Background to School
Killigrew Primary School and Nursery is a 2 form entry community school for 4 – 11 year olds. The site is extensive and surrounded by woods and fields. Until 2008 Killigrew Infant School and Nursery and Killigrew Junior School were two successful schools who shared one site. In 2007 the Governing Bodies of both schools approached the Local Authority with a proposal to amalgamate the two schools. Following an extensive consultation process the two schools successfully amalgamated in September 2008. The Governing Body and all staff have worked together to ensure that the good practice from both schools has been brought together so that the new school continues to be a successful, high attaining school where pupils enjoy learning.
Head teacher: Miss T. Mylotte
Chair of Governors: Mr R. Sachse
Welcome to Killigrew Primary School and Nursery.
This prospectus is designed to give you an outline of our school and what we can offer your child. Whether you are considering applying for a place at Killigrew, or whether your child already has a place, I hope that you find this information useful.
Choosing the right school for your child is a difficult decision for every parent but our prospectus is designed to give you an insight into our school. We hope that you find it interesting.
Starting school is an exciting and important time for every child and their parents and we want it to be a happy and successful experience.
At Killigrew we are committed to providing the best possible education for your child. We have an established reputation for providing high standards and expectations within a well ordered and caring environment. Our aim is to encourage pupils to achieve their best and to lay the foundations on which their future learning is built. We believe that children learn best when they feel secure and their activities are interesting and enjoyable.
We aim to develop a strong partnership with parents as we feel that if we are working towards a common goal this will help each child to achieve their very best. We encourage you to support the school in a variety of ways ranging from helping in class to fund-raising and supporting your child with homework.
Offers of help are always welcome.
A school prospectus cannot answer all of your questions but it should give you and your child an insight into our values and beliefs. There is no better way of choosing the right school for your child than by visiting. I am delighted that many parents who look around Killigrew comment on the warm, purposeful atmosphere and know that their children will be happy here. We are very proud of the achievements of our children and encourage you to come and visit the school.
Miss T. Mylotte
Killigrew Primary School & Nursery – Vision and Aims
It is our vision that Killigrew Primary School and Nursery is a school in which:
• Achievement is outstanding, particularly in the key areas of literacy, numeracy and computing.
• All staff are committed to providing the best possible education for all pupils in a way that meets their individual needs.
• Pupils are motivated and provided with stimulating and challenging tasks that capture their interests and they gain pleasure from their achievements.
• All pupils are given equal opportunities to achieve their full potential regardless of their ability, race, beliefs, gender or life circumstances.
• Pupils develop a variety of skills across all curriculum areas and value the talents of others.
• Independence, self confidence and a responsible attitude towards others is encouraged.
• Pupils develop a concern for the environment and an enhanced understanding of the world in which they live.
• Knowledge of modern languages is encouraged and pupils gain an insight into other cultures.
• Everyone feels safe, happy and valued and is proud to belong to the Killigrew community.
• We promote a positive attitude to healthy eating and lifestyles to ensure that children are aware of what they can do to benefit their health now and in the future.
• Pupils are made aware of their role in the building of a caring cohesive community that is inclusive and values the diversity of all its members within the school gates and beyond.
• Parents are involved in their child’s learning and share in the life of our school.
• We promote active partnerships and positive links within the wider community.
We will promote high achievement and foster a love of lifelong learning by working with pupils so that they:
• Develop their self esteem and develop confidence in their own feelings and emotions.
• Develop a sense of independence by showing them how to manage their own learning and guiding them in the judgements that need to be made.
• Develop self discipline, giving pupils time to consider the effects of their actions and to know the difference between right and wrong.
• Achieve their full potential, both academically and socially
• Develop an understanding and respect for their community, the environment and the wider world.
• Develop the resilience to adapt and benefit from the broadening opportunities and challenges a changing society offers.
• Are equipped with the necessary skills to leave Killigrew as confident, responsible and independent people ready to make a useful contribution to society.
We are a community school and as such we adhere strictly to Hertfordshire County Council’s admissions criteria.
Hertfordshire’s Admission Department administers the admissions procedures. http://www.hertsdirect.org/admissions
Parents need to apply for both a nursery and a school place. Admission to Killigrew Primary School is made via Hertfordshire County Council usually between October-December the year before your child is due to start.
At Killigrew we admit children into school in the September following their 4th birthday.
School Curriculum Overview
At Killigrew Primary and Nursery School our aim is to ensure that every child learns through access to a broad and balanced curriculum which is adapted to challenge and support individual children. We strive to create a stimulating learning environment which will engage all children and make them want to learn. This means that they will develop a love of learning and a natural curiosity which will stay with them throughout their life. We monitor children’s progress and development carefully so that new skills and ideas can be introduced as soon as a child is ready to progress to the next stage of learning. We believe that children learn most effectively from first hand experiences and we provide these through practical lessons and by offering a wide range of off-site learning enrichment opportunities. Our curriculum provides opportunities for all pupils to learn and achieve and it promotes pupils’ spiritual, moral, social and cultural development. We know that the mental health and well-being of our children is critical to success in school and life, so education about mental health and well-being is an integral part of the school curriculum. We also ensure that we prepare pupils for the opportunities, responsibilities and experiences of life in modern Britain. These include:
• The rule of law
• Individual liberty
• Mutual respect
• Tolerance of those of different faiths and beliefs
Our planning for teaching and learning incorporates the Early Years Foundation Stage (Nursery and Reception) and the National Curriculum (Key Stage One & Key Stage Two).
Early Years Foundation Stage
In Reception our children continue on from their Nursery or pre-school setting to complete the last year of the Foundation Stage. In the Nursery and Reception classes four guiding principles shape our practice:
1. Unique child – every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured.
2. Positive Relationships – children learn to be strong and independent through positive relationships.
3. Enabling Environment – children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between teachers and parents and/or carers.
4. Develop and learn in different ways – children develop and learn in different ways and at different rates.
We have a two year overview of topics in EYFS which is designed to provide a broad balanced curriculum covering the EYFS areas of learning and development which include prime areas of learning and specific areas of learning:
Prime Areas of Learning:
- communication and language
- physical development
- personal, social and emotional development
Specific Areas of Learning:
- understanding the world
- expressive arts and design
We follow the children’s interests when planning for each group of children and recognise the importance of involving the children in choosing activities and resources. Child-initiated learning is an important part of our daily routine and whenever possible adult–directed activities are play based, active and related to the children’s interests. Children and parents are encouraged to be involved in the next steps for learning through the children’s learning journey and parent consultations. At Killigrew our learning journals are on-line which enables parents and carers to easily access information about their child and make an important contribution to their child’s learning and development. All areas of learning are given equal emphasis and are interrelated. We aim to help children with their learning through observing, getting involved in their play, supporting their thinking and asking open questions.
Key Stage 1 and Key Stage 2
We follow the National Curriculum. In both Key Stages our pupils study the following subjects:
- Art and Design
- Design and Technology
- Physical education
- Religious education
In Key Stage 2 the children study French as an additional subject.
For each subject, national programmes of study set out what pupils are taught. We ensure that the objectives from these programmes are incorporated into a curriculum map for each year group where as many opportunities as possible are provided for cross-curricular links and application. Teaching through topics and making links between subjects allows us to foster creativity and give learning meaning.
We ensure pupils have opportunities to develop and apply their communication and computing skills in all subjects and enquiry skills are developed through science, history and geography. We promote creativity which involves thinking imaginatively, working purposefully, being original and having an outcome that is of value in relation to the objective.
We also value education for sustainable development which enables pupils to participate in decisions about the way we do things, both locally and globally, that will improve the quality of life now without damaging the planet for the future. There are opportunities for pupils to develop their understanding of sustainable development within the school curriculum, in particular their work in geography, science and PSHE (personal, social and health education).
We encourage pupils to reflect on what and how they learn. They consider how the skills they develop can be applied to different subjects, different problems and real-life situations.
In Key Stage 1 and 2 Maths and English are taught daily. Other subjects are incorporated into a weekly timetable to ensure appropriate and equal coverage. Some subjects like Design and Technology are blocked into units and may be taught at different times of the year, in topics as far as possible. Our subject leader teams regularly review and evaluate curriculum provision across all National Curriculum subjects.
Maths is taught for an hour daily. Our maths curriculum includes all aspects of the National Curriculum and is designed to provide a link between mathematics and the real world. Links are also made between different curriculum areas whenever possible. We want the children to be confident in applying mathematical skills, concepts and knowledge and to be able to solve problems sensibly and systematically. We aim to foster a culture of independence and resilience where the children learn from their mistakes. We ensure that we develop the children’s number fluency skills and mental maths through structured teaching and repetition. Practical learning is an essential component of our approach to teaching maths and this is reflected in the assessment framework we use to track progress and attainment. We want all children to enjoy maths and feel challenged from their own starting point in every lesson; therefore, pupils are assessed regularly in class in order to inform planning and to check progress.
Our teaching of English involves five specific areas of the National Curriculum.
1. Phonics and spelling
In the Early Years Foundation Stage and Key Stage 1 we teach phonics and reading through the Read Write Inc. Phonics Programme. Children are streamed into phonics groups from Reception (October onwards) and assessed at least half termly. Phonics lessons are taught daily for half an hour. Our aim is that all children will have completed the phonics programme by the end of Year 1, with some children making more speedy progress through the scheme. After this, the children move onto a Read Write Inc spelling scheme which directs a systematic programme of study from Year 2 up to Year 6. This programme of study is taught two times a week for thirty minutes.
When the children finish the Read Write Inc. Phonics Programme they are taught spelling two times a week for thirty minutes and then reading for the remaining three weekly slots. In Key Stage 1 reading is taught through small group guided reading sessions delivered by both a teaching assistant and a teacher. This is supplemented by home/school reading journals and weekly library access. Some children receive 1-1 reading support daily. In Key Stage 2 we adopt a whole class book study approach to teaching reading, with a particular focus on vocabulary capture, reading for fluency and developing of a range of comprehension strategies to support text understanding. Some children will still have home/school reading journals and all children have timetabled library access.
Handwriting is taught daily in Year 1 as part of the Read Write Inc. Phonics scheme, with an additional 2 sessions in the afternoon. In Year 2 children have regular practise in their English lesson as well as a stand-alone session once a week. In Key Stage 2 handwriting is integral to the English lessons, with extra sessions in place for children who find handwriting more difficult.
4. Speaking and Listening
Speaking and listening objectives are taught within the English curriculum. In addition there is opportunity in the summer term for all Key Stage 2 children to enter a Speech Cup competition. This is supported by in-class learning and means that the children learn how to speak in public and address larger groups of children and adults.
At Killigrew English (specifically writing) it taught for an hour daily. Each class has a curriculum map of writing topics across the year that tie in with their topic learning theme. The curriculum map ensures that the children learn how to plan, write and edit fiction and non-fiction texts. In English we ensure that during the first part of a unit children are able to immerse themselves in a text and learn important vocabulary and writing ideas. After this they are taught specific sentence objectives to ensure that they can apply their grammar skills in their writing. Finally they write a first draft independently and then use their ‘edit and improve’ skills to correct and refine their writing. This finishes in a published piece of writing for every unit.
In science we teach the children scientific knowledge and understanding through different types of science enquiries. We want to encourage children to be curious about the world around them and to enjoy exploring and observing science in everyday life. We believe that it is important that children develop an understanding of important scientific ideas and processes and they are able to confidently communicate this knowledge to others. Whenever possible we link science learning to topic learning; for example, in Year 1 the children have a topic theme of ‘toys’ and they investigate the different materials that toys are made of as part of the science curriculum.
History and Geography
We teach these as topics throughout the year and enrich the children’s learning through carefully planned off-site visits linked to the theme. Our curriculum map is structured to ensure full coverage of all the history and geography objectives across year groups and all topics are chosen to interest and engage the children. Different topics are covered in each year group:
Year 1 – Victorians and Toys, Journey to Other Lands, Turrets and Towers
Year 2 – The Rainforest, Seaside and Weather, The Great Fire of London
Year 3 – Stone Age and Iron Age, Romans, Explorers
Year 4 – Mountains and Rivers, All Around the World, Ancient Egypt
Year 5 – Anglo Saxons and Vikings, Natural Hazards, Ancient Greece
Year 6 – Wartime Britain, Aztecs and Mayans, Climate
As well as being taught discretely, we build in opportunities for the use of computing in all subject areas. We use the interactive whiteboards, laptops and tablets to aid our teaching and involve the children. Keeping safe online is an integral part of our computing curriculum. Therefore, this is referenced in every computing lesson as well as being reinforced by regular assemblies and an e-Safety week.
The computing suite enables a class to work independently on a variety of packages such as Microsoft Office, educational programs, web and cloud based resources. Computational thinking is taught to all year groups. By the end of KS2 the children will have learnt to create animations, manipulate sound, code, blog, email, use Word, Powerpoint and spreadsheet skills.
In RE the children have two main areas of focus:
1. Learning about Religion
This includes the ability to build a coherent picture of each religion, explain the meanings of religious language, stories and symbolism and explain similarities and differences between, and within, religions.
2. Learning from Religion
This includes the ability to respond to religious and moral issues in an informed and considered manner, reflect on what might be learnt from religion in the light of personal beliefs and life experience and identify and respond to the question of meaning within religion.
Year 3 learn about Christianity and Islam and Year 4 learn about Christianity, Hinduism and Sikhism. Year 5 study rules for living, light as a symbol, celebrations linked to key figures, religious leaders and ultimate questions. (Christianity and Judaism) Year 6 learn about Christianity and Buddhism, Founders of Faiths and Religion in World Affairs.
We focus on comparing religions, looking for similarities and fostering an understanding, tolerance and respect towards others.
Parents have the right to withdraw their children from religious education.
If you would like to discuss this, please contact the school office.
Art is taught within the topic theme so that the children can apply their knowledge and understanding of the context to their art work. Within each year group the children learn how to work with different materials and apply different techniques. For example, in every year group, the children learn techniques for printing, collage, sketching, painting, and how to use textiles. They also learn how to make 3D sculptures using different materials and how to use Digital Media to produce art. The work of well-known artists is referenced wherever possible. Examples include: Gaudi, Caulfield, Moore, Hokusai, Hockney and Picasso.
DT (Design Technology)
DT is blocked into half termly units of work, linked to the Science, History or Geography topics. DT topics include food, materials, textiles and construction. Some examples of topics linked to History and Geography learning include – plant collages (Year 1), printing using leaves and flowers (Year 2), weaving a Celtic cloth (Year 3), constructing a river basin (Year 4), making and sampling Greek food (Year 5) and creating an Aztec mosaic (Year 6).
In Key Stage 1 music is taught by a subject specialist and the skills of listening, appraising, performing and composing are taught through analysing different types of music from pop through to classical, both Western and non- Western. The children use what they have learned to compose their own music, using a variety of instruments. In Key Stage 2 music is taught by the class teacher, with an additional half termly lesson of Music History taught by our subject specialist.
PE is taught for two hours a week and over the year the children take part in gymnastics, dance, games and outdoor and adventurous activities. Year 3 and 4 visit Westminster Lodge for a weekly swimming lesson and also have a weekly tennis lesson with a tennis coach. Extra- curricular sports opportunities are an important extension of our PE curriculum; the children in Key Stage 2 have the opportunity to compete with other schools in football, rugby, netball, tri-golf, hockey, athletics, basketball and cross-country competitions.
PSHE (Personal Social Health Education)
Classes participate in regular ‘circle time’ with foci taken from the Social and Emotional Aspects of Learning resource, Protective Behaviours and Learning Power. Health education focuses on keeping healthy in both mind and body, the safe use of medicines and drugs and the dangers of smoking. In Year 5 and Year 6, pupils are taught about puberty, conception and birth. Parents are informed when Sex and Relationships lessons take place in Years 5 and 6 and are invited into school to see the materials to be used and to discuss the programme of work. Parents have the right to withdraw their children from sex and relationships education. If you would like to discuss this, please contact the school office. The policy for sex and relationships education is available for parents. In Year 6, children have the opportunity to become House Captains – a position which they have to apply for and which involves a variety of duties including sitting on the School Council and occasionally leading an assembly.
All children in Key Stage Two learn French. There is a focus on speaking and listening with a small amount of writing, so the children learn songs and poems as well as looking at what life is like in France.
Children are set regular homework which includes reading, learning multiplication tables and a variety of tasks linked to all areas of the curriculum. We consider home learning as an opportunity for the children to consolidate their learning from school and thus we ensure that the homework is accessible for all children. In Years 5 & 6 we encourage the children to become independent learners because we understand the importance of preparing them for the transition to secondary school. To this end there is an increase in the amount of homework and the responsibility for completing and handing homework in on time, moves to the child.
School Journeys and offssite learning
One of the highlights of the year for both Years 5 and 6 are the residential school journeys: Year 5 to Kingswood in Norfolk and Year 6 to PGL in Shropshire. Wherever possible, the class teachers accompany the children on these journeys. The focus at Kingswood is on field work/environmental studies linked to work in geography and science whilst PGL is a more physical/adventurous experience and marks the end of the primary school years.
In the summer term of Year 6, the children are all involved in an ambitious and high-quality production which involves acting, singing and dancing. This is a well-loved finale to their final year at Killigrew.
We offer a variety of extra-curricular opportunities. Clubs vary according to the season and staff expertise but we currently offer ballet, drama, cross country, football, netball, gymnastics, drama, gardening, recorder, craft, recorder,science and book club.
Instrumental tuition is also available and we currently offer recorder, guitar, woodwind, voice and piano lessons.
Special Educational Needs
Killigrew Primary School and Nursery adopts a ‘whole school approach’ to Special Educational Needs (S.E.N.) which involves all the staff adhering to a model of good practice. The staff are committed to identifying and providing for the needs of all children. Inclusion is regarded as crucial to this policy. We aim to create an environment of equal opportunities for everyone, which encompasses those with statements of special need, those with less significant learning difficulties and children identified as being gifted or talented.
Mrs. Davies and Mrs. Pita, the Special Educational Needs co-ordinators (SENCos) are responsible for the day-to-day operation of the school’s SEN policy. They co-ordinate provision for pupils with DSEN and liaise with parents, staff and external agencies.
Accessibility and Pupils with Disability
As an inclusive school we are committed to raising the attainment of all pupils with due regard to their individual circumstances.
We are committed to challenging discrimination against those with disabilities ensuring equality of access and preparing all pupils for life in a diverse society.
We recognise that it is the responsibility of everyone in our school community to ensure this ethos is actively and consistently reflected in practice. We systematically assess, evaluate and regularly review the impact of our school accessibility plans on the life, attitudes and achievements of all groups and individuals in our school.
All parents need to understand that schools have a duty to safeguard and promote the welfare of children who are their pupils. This responsibility necessitates a child protection policy and procedures. A school may need to share this information and work in partnership with other agencies when concerns about a child’s welfare arise.
Killigrew Primary School has a child protection policy and a copy of the Hertfordshire Area Child Protection Procedures which are available for parents to view. The head teacher is the designated senior person for child protection and she is happy to discuss any questions or concerns parents may have related to child protection policies and practice.
We respect the value of the linguistic and religious diversities which exist within the wider community. We are committed to challenging attitudes that promote racial discrimination ensuring respect for all and preparing pupils for life in a culturally diverse society.
We recognise that it is the responsibility of every member of the school community to ensure that this ethos is actively and consistently reflected in our practice.
We systematically assess, evaluate and regularly review the impact of our school accessibility and race equality plans on the life, attitudes and achievements of all groups and individuals in our school.
The School Day
It is extremely important that children attend school regularly and arrive on time. Pupils arriving late are marked as late in the register and this is recorded on their report at the end of the year. The Attendance Improvement Officer visits the school regularly to monitor absences and lateness.
If your child has an appointment and will be late for school please notify the class teacher in writing prior to the appointment. On your child’s return to school please accompany your child to the school office so that they can be marked in. If your child has an unavoidable appointment during school hours please report to the school office before collecting your child from the classroom. It is extremely disruptive for a child to go on holiday during term time and children should not be taken out of school for holidays.
If your child is absent please telephone the school on the first day of absence and follow this up with a letter on your child’s return to school.
In the case of longer absence please telephone the school as it helps us to be aware of illnesses and in particular those that are infectious.
Please let us know if your child has been in contact with an infectious illness. If your child has a bout of sickness or diarrhoea, it is policy to allow 48 hours from the last episode before the child returns to school. This helps prevent the complaint spreading to other children.
Your child should refrain from taking part in school swimming lessons for a period of two weeks following the last episode of sickness or diarrhoea.
Medicines in School
We need to know about any particular medical need before a child is admitted, or when a child first develops a medical need. Parents should tell us about the medicines that their child needs to take and provide details of any changes to the prescription or the support required.
All medicines must be brought to the school office by the child’s parent together with a consent form (available from the office) signed by the parent. No child should ever bring medicine into school themselves or carry any medicine around with them.
We will only accept medicines that have been prescribed by a doctor, dentist, nurse prescriber or pharmacist prescriber. The medicines should always be provided in the original container as dispensed by a pharmacist and include the prescriber’s instructions for administration. It is helpful, where clinically appropriate, if medicines are prescribed in dose frequencies which enable it to be taken outside school hours. Medicines that need to be taken three times a day could be taken in the morning, after school hours and at bedtime. We will not administer any nonprescribed medicine.
We are unable to accept responsibility for dangerous medicines or for failure to administer a dose and are unable to store medicines in a fridge.
We support and encourage children, to take responsibility for managing their own medicines from an early age. If children can take their medicine themselves, staff will supervise.
Health and Hygiene
We work hard to teach children the first steps in looking after themselves, e.g. washing their hands after using the toilet, wearing a coat when it is cold, not staying out in the sun for too long and blowing their noses properly.
If your child has an accident we will enter the details in our accident book. If your child bumps their head we will send home a note to let you know or we will telephone you.
Head lice and threadworms are endemic throughout the population.
Parents can help prevent head lice and threadworms from spreading by training children to always wash their hands after going to the toilet and by combing their hair every day with a fine toothcomb. Be aware that these conditions spread very quickly so do look out for symptoms.
Routine medicals take place once consent forms have been signed.
Parents are notified of any concerns.
During school hours it is only possible to enter by the front door. Please report to the office as soon as you enter the building.
Children should be brought to school and collected by an adult. If you will not be able to collect your child please let the class teacher know who will be coming in your place. We will not release your child to another adult unless we have had a message from you. Please make sure that we know how to contact you by telephone.
As so many children are brought to school by car we ask you to avoid parking in West Avenue because of the danger to children walking to school. Parents are not permitted to park in the school grounds or to drive into school to collect children from after school activities.
There is a pedestrian gate on the southern perimeter of the junior playground leading to Greenwood Park where there is adequate parking.
Your co-operation ensures the safety of the children and also the good relationship between the school and our neighbours in the adjacent roads.
The main school gate is closed to vehicles between 8.30am-9.00am and 3.15pm-3.45pm but we ask you to supervise your child closely and to ensure that they do not enter the car park. If children use the bike shed they should be accompanied.
Our school provides a range of healthy hot meals which are prepared on site.
All children in the infants are entitled to a free school meal. If your child is in the juniors you may pay for school meals for your child or send in a healthy packed lunch. We do not allow sweets, fizzy or hot drinks or soup.
Water is provided and the midday helpers supervise the children in the dining room and playground.
Break Time Information
Milk is provided free of charge as part of the Nursery snack and is available for children in Reception to Year Two at a subsidised rate.
For children in Nursery to Year 2 a fruit or vegetable snack is provided free of charge on a daily basis. There are many break time activities in the playground and the playground is zoned into different areas to encourage different imaginative play. Nursery, Reception and Key Stage One children have their own play areas and Years 3 to 6 share a playground.
Winter Uniform – Girls
• Red or white polo shirt or white blouse
• Grey skirt, pinafore dress or smart trousers
• Red sweatshirt, cardigan or jumper
• Killigrew Fleece (optional)
• Red, grey or white tights
• Low heeled, closed toe, black, blue or red shoes-no trainers, crocks or jelly shoes
• White socks
Summer – Girls
• In addition girls may wear red & white checked dresses or pedal pushers and white sandals/shoes (with an ankle bar or t-bar)
Winter Uniform – Boys
• Red or white polo shirt
• Smart grey trousers
• Red sweatshirt or jumper
• Killigrew Fleece (optional)
• Black shoes – no trainers
Summer – Boys
• Boys may wear grey shorts
• Pupils are not required to wear uniform but may follow the general list above
• Clothes should be practical and should enable your child to be independent e.g. Velcro shoes/elastic waistbands
• Plain White T Shirt
• Plain red shorts
• Black Plimsolls
• All kept in a named drawstring / popper bag for PE
P.E. Optional for Years 3 – 6 only for outdoor P.E. (In addition to the above)
• Red or Black tracksuit trousers
• Red plain sweatshirt
• Shoes should be closed toe and low heeled
• No open toe sandals, crocs or jelly shoes. No trainers other than for PE
• Pupils are encouraged to wear a plain red or white baseball cap at lunch times and break times during the summer
• All items of clothing should be clearly named
• Hair must be tied back
• Jewellery must not be worn except a watch or simple stud earrings which must be removed or taped over for PE
• No nail varnish
• Uniform with the school logo can be purchased from www.pmgschoolwear.co.uk 01895 809321
These tables show the percentage of Year 6 pupils achieving each level in 2015, compared to national end of Key Stage 2 Teacher Assessment Levels and Test Results for 2014.
The number of eligible children is: 59
Figures may not total 100 per cent because of rounding.
Killigrew Primary School was inspected in November 2014 and was identified as a good school. The following are some comments and extracts from the report.
‘This is a happy and harmonious school where pupils get on well with each other and show respect to adults.’
‘Pupils are proud of their school.’
‘From their starting points and throughout the school, all groups of pupils make good progress and some make outstanding progress.’
‘Teaching is good and increasingly outstanding.’
‘Teachers plan well to make learning exciting. This helps to ensure that all pupils make good progress.’
‘The quality of feedback to pupils on how to improve their work is exemplary.’
‘Pupils behave well and are keen to learn.’
‘Pupils’ spiritual, moral, social and cultural development is good. They participate in a wide range of exciting enrichment activities.’
‘Pupils leave the school well prepared for secondary education and for life in modern Britain.’
We are very grateful for all the help we receive from parents. If you feel that you can help in any way please let us know. We welcome parents who are able to assist the children during lesson time which includes a weekly rota in the nursery.
• Parents may like to read to the children, listen to them read, play games and help on the computer or with cooking. Others may like to make, mend or wash equipment; others may have interests or hobbies that they can share with the children or they may wish to help on visits.
• Children change their library books on a regular basis. We do ask parents to support the use of this facility and read to and with your child and return their book each week.
• We always need a wide variety of ‘junk materials’, collage materials, card and paper in the Foundation Stage and much of this is supplied by parents.
• Another area in which parents can sometimes help is fund raising.
In Nursery we would be grateful if you could provide a box of tissues or liquid soap when your child starts.
Parent Teacher Association (PTA)
The PTA is a fund raising committee run by parents of children in the school. It organises a range of social events for the school community.
The PTA actively supports the school through its fund raising efforts and it raises money for all those extras that enhance the children’s lives in school.
The success of the PTA depends entirely on the support of all parents and staff. We greatly appreciate any assistance. This can be anything from a little time helping out, to coming along to support the functions with family and friends.
The PTA activities are enjoyable and we hope that they are a good way for people to meet each other. Through events such as Fayres, Easter Bakes, Quiz Night, Family Discos and even a school ball we have raised tens of thousands of pounds in the last few years. These funds have enabled the schools to provide extra, valuable resources for the children to use e.g. early years play areas and computers.
How can you help?
Most parents have many demands on their time. The majority of parents work in some capacity and it is appreciated that no one has unlimited time to devote to projects outside of work and home. However if every parent gave just a few hours of their time each year the KSA would be overwhelmed by such support. We don’t expect parents to contribute to or help at every event but you can take great satisfaction from knowing that any help you do give will benefit the school, our children and ultimately the whole community.
Killigrew Teaching Staff
Classes for the academic year 2017-18
Nursery Class Mrs Tsang. The teaching assistants Mrs Robinson and Mrs Hill.
Rainbow Class Mrs Gunatissa. The teaching assistant Mrs Dove.
Sunshine Class with Miss Blythe. The teaching assistant Mrs Durrant.
1T Miss Tibbs. The teaching assistant Mrs Smith.
1C Miss Child. The teaching assistant Mrs Patrick.
2D Mrs Digweed. The teaching assistants Mrs Field & Mrs Hawkins.
2W Miss Walsh. The teaching assistant Mrs Edwards.
3G Miss Glaysher. The teaching assistant Mrs Collison.
3P Miss Pepper. The teaching assistant Mrs Douglas.
4P Mrs Probert. The teaching assistant Mrs Pick.
4D Miss D’Souza. The teaching assistant Mrs Kerner.
5K Miss Keen. The teaching assistant Mrs Unsworth.
5A Miss Ainsley. The teaching assistant Mrs Flower.
6H Mrs Holmes. The teaching assistant for Y6 Mrs Baker.
6N with Miss Norris. The teaching assistant for Y6 Mrs Baker.
Mrs Morley English in Year 6.
Mrs Bramall English and maths in Y5.
Mrs Beames, Mrs Lowe, Mr Towndrow and Mrs Twining covering PPA and leadership time across the school.
Mrs Bird music.
Board of Governors
All governors are linked to a subject; they meet with the staff
member responsible for that subject, visit the school to see the
subject being taught, and attend training.
If you are unhappy with any aspect of the school please contact either Miss Mylotte or the class teacher who will be happy to talk to you and hopefully resolve the problem. We find that nearly all concerns or potential complaints can be resolved happily through discussion.
In the unlikely event that after discussing the problem in school you are still concerned, please write to the Governing Body via the Chair of Governors and arrangements will be made for them to consider the complaint.
If you are still not satisfied please contact the L.E.A. Complaints should be put in writing to the Chief Complaints Officer, Education Department, County Hall, Hertford.
At Killigrew we feel that we have achieved a ‘family’ atmosphere where even the shyest child feels at home. Children are encouraged to take on responsibilities from an early age and this leads to self-confidence and a responsible attitude to others and to the environment.
We are committed to providing the best possible education for your child.
At Killigrew we have an established reputation for providing high
standards and expectations within a well ordered and caring environment.
Every child matters to us and our aim is to encourage pupils to achieve their best and to lay the foundations on which their future learning is built.
Starting nursery or school is an exciting and important time for every young child and their parent and we want it to be a happy and successful experience. With your help and support we will work together to provide the best possible start to your child’s education and to make their time in the education system enjoyable and successful.