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Whitegrove Primary School
Westmorland Drive, Warfield, RG42 3QS, UK Bracknell
+44 (0)1344 861020



Welcome to Whitegrove Primary School

Whitegrove Primary School offers modern purpose built accommodation for 420 pupils between the age of five and eleven years.

The governors and staff of the school are committed to high standards:

bullet High standards of accommodation in a modern building of traditional brick construction
bullet High standards of educational provision by dedicated and caring teachers
bullet High standards of achievement by pupils, who know they are valued as individuals
bullet Choosing the right school is undoubtedly one of the most important and one of the hardest decisions to make for our children.

If you would like to visit Whitegrove and find out more about what we have to offer please phone the school office on (01344) 861020 to book on to one of our tours for prospective parents on Tuesday mornings at 9.30a.m.
The tour lasts for about an hour. During that time you will have the opportunity to meet the Headteacher, visit classrooms and ask any questions you may have.

We look forward to meeting you.


Whitegrove Primary School is the second purpose built Local Education Authority primary school constructed to meet the needs of the rapidly growing Warfield Parish community.

Built to the highest specification, the school opened in January 1997 with accommodation for 210 pupils between the ages of five and eleven years. To meet the large demand for places a further seven classrooms a computer room and a learning support room were added during 1999. This increased the school’s capacity to 420 places. Most recently two modular classrooms have increased the school’s capacity to its present maximum of 480 places. All central areas of the school - large hall, small hall, library and kitchen – had been designed from the outset for the maximum number of pupils.

The school offers class based accommodation generally with two classes in each age group. The interior design is of the highest standard and the school is resourced with the latest equipment to meet the requirements of the National Curriculum. The school grounds are landscaped to offer hard and soft play areas as well as football and netball courts. Security devices have been incorporated in line with the current government recommendations.

The aims of the school

The curriculum offered by Whitegrove Primary School promotes the highest standards of educational, social and personal achievement by all pupils by:

bullet encouraging pupils to take active responsibility for their own learning, to set their own targets, to aim high and to take pride in their own achievements;
providing a broad and balanced curriculum teaching the knowledge, skills and understanding which will enable pupils to play their part in a highly technological and rapidly changing society whilst maintaining their own personal, social, moral and spiritual identities;
bullet providing time in assemblies and within the curriculum for pupils to enjoy and treasure spontaneous moments, to reflect on issues beyond the material, to recognise and respond to those aspects of human experience which lead to spiritual development;
bullet providing a caring, disciplined and stimulating learning environment which encourages pupils to grow and develop in an atmosphere of mutual respect and which embraces not only the home - school partnership but which seeks also to make maximum use of the educational opportunities offered by the local business and professional community.


Accommodation Level: 480          Standard Admission Number:  60

Each calendar year the school will admit up to its Standard Number in each year group. This provides for two classes, each with 30 pupils, and is therefore in line with the government’s infant class size initiative.

Our current policy for the initial admission of pupils is that they are offered a place at the beginning of the term in which they celebrate their fifth birthday.

For the 2007/8 academic year admissions round this will change as follows:

bullet Children born on or between 1 September and 31 December will be offered full time places from September 2007 as rising 5s.
bullet Children born on or between 1 January and 31 March will be offered full time places from January 2008 as rising 5s.
bullet Children born on or between 1 April and 31 August will be offered part time places in the spring term 2008 as rising, rising 5s and full time places from the summer term 2008.

Applications for places at schools in the Bracknell Forest area are centrally managed by the Bracknell Forest Local Authority Admissions Team, who will be happy to send you an application form. Please contact: School Admissions Team, Learning, Achievement & Libraries, Seymour House, 38 Broadway, Bracknell RG12 1AU or telephone: 01344 354023/354144. It will also be possible to apply on-line between 1 December 2006 and noon on 26 January 2007.

Allocation of places

To provide the best possible service to parents, the authority operates an annual allocation of places.

If the number of requests for places is equal to or less than the number of places available, then all applicants could be offered a place at their preferred school.

Children with a Statement of Special Educational Needs that names a specific school must, by law, be admitted to that school. Any request for the allocation of a place to a child who is in the care of the Local Authority or provided with accommodation in that authority in accordance with Section 20 or 37 of The Children Act 1989 will be considered next.

If there are more applicants than places applications will be placed in the following priority order:

1)      Children whose home address is in the area served by the school, based on the 

      electoral roll or legal completion certificate.

2)  Children who have strong medical or strong social grounds for admission.

3)  Children who have brothers or sisters attending the school.

4)  Children whose parents have any other reason for their choice.

The criteria will be applied in the order shown above. If there are insufficient places for all applicants in one of the categories, priority will be given to those children who fulfil more than one category and finally, if necessary, radial distance between school and home will be considered.  Although the authority will hold early applications on file and consider them at the due time, length of time on the waiting list is not a criterion for admission.

Parents will be informed whether or not their child has been allocated a place by the date specified by the LA for the annual allocation of places. 

Further information can be obtained on the Bracknell Forest Website.


The schemes of work which we design for the children entering our school embrace the requirements of the National Curriculum and of the Bracknell Forest Curriculum Statement. They emphasise a broad Early Years Curriculum which aims to put spiritual, moral, cultural and social education at the heart of the teaching and learning process, alongside academic and physical development.

Our teaching is planned over a six year period to ensure that, while children are with us, they master the knowledge and skills which we believe are fundamental to life and employment in the twenty-first century. Children are taught in their age groups and across a key stage ( Key Stage 1: Years 1 & 2, Key Stage 2: Years 3-6) where this meets educational or social objectives.

Children’s progress is assessed on a continuous basis as part of their regular learning activities as well as through statutory processes. This progress is formally reported to parents during the autumn and spring terms with a written report at the end of each school year.

Teaching focus?

In their first two years children spend a high proportion of their day engaged in English, Mathematics and Science activities because of the importance of these subjects to the acquisition of basic skills in reading, writing, speaking, listening, number and information technology. In years three and four children develop and consolidate these basic skills whilst at the same time acquiring the knowledge, skills and understanding defined in the individual National Curriculum subject orders. In years five and six children become increasingly independent in their learning, able to apply the knowledge, skills and understanding they are acquiring in a range of different situations and contexts.
From Year 2 onwards there is an increasing emphasis on separate subject and whole class/group teaching.

Health and sex education are taught throughout the school within the framework of topics and through other subjects such as Science and Personal, Social and Health Education. Our aim in this subject is to foster pupils’ self esteem and develop their inter-personal skills and decision making skills by increasing their understanding of how their bodies work and what they need to do to stay well and happy.

In addition to the National Curriculum requirements for P.E., our older pupils do take part in the locally organised sports development programme which includes soccer, rugby, cricket, netball, basketball and athletics.

Time is also set aside for developing children’s personal, social and moral awareness.

Religious education is taught as a separate subject and as an integral part of the whole curriculum. Its aim is to foster children’s spiritual awareness by building on their own experiences and responses to life and allowing time for reflection and their moral awareness by developing a sense of community and of corporate responsibility. The Christian faith lies at the heart of this teaching and learning process.

There is a daily act of Collective Worship led by the headteacher or a member of the teaching staff. Parents may request that their child be withdrawn from all or part of the religious education and collective worship provided. If children are withdrawn, separate provision will be made for them at these times in their own or in another class.

Special Educational Needs

Children with identified Special Educational Needs are supported by individually designed learning programmes and sometimes by extra adult help, with the aim that all pupils are enabled to fulfil their academic and social potential. All children share in a broad and balanced curriculum, receiving support and challenge at differentiated levels according to their identified individual learning needs. We work in partnership with parents and where a particular need is identified they are informed and involved in the development, monitoring and review of the support programme for their child as outlined in the Special Educational Needs Code of Practice and in our school procedures.
The school’s SENCO and the Headteacher work closely with class teachers, parents and other professionals in support of children with identified Special Educational Needs.

The headteacher is always pleased to discuss with parents the school’s schemes of work and approaches to teaching in the context of the National Curriculum. We will run curriculum workshops from time to time to further inform parents of the work their children do in school.



Mission statement


At the heart of everything we do in our school lies the core belief that every child matters and the core aim that every child should have an equal opportunity to succeed.  By definition this involves personalising our curriculum and pedagogy to take account of children’s different learning and social strengths and needs.


Core values and ethos


At the beginning of 2007 we elected to become a UNICEF Rights Respecting School, putting the UN Convention on the Rights of the Child at the heart of our school’s core values and ethos to provide a coherent framework for the Every Child Matters and Healthy Schools agendas as well as for other whole school statutory requirements such as global citizenship, inclusion and equal opportunities, race equality and pupil voice, improving behaviour and raising attainment.


UNCRC supports our delivery of the Five Outcomes for Children and is woven into our PSHE scheme of work, based on the Social and Emotional Aspects of Learning materials, and our Behaviour Policy.


As a result in our school:



The Convention on the Rights of the Child provides a standard and framework that describes the global consensus on societal values for all children and the need to promote and protect their rights.


Children learn they have rights now, solely because they are children. They are citizens now and not pre-citizens.


In learning about rights they learn that all children have the same rights, unconditionally. This allows for a sense of connectedness with other children globally.


In learning about their rights children also learn about their responsibilities: the rights of others have to be respected.


Children come to realise that they have a responsibility to themselves to take the opportunities that their rights offer.


UNCRC provides a language which everyone in our school community can use regularly and consistently in relation to a wide range of moral issues from behaviour issues in the classroom and playground to all aspects of the curriculum for global citizenship including fair trade, sustainability and equalities issues.


This language of rights and responsibilities, and the inherent moral concepts it conveys, supports children’s development as global citizens. It encourages them to think, discuss and form moral judgments and to express moral and political arguments.


UNCRC also gives teachers a framework for extending and consolidating children’s understanding of human rights and wider moral and political issues.


The realisation that there are many situations where rights appear to conflict promotes the development of higher order thinking and reasoning skills.


As a consequence children enjoy:



Raised self esteem.


More positive attitudes towards diversity and difference.


Improved relationships.


Better progress in learning.


Communication of values


Our core values are communicated through the school’s ethos, through our approach to individuals and the community, through our behaviour policy, through assemblies and through the curriculum, both during the taught day and through the opportunities we provide for children to experience enjoyment and success in a wide range of activities before and after school.




This values statement will be reviewed annually.





To encourage a calm, purposeful and happy atmosphere in school.


To foster positive caring attitudes by everyone towards everyone, where achievements at all levels are acknowledged and valued.


To encourage increasing independence, where children accept responsibility for their own behaviour.


To establish a consistent approach to behaviour across the school.


To ensure that everyone knows what appropriate behaviour looks like.




Our school charter reflects our status as a UNICEF Rights Respecting School:



We have the right to a healthy life. We have the responsibility to make healthy choices.


We have the right to learn. We have the responsibility to help others to learn.


We have the right to play. We have the responsibility to share, to help tidy up and to look after our toys and equipment.


We have the right to make friends. We have the responsibility to be a good friend to others.


We have the right to express our views. We have the responsibility to listen to the views of others.


We have a right to feel safe and protected. We have a responsibility to safeguard the safety of others.




Our approach to behaviour management is based on the positive reinforcement of appropriate behaviour, for which children are rewarded.  Rewards include:



verbal praise


stickers and smiley faces


certificates and prizes




‘golden time’


class and team points


positive comments to parents 


There is a team system within the school.  Pupils can earn points for their team for achievement in their standards of behaviour and their attitudes towards others as well as for academic and sporting achievement.  Points are awarded by class teachers in the context of the classroom and by all members of staff in the context of the school as a whole.


Weekly Achievement Assemblies, either whole school or Key Stage and Team based, provide an opportunity to celebrate individual, class and whole school successes.


In addition class teachers use a variety of certificates and reward systems within their own classes.  These are usually used to encourage those children who do not readily respond to group reward systems.




Children learn that rights also bring responsibilities, which are summarised in our School and Class Charters. Children, who have been reminded of their responsibilities and still persist in being disruptive, are generally seen to be choosing to behave in a negative way. This will not be the case for a small minority of children whose behaviour arises from known medical or social circumstances and who have an Individual Behaviour Plan, tailored to their circumstances and incorporating personal targets and rewards.


Where children are choosing to ignore their responsibility to behave appropriately, consequences are given as an opportunity for the child to reassess his/her behaviour and to decide how to behave appropriately in the future.


Typically consequences will include:


a warning;


“time out” – spending short periods of time away from the group or situation;


speaking privately to their own teacher or a senior teacher during their own time;


parents being informed;


payment for deliberate damage to property;


being sent to the Headteacher;


a formal letter being sent home and being kept in the child’s file.


In the final analysis, where all other approaches have failed and where the safety of other pupils is at risk, exclusion procedures may be entered into.




Bullying is anything which is intended to upset or hurt anyone else, to make a person feel isolated, unhappy or afraid.  It is the persistent nature which turns such behaviour into bullying rather than an isolated incident.


Bullying or intimidation, by thought, word or deed, is totally unacceptable.


The school seeks to foster a climate in which pupils and staff accept individual differences and encourage mutual respect within a framework which does not tolerate bullying in any form. 





Promoting school values which reject bullying behaviour and promote co-operative behaviour.


Using teaching strategies, including the DfES SEAL materials, to prevent bullying.


Identifying “high risk” areas and times of the day and targeting supervision accordingly.


Ensuring effective supervision and accessible points of reference throughout the day (class teacher and headteacher).


Developing a positive recreation policy.


Taking the time to listen to what children say and to investigate all accusations.


Reporting worrying incidents immediately to the class teacher or headteacher.


Following up incidents with all those involved.


Providing written reports to all those who need to know including parents.


Giving individual support to the target and the individual or group of children displaying bullying behaviour to enable them to consider the consequences of their actions and improve their social skills, their awareness of the consequences of their actions and help them to form relationships based on mutual respect and trust, rather than on intimidation or fear.




Experience shows that punishment is not an effective response to bullying. It simply does not work; in fact it often makes things worse when the bully takes further revenge on the victim.


“Taking the view that bullying is an interaction which establishes group identity, dominance and status at the expense of another, then it is only by the development of ‘higher values’, such as empathy, consideration, unselfishness, that the bully is likely to relinquish his/her behaviour and function differently in a social setting.” Barbara Maines in The No Blame Approach.   


Because we want to encourage disclosure and we want to work positively with children who may, albeit unwittingly, display bullying behaviour, everyone in the school must be confident that effective action will be taken but understand that it will not lead to punishment. Instead we seek to respond in a way which will help children to learn improved behaviour and develop successful social relationships.


Therefore, where bullying does occur, we adopt a restorative justice, or ‘no blame’, approach to dealing with it: we engage the bully in solving the problem by giving him/her the opportunity to acknowledge that there is a problem, to understand the degree of distress suffered and to feel that his/her ability to change his/her behaviour is recognised.  By telling bullies about their victims’ hurt and upset in a powerful but no-blame way we illicit an empathetic response and a will to change the situation.





1.      Playtime should be enjoyable for everyone.  This means that everyone should respect the rights of everyone, play fairly and without hurting others and be prepared to share.

2.      The south playground is especially for children in Years R to 3, although Peer Mediators and Year 6 play helpers and buddies are welcome to visit to help the younger children play and to talk to anyone at the Friendship Stop.

3.      The north playground is exclusively for KS2 children.

4.      Please respect the quiet area and other areas which are provided for certain activities such as football and skipping.

5.      If you need to go into the school building you must ask a lunch time controller first – we need to know where you are at all times.

6.      When we are able to go on the field during the summer ball games must be played within the two high fences.  Please do not try to climb on the fences -–they are not meant for climbing on and you could get hurt.


KS1 playground


1.      The covered seating area is for sitting only – please don’t stand on the benches.

2.      If you do ever feel sad or lonely and would like someone to cheer you up go to the friendship stop near the train.  Someone will then come and help you.

3.      Lunchtime controllers will reward positive playtime behaviour with smiley faces which are collected on a class by class basis. Each week the class with the most smiley faces will enjoy a class reward.

4.      On certain days children will have an opportunity to join in the Kickstart programme led by our Kickstart leaders, at the end of lunch play.

5.      At the second bell children should line up outside their classrooms and wait for their teachers to bring them into school.


KS2 playground


1.      Please observe the rules provided for the games tables.

2.      There is a rota for the assault course.  Please look at the card in the window of the modular classroom to see when it your class’s turn.

3.      At the first bell please stand still and quietly.  When your teacher indicates they are ready you may walk quietly to line up ready to enter the building. 

4.      Please do not walk on the flower beds at any time – we want the flowers to grow and make our playground look attractive.

5.      On certain days children will have an opportunity to join in the Kickstart programme led by our Kickstart leaders, at the end of lunch play.

6.      At the second bell children should line up outside their classrooms and wait for their teachers to bring them into school.


Lunchtime controllers are supplied with a full list of guidelines.




These guidelines will be reviewed on a regular basis by the headteacher, the staff and the governors.



Research over a number of years has shown that homework can make an important contribution to pupils’ progress at school. The Government’s White Paper “Excellence in Schools” recognised the role which homework could play in raising standards of achievement for pupils of all ages. As a result of this the DfEE produced in April 1998 a consultation document entitled “Homework: Guidelines for Primary Schools”. The Homework Policy presented here is the result of the review we undertook of our existing practice in the light of the recommendations in that document. Within the policy homework is defined as any work or activities which pupils are asked to do outside lesson time, either on their own or with their parents or carers.


The purposes of homework change as children get older. In the first two years of statutory education (Key Stage 1) our main aims are:
• to enable parents to play an active part in their children’s education;
• to provide opportunities for parents and pupils to enjoy learning together and to see learning as an interesting and worthwhile activity;
• to maximise the potential for learning in the home and to provide opportunities for younger pupils to talk about what they are learning to an interested adult and to practise key skills in a supportive environment;
• to develop a partnership between parents, pupils and teachers which will extend throughout the time pupils spend in our school.

As children get older (Key Stage 2) we aim:

• to extend and support learning in the classroom by providing regular opportunities for pupils to practise and revise skills;
• to provide opportunities for pupils to develop the skills of independent learning;
• to maximise additional resources for learning, of all kinds, at home;
• in these ways to encourage pupils to develop the confidence and self discipline which will prepare them for the demands of secondary education.

Homework activities

The types of activities which are set for homework will also vary according to the age of the pupils. Full details of the homework schedule for each class, including the days when it will be set and corrected, will be provided by teachers termly. In every class there will be a daily reading activity. From Year 2 on there will also be a daily Maths exercise. In Key Stage 2 homework activities may also include research, reading in preparation for lessons, preparing oral presentations as well as more traditional written assignments. Most activities will focus on the development of literacy and numeracy but there will also be homework in Science and topic work.

We have adopted the DfEE recommended time allocations for home activities:

Reading Other activities
Reception 10 minutes 10 minutes
Years 1 and 2 20 minutes 10 minutes
Years 3 and 4 20 minutes 20 minutes
Years 5 and 6 20 minutes 30 minutes

The time allocation for reading includes the school “reading book” or activity as well as additional reading activities, such as bedtime stories, visits to the library, word games etc., which parents may undertake themselves.

In general the same homework will be set for all pupils in a class or teaching group. Activities may however be varied to meet individual pupils’ learning needs where the teacher feels that this would be beneficial or where homework is a specific focus in a child’s individual education plan.


Homework is, by its nature, very much a joint venture. For it to have a positive effect on achievement we must all accept certain responsibilities.

• Teachers are responsible for setting homework according to the timetable which they send to parents at the start of each term. They will ensure that homework demands are manageable for pupils and that work is corrected promptly and with appropriate feedback to pupils. This may be done orally.
• Pupils are responsible for recording the homework set and for completing tasks to the best of their ability in the allotted time
• Parents are encouraged to support our policy by showing children that they value homework and by explaining how it can help their learning; by encouraging children and praising them when they have completed the homework; by taking an active part in joint learning activities and by providing a suitable place for children to do their homework.

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