; Subject Leader for History and
Geography.
Mrs Jayne Arthurton BA(Hons) QTS
Class 2 Teacher; Subject Leader for ICT and Art; Research and Innovation
Champion
Mrs. Rebecca Blagburn BA (Hons) PGCE
Class 3 Teacher; Subject Leader for English
Mrs. Dionne Kirby B.Ed (Hons)
Class 4 teacher; Subject Leader for Science
Mr. George Norman BA Hons PGCE; MA
Class 5 Teacher; Subject Leader for Mathematics and Music
Mrs. Medina Wright BA Hons PGCE
Teacher of Spanish - Subject Leader for Languages
Mrs. Sally Gambles B.Ed (Hons)
Subject Leader for PE
Mrs Fay Hooper BEd(Hons)
Specialist Art Teacher/Subject Leader for Art
Mrs. Tracey Richards Choir
Miss Faye Stringer – flute, clarinet, saxophone
Mr Dean - trumpet
John Dilleigh –piano
Mr Lopez - guitar
Mrs. Cheryl Cole NVQ3 Senior Teaching Assistant
Class 1
Mrs Lyn Diver – Teaching Assistant - Class 2
Mrs. Christine Laffey NVQ3
Senior Teaching Assistant - Class 4
Mrs. Deena Sumpter NVQ3
Teaching Assistant Classes 1 and 3; PSHE and SEN support
Miss Katie Gillanders NVQ4
Teaching Assistant -Class 2; ICT support; Sports Co-coordinator
Mrs. Rachael McHugo NVQ3
Teaching Assistant (Class 1) and SEN support
Miss Laura Cook BA (Hons)
Teaching Assistant (Class 5 and Class 2)Spanish learning support
Mrs. Sukhvinder Kareer NVQ3
Teaching Assistant (Class 3)
Mrs. Georgina Connors – Higher Level Teaching Assistant (HLTA)
Mrs. Christine Laffey - Lunchtime Manager
Mrs. Maxine
Mrs. Stephanie Margery
Mrs. Sukhvinder Kareer
Miss Sally Anderson
Mrs Hilary Durman
Mrs. Lynn Diver
Mrs. Georgina Connors
13
Governing Body
Chair and Church
Foundation Governor
Mrs. Helen Trotter
Vice Chair
Mrs. Sue Fraser
Headteacher
Mrs. Stefanie Edwards
Governor
Incumbent/Foundation Revd. James Shakespeare
Governor
Parent Governors
Mr. Bernard Evans
Mr. Raoul Mercer
Mrs. Isabel Dupey
Mrs. Gemma Christison
Community
Governors
Mrs. Lennie Rhodes
Dr. Sarah Hill
Mrs. Jan Shardlow (Special Educational Needs)
Mr. Michael Fletcher (Safeguarding)
Mrs. Georgina Connors
Mr. Les Dodd
Teacher Governor
Mrs Jayne Arthurton
Staff Governor
Mrs. Julie Dunne
Clerk to the
Governors
Vacancy
14
Classes 2014/15
Class
Pupils
Teacher
Class
1
(20)
Class
2
(23)
YR
20
Main
Building
Mrs Cheryl Cole
Main
Building
Mrs Katie Gillanders
Mrs Zuzana Freer
Mrs Deena Sumpter
Class
3
(15)
Class
4
(26)
Y2
15
Mrs Trappitt
and
Mrs McHugo
Miss Laura Cook
(Trainee
(unqualified)
Teacher - am only)
Mrs Jayne
Arthurton (KS1
Lead)
Mrs Sally Gambles
And
Mrs Rebecca
Blagburn
Mrs Dionne Kirby
Mr George
Norman
Main
Building
Class
5
(27)
Class
6
(15)
Y1
23
Y3
20
Y4
6
Y4
12
Y5
15
Y6
15
Location
Teaching Assistant
Main
building
Main
Building
Mrs Lyn Diver
Mobile
Mrs Rachel McHugo
Classroom
Mrs Christine Laffey
15
The School Day
8.50
School opens
9.00
Registration
9.05 – 9.30
Just Dance (& Assembly
on Thursday and Friday)
10.30 – 10.45
Morning Break
12.00
Lunch
1.15 – 1.30
Registration (and
Assembly on Monday,
Tuesday and
Wednesday)
2.30 - 2.45
Afternoon Break (KS1)
3.30
Home time
As children move up the school, parents often feel that they are able to let them walk
to school by themselves. Please let us know when you have decided to allow
this. Unless they are taking part in one of our before-school activities such as
ensemble or choir, we ask parents, please, not to send children to school alone
before 8.40 in the morning. Staff members are often in school preparing lessons
from 8am onwards, but there is no guarantee that they will be aware of unsupervised
pupils in the playground at that time, which means that children are at risk of
accident and could even wander off the premises, unnoticed. Children from YR –
Y5 must be supervised by an adult until the school bell rings at 8.50.
At home-time, Class 1 children must be collected form the Class 1 outdoor area gate
at the back of the school. Children from our other classes can be collected from the
playground outside their classes. Please inform school if you arrange for anyone
unfamiliar to staff to collect your child. We also need to be informed if you give
permission for your older child (Y6) to walk home alone.
16
The Curriculum
(“All the stuff you learn in school” – Mick Waters, The Curriculum Foundation)
The Early Years Foundation Stage (from September 2012)
There are three ‘prime’ areas of learning:
Communication and language
This area of learning involves giving children opportunities to experience a rich
language environment; to develop their confidence and skill in expressing
themselves and to speak and listen in a range of situations.
Physical Development
This area involves providing opportunities for young children to be active and
interactive and to develop their coordination, control and movement. Children must
also be helped to understand the importance of physical activity and to make healthy
choices about food.
Social and Emotional Development
This area involves helping children to develop a positive sense of themselves and
others; to form positive relationships and develop respect for others; to develop
social skills and learn how to manage their feelings; to understand appropriate
behaviour in groups and to have confidence in their own abilities.
There are also a further 4 areas of learning through which the three prime areas are
strengthened and applied:
Literacy involves encouraging children to link sounds and letters and to begin
to read and write. Children must be given access to a wide range of reading
materials (books, poems and other reading materials) to ignite their interest.
Mathematics involves providing children with opportunities to develop and
improve their skills in counting, understanding and using numbers, calculating
simple addition and subtraction problems and to describe shape, space and
measures.
Understanding of the World involves guiding children to make sense of their
physical world and their community through opportunities to explore and find
out about people, places, technology and environment.
17
Expressive Arts and Design involves enabling children to explore and play
with a wide range of media and materials as well as providing opportunities
and encouragement for sharing their thoughts, ideas and feelings through a
variety of activities in art, music, movement, dance, role play and design and
technology.
Experienced and skilled teachers and practitioners provide a carefully planned
balance of child-initiated and adult-directed activities. The emphasis is on
learning through play and pursuing children’s own interests, extending
children’s vocabulary and language skills and developing well-rounded,
independent learners with a sound foundation for moving on to the next phase
of their schooling.
18
The Primary Curriculum
At Great Bowden Academy we follow the primary National Curriculum. We place
considerable emphasis on the skills for learning and life – Literacy, Numeracy, ICT
and Personal Development, seen in the centre of the diagram below. With those
essential priorities at its heart, we organise the curriculum in themes, which cover all
the National Curriculum subjects in six areas of learning for the Primary phase.
This wheel represents the way in which we think about and organise our curriculum,
which is, simply, everything children learn in school.
19
The Aims of Education
To develop confident individuals, responsible citizens, successful learners
The Skills for Learning and Life
Literacy
 Reading
 Writing
 Speaking
 Listening
Numeracy
 Mathematics
Personal Development
 Personal, social and emotional aspects of learning
 Developing positive attitudes to learning
ICT
Information and communications technology – learning the skills needed to be able
to use ICT in all areas of learning by the time they move on to secondary school.
20
Six Areas of Learning

Physical Health and Well-Being
PE, Sport and physical activity
Personal, social and health education.
Food and cooking

Arts and Design
Art
Design
Dance
Music
Drama

Communication and Languages
English Language and Literature
Spanish
Speaking and Listening
Drama

Mathematical Understanding –
Mathematics, including being able to apply mathematics learning in a ‘real’
context

Scientific and Technological understanding
Science
Design Technology
Computing
 Humanities
History
Geography
Religious Education
Philosophy for Children
While we teach mathematics as a separate subject every day, carefully taking account of
progression in learning in the National Curriculum, we also plan opportunities within a
broader topic for children to apply their maths learning in a relevant context. Y2 pupils might
learn about measuring in maths. During a topic on Dinosaurs pupils could design and
produce a scale drawing, in chalk, of a brontosaurus on the school playground! Pupils learn
the features of explanation texts in their literacy lessons, and then write an explanation of
how the dinosaurs became extinct as part of their topic. In order to publish their explanation
as a presentation, pupils may need to learn how to use PowerPoint. Teachers plan carefully
to make relevant and meaningful cross-curricular links, seeking always to fulfill the core
values of our school. Those essential areas of the curriculum that cannot be learned
meaningfully as part of a topic are taught as separate lessons. Specialist teachers provide
tuition in Spanish, music, dance, art, PE and sport and ‘Philosophy for Children’.
21
Annual Learning Pattern (see grid overleaf)
The annual learning pattern provides a foundation for breadth and balance, rigour and
manageability. It provides a structure for long term planning. When planning all topics
teachers are asked to place particular emphasis on literacy and mathematics across the
curriculum and to consider how ICT can be used to enhance learning. They are also
encouraged to consider all areas of learning when planning a topic but for the sake of
coherence and manageability to place emphasis on one main area according to the learning
pattern.
Some subjects, e.g. PSHE, RE and STEM (science, technology, engineering and
mathematics) subjects are taught discretely during themed weeks throughout the year. Other
subjects, e.g. P.E., ICT, PSHE, Music, English, Mathematics, as well as being included in
topic planning are also taught discretely and continuously throughout the year. Topics of
three to four weeks in length are interspersed with discrete weeks on PSHE and RE. Each
RE week has an explicit community cohesion theme. Teachers plan a ‘BIG MATHS’
investigations day at the end of each half term to provide opportunities for pupils to apply
their learning independently in contextualised problem-solving situations.
The aspects in the stripes at the bottom of the grid are part of continuous, discrete learning
and run throughout the year. Teachers derive the learning objectives and essential skills for
foundation subjects from the National Curriculum.
Great Bowden Academy teachers plan learning in themes to meet the requirements of the
National Curriculum (2013) programmes of study. The academy’s Curriculum Map shows a
summary of the topics and subjects covered throughout Key Stages 1 and 2 and starts on
page 22
Professional Learning Community
All of our staff members engage in a wealth of professional learning opportunities in order to
develop their practice. Training courses and subject network meetings are provided within
our local Teaching School Alliance. At Great Bowden, we strive for continuous improvement
in the quality of teaching and learning. Teachers take part in Research Lesson Study,
working collaboratively to keep their practice under continual review.
This year, for example, teachers have been working together to research improvements in
learning in Arithmetic, writing and Science in ‘Lesson Study’. They work in small teams of 3
or 4 to study academic and subject specialist research in a challenging area of learning.
They work together to plan a lesson, then one of the team of 3 or 4 teachers teaches the
lesson while the others observe the pupils. The teachers meet after the lesson to evaluate it
and plan the next research lesson. As a Lesson Study/Research-Engaged School, we aim to
ensure that our pupils benefit from the findings of international research into effective
learning.
22
Annual Learning Pattern
Term One
PS
HE
Science
RE
and technology
and
Community
Term Two
Humanities/
Arts
RE
Science
RE
&
and technology
&
Community
Comm
-unity
Term Three
Humanities/ RE Science
&
and technology
Arts
Com
munity
RE
&
Humanities/
Arts
Community
PHSE/SEAL/Collective Worship/SMSC etc.
English
Mathematics
Spanish
PE and Sport
ICT
Music
= Big Maths Activities
23
Class 1 Timetable
This is a typical weekly timetable for Class 1. The Early Years Foundation Stage and Y1 timetable is intended to be flexible and fluid. A carefully designed balance of adult-directed,
‘taught’ activities and child-initiated ‘play’ activities, planned by teachers to provide opportunities for children to develop their learning across all the EYFS areas of learning, run
throughout the day. Some sessions are timetabled for practical purposes, like PE in the hall, or phonics, where several members of staff have to be available to teach groups at the
same time. There are some days in each term when the class runs ‘off timetable’ for special occasions, celebration days, RE topic days which we ‘block’ at the beginning of each
term, trips, curriculum enrichment events, STEM (Science/Technology/Engineering and Maths) days and so on. Adjustments are also made depending on the time of year, e.g. near
to Christmas and during the second half of the summer term, time is made available for pupils to rehearse for Drama productions, music performances – all, of course, very
important elements of a primary school curriculum.
Class 1
Timetable
(21 pupils)
9.059.15
9.30-10.30
11.3011.55
1.15-3.30 (including afternoon break)
Monday
Mrs Trappitt
Mrs Cole
Dance
EYFS/Y1 areas of
learning
Assembly
Forest School
Tuesday
Mrs Trappitt
Mrs Cole
Dance
EYFS/Y1 areas of
learning
Singing
Assembly
EYFS/Y1 areas of learning
Wednesday
Mrs Trappitt
Mrs Cole
Dance
EYFS/Y1 areas of
learning
Phonics
(reading,
writing and
spelling)
Phonics
(reading,
writing and
spelling)
Phonics
(reading,
writing and
spelling)
Thursday
Mrs K. McHugo
Mrs Cole
Dance/
Assembly
EYFS/Y1 areas of
learning
Assembly
EYFS/Y1 areas of learning
Friday
Mrs K. McHugo
Mrs Cole
Dance/
Assembly
EYFS/Y1 areas of
learning
Phonics
(reading,
writing and
spelling)
Phonics
(reading,
writing and
spelling)
Assembly
EYFS/Y1 areas of learning
EYFS/Y1 areas of learning
PE (Premier Sport)
24
Class 2 Timetable
This is a typical weekly timetable for Class 2.
The timetable is intended to be flexible. There are some days in each term when the class runs ‘off timetable’ for special occasions, celebration days, RE topic
days which we ‘block’ at the beginning of each term, trips, curriculum enrichment events, STEM (Science/Technology/Engineering and Maths) days and so on.
Adjustments are also made depending on the time of year, e.g. near to Christmas and during the second half of the summer term, time is made available for pupils
to rehearse for Drama productions, music performances – all, of course, very important elements of a primary school curriculum. Specialist teachers teach PE and
Spanish in all classes every week; each class has additional Art taught by specialists in a weekly afternoon session for half a term at a time at different times of the
year.
Class 2
Timetable
(23 pupils)
9.009.15
9.1510.45
11-11.40
11.4012.00
1.15-1.30
Monday
Miss Cook/Mrs
Arthurton
Miss Gillanders
Mrs Freer
Tuesday
Miss Cook/Mrs
Arthurton
Miss Gillanders
Mrs Freer
Wednesday
Miss Cook/Mrs
Arthurton
Miss Gillanders
Mrs Freer
Thursday
Miss Cook/Mrs
Arthurton
Miss Gillanders
Mrs Freer
Friday
Miss Cook/Mrs
Arthurton
Miss Gillanders
Mrs Freer
Register/
Dance
Readers’ and
Writers’
Workshop
Register/
Dance
1.30-3.30
Maths
Phonics
Assembly
Foundation subjects
Readers’ and
Writers’
Workshop
Maths
Phonics
Singing
Assembly
PE
Register/
Dance
Readers’ and
Writers’
Workshop
Maths
Phonics
Register/
Dance
Readers’ and
Writers’
Workshop
Maths
Phonics
Assembly
Science
Register/
Dance
Readers’ and
Writers’
Workshop
Maths
Phonics
Assembly
Forest School
(includes afternoon break)
PSHE
Foundation subjects
PE
Class
Assembly
25
Class 3 Timetable
This is a typical weekly timetable for Class 3.
The timetable is intended to be flexible. There are some days in each term when the class runs ‘off timetable’ for special occasions, celebration days, RE topic
days which we ‘block’ at the beginning of each term, trips, curriculum enrichment events, STEM (Science/Technology/Engineering and Maths) days and so on.
Adjustments are also made depending on the time of year, e.g. near to Christmas and during the second half of the summer term, time is made available for pupils
to rehearse for Drama productions, music performances – all, of course, very important elements of a primary school curriculum. Specialist teachers teach PE and
Spanish in all classes every week; each class has additional Art taught by specialists in a weekly afternoon session for half a term at a time at different times of the
year.
Class 3
Timetable
(15 pupils)
9.009.15
9.1510.45
11.0011.40
11.4012.00
1.15-3.30 (includes afternoon break)
Monday
Mrs Arthurton
Miss Gillanders
Mrs Freer
Tuesday
Mrs Arthurton
Miss Gillanders
Mrs Freer
Wednesday
Mrs Arthurton
Miss Gillanders
Mrs Freer
Thursday
Mrs Arthurton
Miss Gillanders
Mrs Freer
Friday
Mrs Arthurton
(PPA/PM)
Miss Gillanders
Mrs Freer
Register
/Dance
Readers’
and Writers’
Workshop
Maths
Phonics
Assembly
Foundation subjects
Register/
Dance
Readers’
and Writers’
Workshop
Maths
Phonics
Singing
assembly
Foundation subjects
Register/
Dance
Readers’
and Writers’
Workshop
Maths
Phonics
PE Premier Sport
Register/
Dance
Readers’
and Writers’
Workshop
Maths
Phonics
Assembly
Science
Register/
Dance
Readers’
and Writers’
Workshop
Maths
Phonics
Assembly
Forest School
Foundation subjects
PSHE
PE
Assembly
(Class)
26
Class 4 Timetable
This is a typical weekly timetable for Class 4.
The timetable is intended to be flexible. There are some days in each term when the class runs ‘off timetable’ for special occasions, celebration days, RE topic
days which we ‘block’ at the beginning of each term, trips, curriculum enrichment events, STEM (Science/Technology/Engineering and Maths) days and so on.
Adjustments are also made depending on the time of year, e.g. near to Christmas and during the second half of the summer term, time is made available for pupils
to rehearse for Drama productions, music performances – all, of course, very important elements of a primary school curriculum. Specialist teachers teach PE and
Spanish in all classes every week; each class has additional Art taught by specialists in a weekly afternoon session for half a term at a time at different times of the
year.
Class 4
Timetable
(26 pupils)
Monday
Mrs Gambles
Mrs Diver
Tuesday
Mrs Gambles
Mrs Diver
Wednesday
Carousel
9.009.15
9.15-10.45
11.00-11.55
1.15-3.30
Register/
Dance
English
Maths
Assembly
Science
Register/
Dance
English
Maths
Singing
Assembly
Foundation Subjects
Register/
Dance
Spanish
Library
Music
Thursday
Mrs Gambles
Mrs Diver
Friday
Mrs Blagburn
Mrs Diver
Register/
Dance
English
Assembly
Swimming (Spring Term
Register/
Dance
English
Weekly
Maths
Challenge
Maths
PE
Premier
Sport
Maths
Investigation
Grammar
Class
Assembly
Forest School
only)
Maths
Assembly
PE (Autumn and Summer
Computing
Terms)
27
Class 5 Timetable
This is a typical weekly timetable for Class 5.
The timetable is intended to be flexible. There are some days in each term when the class runs ‘off timetable’ for special occasions, celebration days, RE topic
days which we ‘block’ at the beginning of each term, trips, curriculum enrichment events, STEM (Science/Technology/Engineering and Maths) days and so on.
Adjustments are also made depending on the time of year, e.g. near to Christmas and during the second half of the summer term, time is made available for pupils
to rehearse for Drama productions, music performances – all, of course, very important elements of a primary school curriculum. Specialist teachers teach PE and
Spanish in all classes every week; each class has additional Art taught by specialists in a weekly afternoon session for half a term at a time at different times of the
year.
Class 5
Timetable
(27 pupils)
Monday
Mrs Kirby
Mrs McHugo
Tuesday
Mrs Kirby
Mrs McHugo
Wednesday
Carousel
9.009.15
9.15-10.45
11.00-11.55
1.15-3.30
Register English
/Dance
Maths
Assembly
Science
Register English
/Dance
Maths
Singing
Assembly
Computing
Thursday
Mrs Kirby
Mrs McHugo
Friday
Mrs Kirby
Mrs McHugo
Register English
/Dance
Maths
Assembly
Swimming (Spring Term
only)/PE
Register English
/Dance
Maths
Assembly
Feedback
Foundation Subjects
Register Spanish
/Dance
Weekly
Maths
Challenge
PE
Premier
Sport
Music
Maths
Foundation Subjects
Grammar
Hammer
Library
Class
Assembly
PSHE
28
Class 6 Timetable
This is a typical weekly timetable for Class 6.
The timetable is intended to be flexible. There are some days in each term when the class runs ‘off timetable’ for special occasions, celebration days, RE topic
days which we ‘block’ at the beginning of each term, trips, curriculum enrichment events, STEM (Science/Technology/Engineering and Maths) days and so on.
Adjustments are also made depending on the time of year, e.g. near to Christmas and during the second half of the summer term, time is made available for pupils
to rehearse for Drama productions, music performances – all, of course, very important elements of a primary school curriculum. Specialist teachers teach PE and
Spanish in all classes every week; each class has additional Art taught by specialists in a weekly afternoon session for half a term at a time at different times of the
year.
Class 6
Timetable
(15 pupils)
Monday
Mr Norman
Mrs Laffey
Tuesday
Mr Norman
Mrs Kareer
9.009.15
9.15-10.45
11.00-11.55
1.15-3.30
Register/
Dance
English
Maths
Assembly
Science
Register/
Dance
English
Maths
Singing
Assembly
PSHE
Foundation subjects
Wednesday
Carousel
PPA am
Thursday
Mr Norman
Mrs Laffey
Register/
Dance
Spanish
Maths
Grammar
Hammer
Library
Register/
Dance
English
Maths
Assembly
Computing
Foundation subjects
Friday
Mr Norman
Mrs Laffey
Register/
Dance
English
Maths
Assembly
Foundation subjects
Feedback
Weekly
Maths
Challenge
PE
Premier
Sport
Music
Class
Assembly
PE
29
Chances to Shine…
The academy provides a wide range of activities and opportunities for pupils to
develop leadership skills, to help them to develop as capable and responsible
citizens and to develop self-esteem and confidence.
The School Council
Mrs Trappitt leads a thriving school council which meets weekly to discuss issues of
concern and interest to pupils. Elections for year group representatives are held
early in each autumn term. Projects have included raising money for playground
games, agreeing a football rota for playtimes and designing improvements for
cloakrooms and toilet areas.
The Worship Team
Two children from each class make up the academy’s Worship Team. Each member
plays a part in our daily assemblies, from opening and closing worship, leading
prayers, sharing the weekly reading, organising music. One Y6 pupil holds the post
of Worship Team leader for half a term.
Clockwise Credit Union
Great Bowden Academy hosts a school branch of the Clockwise Credit Union. Y5
and 6 pupils apply for management positions every year and open the bank every
Friday afternoon (with trained adult supervision of course!).
Outdoor Adventurous Education
Y5 and Y6 pupils have the opportunity to take part in an annual residential trip run by
PGL. They always have a fantastic time, being away from home often for the first
time, developing independence, experiencing genuine challenge and carefully
managed risk (essential for healthy development).
Sports Ambassadors
Two pupils are nominated every year to be the Academy’s Sports Ambassadors.
They attend training at Robert Smyth Academy and lead new initiatives in
playground games and sport in school.
Music, Dance and Drama
We have a strong programme of music, drama and performance throughout the
year. Musicians have opportunities every half term to perform for family and friends.
We put on an annual Christmas, nativity-themed production in church, starring our
younger pupils and an annual summer extravaganza starring the oldest pupils. The
ensemble and choir take part in performance opportunities regularly, from playing in
assemblies every week, in our monthly church assembly, concerts like the
30
Leicestershire Primary Schools’ Massed Choirs performance at the Lord Mayor’s
Christmas Gala Concert at De Montfort Hall, this year collaborative projects like the
annual Market Harborough area Small Schools’ Music Festival. An after-school
Dance Club runs weekly during the spring term and there is a strong emphasis on
Dance as part of a broad PE curriculum.
Wii Just Dance
All pupils start the day with 10 minutes of fun, physical activity dancing to the Wii on
the big screen in the hall. Not only does this wake everybody up and prepare them
for learning, it provides an extra hour of physical activity per week and supports the
development of coordination, music and reading (karaoke…!).Y6 pupils set it up and
organise the technology; teachers select 4 ‘Dancers of the Day’ every day to lead the
dancing the following morning. It is a sight to behold and our local Community
Support Officer often pops in to join us to start her day!
Able, Gifted and Talented Pupils
We aim to provide as wide a range of opportunities for pupils as possible, so that all
pupils have a chance to discover their talents, whether academic, musical, sporting
or artistic. The Market Harborough group of schools also provides specific
enrichment days for particularly able KS2 pupils, for example, music days for pupils
who have achieved grade 1 or above in their musical instrument; gifted and talented
art days, able writers’ workshops, science days, gifted and talented maths activity
days and a wide range of sports events and galas.
31
Special Educational Needs
Pupils with additional needs are identified by their class teachers and support is planned
in consultation with parents and the school’s Special Needs Co-coordinator, (SENCO). A
plan for each pupil is agreed and progress is reviewed at regular intervals.
For some children who may be beginning to fall behind their peers, a short term
intervention, for example in reading as part of a small group, is sufficient to help them to
catch up and re-join their peers for whole class lessons. This kind of provision is part of
high quality teaching practice and many pupils may need this kind of help at various
points during their time in school.
Pupils with more specific needs who require longer term and sometimes more specialist
interventions are entered into the school SEN Record at SEN Support.
Where the special educational provision required to meet the child or young person’s
needs cannot reasonably be provided from within the resources normally available to the
school, the school, in consultation with parents, considers requesting a Local Authority
SEN Support Plan or Education, Health and Care (EHC) Plan assessment from the Local
Authority as appropriate. To inform this decision, the SENCO has regard to the local
authority’s criteria for funding through an SEN Support Plan or for an EHC Plan
assessment. This can be found on the Leicestershire Local Offer web site along with
information on the EHC plan coordinated assessment process. The process is shared in
full with parents to ensure they are confident and clear about what the process entails
and how they are involved in it.
32
Reporting Progress
We invite parents to a Progress Review Meeting in the Autumn Term and again in
the Spring Term to discuss their child’s achievement with the class teacher. Class
teachers assess progress termly and provide a short ‘snapshot’ report on progress in
Mathematics and English, behaviour, class and homework effort and attitudes to
learning. This report is prepared for pupils from Y1 onwards at the end of the autumn
and spring terms, including details of pupils’ next steps in learning.
The more detailed ‘annual report’ is published at the end of the summer term
summing up progress across the curriculum for the year, after which parents are
invited to make an appointment for a discussion if they have any concerns.
If in doubt about anything, please do ask. Teachers are always happy to discuss
any concerns or queries parents may have about children’s learning, progress or
well-being, informally. If you are wondering what you can do at home to help your
child, or want to know more about the homework or your child is unhappy about
something – please ask - we are always happy to help.
33
Pupil Safety and Well-Being
Pastoral Care
Every member of the teaching and non-teaching staff is involved in the welfare of
your child. Before your child starts school you will be asked to give details of your
address, telephone numbers, place of work etc. so that we can always contact
you in an emergency. Please make sure you remember to notify us immediately of
any changes to your contact details.
We also ask you to inform us of any particular health problem and dietary needs
your child may have, including allergies and any prescribed medications your child
may need to keep in school. In some cases we may need to devise a ‘Health Care
Plan’ so that everyone who needs to, knows how to care for your child properly.
As well as their class teacher and teaching assistant each child nominates a
member of staff each year to be their ‘Worry Buddy’ – someone they can talk to
about their concerns.
Illness at School
If your child requires medicine to be administered, please contact the school
office. No child may carry or receive prescribed medicines in school unless clear
and written instructions to do so have been obtained from parents. All medicines
should be clearly marked with the child's name. We cannot administer nonprescribed medicines in school.
If your child is taken ill or is involved in an accident requiring professional medical
attention, parents will be contacted as soon as possible.
In the case of more minor accidents, children will be provided with slips giving the
brief details about the nature of the injury. The school keeps careful records of all
accidents that happen on school premises.
Absence
If your child is absent for any reason we ask you to contact the school by 10.00am
on the first day of the absence. The school will contact parents if we do not hear
from you by this time. This is to ensure pupil safety. Parents must provide a
written note explaining the reason for the absence when the child returns to
school.
It is the responsibility of the headteacher to decide whether an absence is to be
classed as 'authorised' or 'unauthorised'. Requests for permission for absence
from school during term time are considered on a case by case basis. It is not
possible to authorise more than two weeks absence for holidays taken during term
time each year and permission for absence will not be given for children who have
34
already been absent from school for a significant period during the year or for Y6
pupils during the first half of the summer term.
We strongly discourage parents from
booking holidays in term time. Interruptions
to children’s education can have a profound
effect on achievement and on friendships and
must be kept to an absolute minimum. The
headteacher will only grant permission for
absence in term time in exceptional
circumstances.
35
Behaviour
At Great Bowden Academy we expect all members of the school community to
behave well and to treat everyone with respect. We use the words of an ancient
Anglican blessing as the basis of our behaviour expectations:
Go forth into the world in peace,
Be of good courage
Hold fast to that which is good,
Render to no-one evil for evil
Strengthen the faint hearted
Support the weak
Help the afflicted
Honour everyone
and we have two simple school rules:
 be kind
 be safe
Great Bowden Academy’s Behaviour and Discipline Policy is available from
the office and from our website.
Bullying
As they grow and develop, children learn about the joys and sorrows of social
relationships and often experience friendship problems. We work hard, with parents,
to help pupils develop resilience and the social skills they need to build healthy and
rewarding friendships. Bullying is something different, is much more serious and can
blight lives. There is no legal definition, but bullying is usually defined as behaviour
that is:
 repeated and persistent
 intended to hurt someone either physically or emotionally
 often aimed at certain groups, e.g. because of race, religion, gender or sexual
orientation
It takes many forms and can include:
 physical assault
 teasing
 making threats
 name calling
 cyberbullying - bullying via mobile phone or online (eg email, social networks
and instant messenger)
Bullying is not tolerated at Great Bowden Academy.
The school has a clear Anti-Bullying Policy which is available from the office and
from the school website.
36
Child Protection
The academy has a comprehensive Safeguarding Policy which is updated
annually and is available from the school office and the school website.
Great Bowden Academy is committed to safeguarding
and promoting the welfare of children and expects all
staff, governors and volunteers to share this
commitment.
All adults who work with children in this school, either in a professional or a
voluntary capacity, are cleared by the Disclosure and Barring Service (DBS)
A Healthy School
The academy holds the ‘Healthy Schools Award’ which recognises its commitment to
teaching children about making healthy choices and to providing a healthy environment
in which to learn. In partnership with Welland Park Community College catering service
we provide a delicious and balanced hot lunch, prepared to strict nutritional guidelines.
Lunches cost £2.00 per day, payable in advance (cheques payable to Great
Bowden Academy). We can accommodate a small number of adult lunches, if ever
you’d like to join your child for lunch. Book a week in advance and try for yourself!
We provide our younger children with a piece of fruit for a mid-morning snack and
encourage older, KS2 pupils to bring in a ‘fruit only’ snack to keep them going until
lunchtime. Fruit can be fresh, preserved (small cans or plastic tubs) dried, juiced or
pureed – but must be pure and not include added sugar. Carrots, cucumber and
tomatoes are popular choices.
Drinking enough water is very important to ensure that children’s brains are functioning
to their full potential for learning, so we encourage pupils to bring an unbreakable water
bottle to school with them every day – filled with water only.
www.healthylunch.org offers this advice about preparing packed lunches for children at
school:
37
What’s in a healthy packed lunch?
Children at school should have about a third of their daily nutrient requirements at lunchtime. This means they need food that is
going to provide them with enough energy, protein, fibre, vitamins and minerals.
A healthy packed lunch should contain a mix of foods from the Eat Well Plate. The Eat Well Plate shows how much should be
eaten from each of the 5 food groups.
A good packed lunch contains:




a starchy food, such as bread, rolls, pitta bread, naan bread, potatoes, rice, noodles. (These foods are good for
children to fill up on.)
a good source of protein, iron and zinc such as meat, fish, beans, or eggs.
a good source of calcium such as milk, cheese, yoghurt or fromage-frais.
one portion of fruit and one portion of vegetable or salad to provide all the other vitamins and minerals. A piece of
fruit could be a 100% juice or piece of fresh fruit, dried fruit or tinned fruit in fruit juice. A piece of vegetable could be a
fresh vegetable such as carrot stick, salad or a vegetable soup or vegetable dish.
No single food contains all the essential nutrients the body needs to be healthy and function efficiently so it is important that the
content of the packed lunch is varied.
What about snacks such as crisps, cakes, pastries and sweets?
These foods should only be given occasionally. Children will then appreciate them more.
If these foods are included in packed lunches they might eat these first and not have the appetite to eat the other foods that will
provide them with the important nutrients they need to grow and develop, be healthy and active
Great Bowden Academy is a nut-free school. We have several pupils with a
serious nut allergy, so we ask all parents to help us in our responsibility for all
our pupils’ well-being. PLEASE DO NOT EVER SEND NUTS INTO SCHOOL.
Equal Opportunities
Our academy has several policies relating to equal opportunities: the Special
Educational Needs Policy; the Disability Access Scheme; the Equal Opportunities
Policy; the Behaviour, Anti Bullying and Community Cohesion Policies. Some of our
policies are available on our website (www.greatbowden.leics.sch.uk); all are
available from the school office. Our approach to equal opportunities and issues of
discrimination is unequivocal:
We will not tolerate incidents or expressions of discrimination on
any grounds: age, gender, race, disability, religious belief or social
or cultural background.
Our curriculum provides opportunities for pupils throughout their time at Great
Bowden Academy to learn about customs and beliefs from a wide range of religions,
nationalities and cultures. For example, in Religious Education pupils learn about the
main world religions and teachers plan visits to their places of worship and invite
their representatives to our school in order to enrich pupils’ learning experiences.
Through art, music and literature children encounter a wide range of cultures and
influences.
38
We have strong links with several other schools – from a school in Madrid to our
neighbouring schools in Market Harborough, especially St Joseph’s Catholic Primary
School. As a school we sponsor the education of Devakumar, a ‘bouncy’ 10 year old
in a Goodwill Homes school in Thandigudi, Tamil Nadu. His teachers send us regular
reports of his progress and our children take turns to write to him. We all enjoy
reading the regular letters he sends us about his life and seeing him grow in the
photographs the charity sends us of him.
We are a Church of England school with a strong Christian ethos: Christ’s
commandment ‘Love your neighbor as yourself’ underpins our approach to preparing
our pupils to make a positive contribution as citizens of a multi-cultural, 21st century
society. Our ‘neighbour’ could be the person we stand next to, someone in a
neighbouring town or country or someone who needs our help on the other side of
the world.
Communication
Mrs. Edwards and all members of staff are always pleased to welcome any parent
who has a concern or a suggestion, however small. It is helpful if you can telephone
and make an appointment first. If that is not possible, the best time for an informal
chat is at the end of the school day, when teachers have more time to talk. Of
course, if something has happened that the class teacher needs to be aware of,
please feel free to pop into the classroom to speak to the teacher or telephone first
thing in the morning.
39
Parents of Reception pupils are encouraged to bring their children into the classroom
in the morning, to settle children in and say goodbye. We do encourage you to keep
farewells brief. It’s important not to lose too much teaching and learning time and
long drawn out goodbyes can be unsettling for children and parents. Keep it simple –
‘Have a lovely day, kiss, cuddle, see you at home-time!’
In the interests of encouraging their developing independence, from Year 1, we ask
you to leave your children at the classroom door, unless there is a pressing need to
speak to the class teacher. Children need to learn how to sort out their own coats
and bags and to prepare themselves for a productive day at school.
Parentmail 2, Twitter, the Newsletter and the Friday Fridge Flier
The main method of communication with parents about school events, sports fixtures
and general messages is by ‘Parentmail 2’, via e-mail or text message. We also use
‘Twitter’ to communicate short snippets of good news about school life almost every
day, often including photographs. We urge all parents to sign up for ‘Parentmail 2’ to
ensure that they do not miss crucial information relating to their child. The office will
provide you with a code to register on the Parentmail website. Please also sign up to
follow us on Twitter @greatbowden – it is a private account, so you have to be
accepted as a follower to see our ‘tweets’! www.twitter.com/greatbowden
We publish a termly newsletter with the main headlines of school news, reminders
and events coming up over the next half term or so. We also publish the weekly
Friday Fridge Flier…this is a summary of reminders about events for the following
week which is sent out via Parentmail on Friday for parents to print out and put on
the fridge!
General information, school policies, and a calendar of events is provided on the
school website www.greatbowden.leics.sch.uk
Working with Parents
We warmly welcome parents and family members into school to support work in
classrooms. Some parents help with classroom activities, some support pupils as
‘Reading Buddies’, providing 1-1 reading practice for pupils first thing in the morning
once or twice a week. It can be amazing to see the impact of just this little bit of
regular extra practice on pupils’ confidence in reading. Others help out with
gardening or sporting activities. Often parents provide valuable help with transport to
extra-curricular events. On the first Friday of each month in term-time we have our
whole school assembly in St Peter and St Paul’s Church at 9.30am. Parents and
members of the local community are welcome to attend.
40
At the end of each half term we have an event to which parents are invited:
Autumn 1
Curriculum Showcase Assembly
Autumn 2
The Nativity, in church
Spring 1
Curriculum Showcase
Spring 2
‘Great Bowden Stars’ music and dance
Summer 1
Curriculum Showcase
Summer 2
Summer Musical Theatre Production
At our curriculum Showcase assemblies, the children present their learning in a
range of different ways and invite parents to see their work in the classrooms
afterwards. At other times during the year we provide information sessions about
aspects of the curriculum, e.g. mathematics, reading, writing and assessment.
Leaflets relating to these areas are available from the office and from our website.
Parent/Teacher Association
We have a thriving and very successful PTA which raises considerable funds (about
£3,000 annually!) to support many curriculum enrichment opportunities and facilities
for our pupils. Our fabulous Pirate Ship and climbing frame were provided by the
PTA, for example. The PTA provides financial support for transport on educational
visits, play equipment and so on. Last year the PTA bought a new laptop trolley with
15 laptops for the school. Without the support of its members we would not be able
to provide such a broad and rich primary curriculum for our pupils. Events for pupils
and parents are organized throughout the year, such as pub quiz nights, school
sleepovers, cake sales and the highly successful Christmas Fair and there are
41
regular meetings. New members are always very welcome. There is a PTA welcome
booklet with more information available from the office.
Key events to look out for are:
Cake Sale
School Disco and Dress Up Days
Christmas Fair
Sainsbury bag packing
Easter Egg Raffle
Sports Day refreshments
School Production refreshments & raffle
Summer Fair
Last Friday of each month at 3.30 in the ‘Pod’
Termly
December
March/April
March/April
May
June/July
July
We welcome your support in organising, running and attending these events,
for the benefit of our school and our pupils.
Chair
Deputy Chair
Treasurer
Secretary
Mr Tim Bale
Jo Brazier
Contact members of the PTA committee via the office
www.theoffice@greatbowden.leics.sch.uk
Homework
It is well known that children’s learning thrives with parents’ support at home. As well
as expecting all pupils to talk and read with their parents every evening, teachers set
weekly homework for all pupils from Y1 onwards, planned to consolidate and extend
learning that has been happening, that week, in school. Pupils have an ‘I-Can Book’
and the homework will start, for example ‘I can use my number bonds to 10 to
complete calculations’ or ‘I can use connective phrases to write complex
sentences…’ Class 1 teachers provide a 2- weekly parents’ letter to parents outlining
current learning. Teachers from Class 2-5 write a weekly note to parents in the ‘I
Can’ book explaining what the class has been learning that week, how parents can
support that learning at home and what learning is planned for the following week.
Homework expectations vary according to the age of the pupil and the curriculum
theme being studied. As a general rule the pattern for homework is as follows:
Reception
42
Pupils should read and talk with parents every night. Sometimes they are asked to
find out things in connection with a topic being studied in school. Emphasis is placed
on the importance of early language development and therefore parents are urged to
find opportunities for conversations with their children daily.
Years 1-5
In addition to daily conversation with parents, pupils are expected to read with an
adult every night. English or Maths homework is set weekly and children are
expected to practise their number facts and multiplication tables every day. From
Year 2 onwards weekly spelling homework is also set.
Year 6
Daily independent reading, learning by heart multiplication tables and weekly
spelling homework is set as before. In addition pupils are asked to do one piece of
literacy homework and one piece of maths homework per week. Additional
research homework is occasionally set, appropriate to the topic being studied.
Music
For those pupils learning a musical instrument, practice should also be part of the
daily routine.
43
Partnerships
The Church
We have strong links with our local village church, St. Peter and St. Paul and the
Diocese of Leicester. Our vicar, Rev’d. James Shakespeare is a regular visitor,
leading worship in school. On the first Friday of each month we worship as a whole
school in the church, in an assembly to which parents are warmly invited. Parish
members support us by helping with our ensemble group, our choir and by leading
collective worship. Our strong Christian ethos is a central feature of our school. We
have a thriving pupil Worship Team who help to plan and lead worship in school
assemblies and whose members regularly participate in diocesan events. Our
Headteacher is a member of the Diocesan Board of Education Heads’ Reference
Group.
The Harborough Collaboration Trust – HCT






Great Bowden Academy
Meadowdale Primary School
Ridgeway Primary Academy
Lubenham All Saints C.E. Primary School
Little Bowden Primary School
Market Harborough C. E. Primary School
Great Bowden Academy is one of six primary schools in the Harborough area that
converted to academy status as part of a collaborative group – the Harborough
Collaborative Trust (HCT). We are six ‘like-minded’ but autonomous schools (5
academies and one maintained school) - committed to working together to provide
the very best in primary education for our children.
In addition, we are a strategic partner in the Affinity Teaching School Alliance, based
in Kibworth. Affinity is an alliance of around 50 primary schools, mostly in
Leicestershire. We work closely together to provide professional development for our
staff and support for school improvement. In partnership with University of Leicester,
we provide school-based training for trainee teachers.
44
We have very close links with all the other local primary and secondary schools in
the town. Pupils attend regular enrichment days organized by Welland Park
Community College and Robert Smyth Academy. There are opportunities for pupils
identified as gifted and talented in Mathematics and English, Science, Music, Art and
sport. Our pupils take part in many sporting events across the district and our
teachers and head teachers collaborate on a wide range of curriculum projects.
Out-of-School Activities
We provide a range of before and after school clubs. Some run weekly and are free;
some are organized by external providers who make a charge for a limited period
e.g. six weeks. Some are seasonal, such as cricket and tennis. At present we offer
Netball, Football, Ensemble, Choir, KS2 Sports and a KS1 Multi skills club. We
sometimes offer shorter term opportunities such as “Mad Science”, dance and art
clubs.
Charging for School Activities
When organising school trips or visits which enrich the curriculum and educational
experience of the children, the school invites parents to contribute to the cost of
the trip. All contributions are voluntary. If we do not receive sufficient voluntary
contributions, we may cancel a trip. The school has arrangements for supporting
families in financial difficulty with the cost of school trips and visits.
Private, independent music teachers provide instrumental tuition for pupils who
wish to learn a musical instrument in school. A contract is agreed between parents
and the teacher concerned and charges are made for tuition and for any
examination fees. Parents will be charged the full cost of board and lodging for
residential trips and asked for a voluntary contribution to cover the cost of
transport and activities. Children of parents who are receiving income support or
family credit may be subsidised to allow their participation in the trip. The
academy’s full Charging and Remissions Policy is available on the Academy
website www.greatbowden.leics.sch.uk
45
Observing the solar eclipse with special viewers
Great Bowden Academy Junior Choir
46
School Uniform Policy
This policy provides guidance for a dress code for pupils, which supports the fulfilment of
the school’s mission:
Believing in a loving God, each other and ourselves, we will inspire people to learn
and to achieve their dreams
and core values:




Inspire
Believe
Learn
Achieve
This policy must be read and implemented in conjunction with the following school
policies:
 Community Cohesion
 Equality
Position Statement
The core business of this school is teaching and learning. We feel that is important that
pupils are able to focus on learning and develop positive attitudes to learning. For these
reasons we think it is important that, at school, children wear simple, affordable and
practical clothes that allow them to engage actively in the school curriculum. We want to
encourage them to take a pride in their appearance without being distracted by pressure
from peers or the fashion industry and its associated advertising and media presence.
A simple dress code or uniform allows children to forget about what they are wearing or
indeed, what others are wearing. It takes the pressure out of choosing clothes for school.
It allows children, at least while they are in primary school, to be children - all equal - all in
school to learn.
47
The Dress Code
Girls
 White or navy polo shirt
 A navy blue school sweatshirt, jumper or cardigan (these are available to buy from our uniform suppliers
with the school crest*)
 Grey, navy or black school skirt (no shorter than 10cm above the knee), pinafore, culottes or trousers
 White, navy, grey or black socks or navy, grey or black tights
 Black school shoes, no heel
 Long hair tied back
 No make-up
Summer

navy/white gingham check school dress

white socks

black school shoes or sandals, no heel
Boys
 White or navy polo shirt
 A navy blue school sweatshirt, jumper or cardigan (these are available to buy from our uniform suppliers
with the school crest*)
 Grey, navy or black school trousers
 Grey or black socks
 Black school shoes
Summer
 Grey, navy or black school shorts
 Grey socks
 Sandals or school shoes
PE – Boys and Girls
 Plain, white cotton T–shirt. (these are available from uniform suppliers with school crest)
 Navy PE shorts,
 Navy or white sports socks
 Black plimsolls
 Navy track suit for outdoor PE
 Swimming: Girls – one piece swimming costume; Boys – swimming trunks or shorts
 Earrings (sleepers or studs only) must be removed for PE and swimming
* There is no obligation to buy from a uniform supplier. Garments that meet the requirements of the school
dress code are easily and cheaply available from all major supermarkets and retailers of childrenswear.
However, garments with the school crest are available from our uniform supplier – details available from the
school office.
Reviewed and agreed by Governors 29th February 2012
48
All school clothes should be clearly marked with the child’s name.
We like all pupils to have their PE kit, wellies and a coat (and sun hat in hot weather) in
school at all times so that all children can reap the benefits of learning outdoors whenever
appropriate
Transport
Families are encouraged to walk or cycle to school wherever possible. There is a
cycle shelter on the school grounds where bikes and scooters can be secured
throughout the day. Where driving to school is unavoidable, drivers are asked to
be considerate of our elderly neighbours and not to obstruct Gunnsbrook Close
which must be accessible to emergency vehicles at all times.
Please do not park in the staff car park.
Closures
If it is ever necessary to close the school due to extreme weather conditions, an
announcement is made on BBC Radio Leicester and Harborough FM. Parents
who have registered their mobile phone numbers with ‘Parentmail’ will also be
informed by text message.
Academy Security
There is a secure entry system which protects the school from intruders, but
allows pupils and staff to leave the building safely and easily in case of
emergency. Evacuation procedures are practised every half term.
Visitors are directed to the main entrance and admitted through an intercom entry
system.
49
Complaints
From time to time parents and others connected with the school will encounter
issues which cause them concern. To encourage resolution of such situations the
Governing Body has adopted an “Academy Complaints Policy”.
The procedure is devised with the intention that it will:







usually be possible to resolve problems by informal means
be simple to use and understand
be non-adversarial
provide confidentiality
allow problems to be handled swiftly through the correct procedure
address all the points at issue
inform future practice so that the problem is unlikely to recur
Full details of the procedure may be obtained from the office and on the school
website – www.greatbowden.leics.sch.uk
If there is anything else you think could usefully be included in this
Parents’ Handbook, please let us know!
50