Help children achieve high levels of personal development, and acquire knowledge, concepts and skills by building on previous experiences and successes.
Provide an enthusiastic learning environment. where children are encouraged to be active participants in their learning process, where practical learning situations are planned which are relevant to the child's experiences.
Encourage a caring community where staff, pupils, parents and governors work as a team, expressing opinions and listening to the views of each other.
Be sensitive to the needs of all individuals, ensuring everyone is valued and enjoys their right to feel secure and happy.
Pastoral Care and Behaviour
Pastoral care and attitude is central to all we aim to do at Blenheim. We do not see a distinction between the pastoral and the academic sides.
Blenheim Primary School has six golden rules
Be gentle Don't hurt anyone
Be kind Don't hurt feelings
Be honest Don't hide the truth
Look after property Don't waste or damage it
Listen Don't shout out
Work hard If someone is working, let them carry on and work hard yourself
What happens when a child's behaviour becomes unacceptable?
Remember - All children test out the boundaries of what is acceptable and what is not. This is part of the learning experience for all of us.
The majority of children respond to the stem of rewards and sanctions which are in IYS operation in school. Informal chats with parents are very effective in changing children's behaviour.
If there is persistent unacceptable behaviour, whether this is in the classroom, the hall, or out in the playground, the Headteacher will be informed. The child must be made aware that it is the action which is unacceptable - not the child himself.
Please read our behaviour policy, which has been given to all parents. It is also important that you talk it through with your child regularly.
Year groups are defined from 1st September. Nursery and reception years constitute the foundation stage. Years 1 and 2 constitute the National Curriculum Key Stage 1 and Years 3,4,5 and 6 are Key Stage 2. Statutory assessment takes place at the beginning and end of the reception year and at the end of each Key Stage; the optional Statutory Tests are used in years 3,4 and 5.
The curriculum for this year is extremely flexible, catering for children who can read, write and count, for children whose main need is security, and those whose principal achievement will be a degree of independence. Much of the work is experienced through direct play activities, which are planned into the curriculum.
Years 1 and 2
During their early years in school children will learn to operate individually and in groups, to listen attentively, answer questions, respond to complex instructions, describe events and be aware of others.
Years 3 and 4
By this stage children are usually able to be reasonably systematic in their approach to work and to sustain long periods of concentration. Children continue to explore their environment, using more sophisticated recording methods, including computer databases.
Years 5 and 6
By the time the children leave us we hope they will be working independently, able to be constructively critical of themselves and others and beginning to think ahead. Children will have been introduced to varied reading skills, skimming, note taking using indexes, as well as having their reading monitored. We hope they will read for enjoyment as well as for information. They will have been introduced to a range of literature, art and music. In mathematics investigations will be planned, variables identified and controlled, materials selected, appropriate tools and methods used. Decimal fractions, everyday fractions, percentages, averages, probability and ratios will become familiar.
We know that there are times when a child needs extra support at school. The Special Needs team, made up of teachers and learning support staff, aim to offer children support when they need it and to minimise the impact of their difficulties on their ability to learn.
We observe children
We listen to children
We listen to parents
We listen to all staff
We carry out assessments
We identify needs
We set targets
We record progress
We differentiate work so that children can experience success
We teach in different ways and groups so that children can learn in the way that suits them best We use a variety of equipment, including the computer, tape recorder, games and specialised books.
We focus on what your child can do - and work with you to encourage confidence and build self-esteem.
In consultation with parents, we place children on the Stages of Assessment. We continue to work with parents and children, setting up Individual Education Plans. (IEPs). We get help from outside agencies, e.g. the Educational Psychologists, Integrated Support Services, Speech Therapists, School Nurse, Educational Welfare Office, Child and Family Consultation Service, Social Services, Family Doctors, Physiotherapists, Occupational Therapists and specialists dealing with specific conditions.
As a school we encourage our children to wear the school uniform.
Grey skirt, pinafore dress orgrey or black trousers
Red cardigan, jumper or sweatshirt
Grey or black trousers or shorts
Red cardigan, jumper or sweatshirt
School Uniform (optional)
Red and white check dress or shorts (excluding cycle shorts)
White T-shirt or polo shirt
Red or grey shorts
Red or white T-shirt or leotard
Red or black shorts
Plain tracksuit for cold weather
Plimsolls or sensible trainers
Kept in a named PE bag
All items must be clearly marked with your child’s name and class
The School uniform can be purchased direct from:
The school reception
The uniform shop which runs every Monday morning, in the dining hall.
BlenheimPrimary schoolis a happy caring school, where we seek to create an environment in which our children can develop and learn allowing them to reach their full potential.
We want our children to become confident and independent learners able to work and play collaboratively.
Our staff lead by example. We work closely together, with other schools and in partnership with parents and the community.
As a fully inclusive school we provide opportunities for every child in our school to excel by offering an enriched curriculum so children can experience a wider range of activities and learning opportunities enabling every child to feel confident about their learning and themselves.
We have a purpose built nursery which was completely refitted in 2003, to offer both indoor and outdoor learning through structured and unstructured play. The nursery provides an exciting and motivating environment for learning and collaborative play.
Children are guided though their learning by experienced staff.
Our Nursery forms an integral part of the Foundation stage. The Nursery children are involved in school events such as sharing assemblies, but have their own learning and play environment which helps them settle into school life at a relaxed pace.
Before Your Child Starts Nursery
During the Summer term before your child starts nursery you will be invited to attend a series of 5 workshops called—First Steps to Nursery. The aim of these workshops are to enable parents/carers to understand and gain confidence in the use of literacy and numeracy, so they are able to support their child’s early learning. To provide practical suggestions on ways to support your child’s learning and give an incite into what your child will be covering when they start at Nursery.