Behaviour statement
The Governors work closely with the Head Teacher and staff to help guide and develop Wansdyke’s behaviour principles. The opening paragraph of our Behaviour policy best summarise the approach taken by our school:
At Wansdyke we, the staff and Governors, believe that, in accordance to our vision and values, all staff will work collaboratively and constructively with children to ensure they understand the expectations we have for them in terms of their behaviour and conduct in school. This is based on a commitment to spend time ensuring that children are given clear boundaries, encouraged to reflect on and learn about how their behaviour affects others and to support them in developing empathy with those around them. This will be fostered within a calm and purposeful environment in which the development of respectful relationships is seen as a priority. We will communicate clearly with parents about important issues or events regarding the behaviour of their children and work in partnership with them to support their children.
For further information please see our promoting positive relationships policy.
Safeguarding and child protection
Wansdyke Primary School is committed to the safeguarding of all of its pupils. Protecting children is everyone's business.
- Please read our child protection and safeguarding policy
If you are concerned about a child's welfare please come and speak to a member of staff or telephone our office staff on 0117 9030218.
Out of school hours you can also telephone First Response 0117 903 6444.
Our designated safeguarding team:
From left to right:
- Miss Emily Harris (Designated Safeguarding Lead and Headteacher)
- Mrs Lisa Kidd (Deputy Designated Safeguarding Lead and Primary Learning Mentor)
- Mr Nick Forst (Deputy Designated Safeguarding Lead and Deputy Headteacher)
Equality objectives
At Wansdyke Primary School we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, irrespective of race, gender, disability, religion or socio-economic background. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life.
Our School Mission statement reflects this ethos "We believe that, in learning side by side, each member of our community will be united in our common purpose, so that through commitment, enthusiasm and determination we will rise from strength to strength together".
More information
- Equality plan 2017-2019 (Pdf)
Home school agreement
Wansdyke Primary School - 'Learning side by side, rising from strength to strength'.
Mission Statement: "We believe that, in learning side by side, each member of our community will be united in our common purpose so that through commitment, enthusiasm and determination we will rise from strength to strength together."
By working closely together with parents and carers, together we can provide the best possible education for each child in our school. Part of this process involves committing to our home school agreement.
More information
- Home school agreement (Pdf)
- Homework policy (Pdf)
Ofsted
- Ofsted report 2023 (Pdf)
PE and sports premium funding
The government is providing additional funding to improve provision of physical education and sport in primary schools. This funding is ring-fenced and therefore can only be spent on provision of PE and sport in school.
The PE and Sports Premium funding was introduced to enable primary schools to improve the quality of the PE and sport activities that they provide for their pupils. This academic year Wansdyke Primary School will receive approximately £17,790 which we will use to ensure we develop participation, performance and health and well-being.
Click on the link to see our action plan for the use of this year’s Sports Premium funding. This is a working document and will be added to as we progress throughout the year. Scroll down to see what we are currently spending our money on and what has previously been spent.
More information
- Sports premium 2019-20 (Pdf)
- Sports premium 2020-21 (Pdf)
- Sports premium 2022-23 (Pdf)
Pupil premium
Pupil Premium was introduced by the government in April 2011. This grant is additional to main school funding and is seen by the government as the best way to help groups of children within the school who require support, particularly children who have been eligible for free school meals in the last six years.
At Wansdyke we support all our pupils by providing high quality classroom teaching, supplemented by interventions and experiences to support some learners as and when required. Futura Learning Partnership, the school leadership team and governing body monitor the impact of all spending and interventions, including pupil premium.
For details on how the pupil premium is utilised and the impact it has at Wansdyke Primary School, please see the documents below:
More information:
SATS results
Our results over a number of years have been consistent at the end of Year 1, KS1 and KS2. Pupils at our school attain results (at the expected standard for their age) which are at least in line with and mainly higher than seen on average in Bristol and Nationally, across Reading, Writing and Mathematics.
Ofsted (2015) commented that, ‘The overwhelming majority of parents agree that teaching is good. They are highly supportive of the school. In a typical comment, one parent said, ‘This is a brilliant school; my children are making such good progress in all areas of their learning.’
Children in Y2 and Y6 have been tested under a new system since 2016. The assessments are a mixture of tests and teacher assessments which make judgements about children’s attainment in Reading, Spelling, Punctuation and Grammar, Writing, Maths and Science. Pupils are assessed against new expectations as identified in the 2014 National Curriculum. Instead of awarding children a ‘level’ an indication is given as to whether a child is: ‘Working towards’ National expectations, ‘At the expected Standard’ or ‘Working in greater depth within the expected standard’. At the end of KS2, children are given a ‘scaled score’ based on their performance in the national assessment tests. A score of 100 means that a child has reached national expectations and 110 or above indicates that a child is working in greater depth. Scaled scores range from 80 to 120.
Performance data: 2021-22
The government will not publish KS2 school level data for the 2021 to 2022 academic year. The last available public data is from the 2018 to 2019 academic year. It is important to note that the data from that year may no longer reflect current performance.
More information:
Special educational needs and disabilities (SEND)
At Wansdyke Primary School, we endeavour to achieve inclusion of all children (including vulnerable learners) whilst meeting their individual needs. Teachers provide differentiated learning opportunities for all the children within the school and provide scaffolded materials appropriate to children’s interests and abilities. This ensures all children have full access to the school curriculum.
We work within the guidance provided in the SEND code of practice 2015, plus other key guidance including the equality act 2010 and the special educational needs and disability regulations 2014 to eliminate prejudice and discrimination against, children and young people with special educational needs. For further information please refer to our SEND policy.
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We are a fully inclusive mainstream primary school, committed to supporting and challenging all pupils to achieve their full potential.
More information
Wansdyke's promotion of British values
Voting/demoracy
At Wansdyke we welcome all children to make a positive contribution to the life of our school and the wider community. Pupil voice is promoted within classes as well as through the range of children's leadership groups which we help organise; children have the opportunity to be elected for a role in the School Council, Green Team, Houses, Bugs etc. These groups communicate the thoughts and opinions of children in each class.
Through assemblies and relevant curriculum areas, we help children to understand some local and national debates along with the roles of people involved and the decision making processes. This includes local and national elections, when our school is often used as a polling station.
Individual liberty
Through pupil conferencing, children's leadership groups and the relationships children have with adults, we promote personal freedom and value freedom of speech. This means that, providing individuals go through the right channels, we take all views into account, listen and respond. Our PSHE lessons/assemblies aim to educate children about their rights and responsibilities, including the empathy required to understand and respect the rights and liberties of other individuals.
When things go wrong, we always give time to individuals to listen, understand differing points of view and help children to understand how other people's rights and liberty may have been affected.
Mutual respect and tolerance
Everyone at our school is treated equally, no matter what their race, age, culture, faith, social status, abilities etc. We will not tolerate the unequal treatment of anyone.
We teach children to understand the present by helping them learn about past history and culture. \Ne believe that our children will get to see an age which adults will not and we therefore want them to understand our country's mistakes as well as the strengths which has made it the place it is today. Again, assemblies and PSHE lessons are some of the key ways in which mutual respect and tolerance are promoted.
The rule of law
We promote 'the rule of law' through regularly sharing our values with children and ways that we expect these values to be followed through school rules. Our school is based on the idea that everyone will abide by the same set of rules. Throughout the curriculum, assemblies and events we aim to develop children's general knowledge of public institutions/services and the importance of these in maintaining a society in which everyone feels safe and happy.
\Ne promote the idea of 'contracts'; this initially start with parents when they sign our home-school agreement. Through a child's schooling, they are encouraged to sign documents such as their end of year reports. If behaviour plans are drawn up, the child is involved and signs the plan. We promote the value of 'fairness' and 'fair play', whether it be on a sports field or while children are walking to school in the morning. Children shake hands with their House Captains when they are awarded certificates each week.
Other
We promote competition through sporting events, house points etc; our sports day is a traditional, competitive event with a podium and parents lining the track. We also promote competition by entering teams into local sports events.
Amongst everything the world offers, we make sure we include those institutions/events which are quintessentially' British and capture/reflect its character, as well as promote the values mentioned above (Monarchy, Royal Legion, Church, Harvest, Wimbledon etc).
Above all, we are a warm and embracing community and we are positive and proud about our school, the community of Whitchurch and its place within the world.