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Lincewood Primary School
Berry Lane, Langdon Hills, SS16 6AZ, UK Basildon
+44 (0)1268 412888

Lincewood Primary School

Planning for individual needs

Opportunities across the curriculum

Sense of humour

Investigative approach

Targeting high standards in Literacy and Numeracy

Investing in people

Vision for the future

Expectations are high


At Lincewood Primary School all staff are committed to creating "The Best Possible Introduction To Education" for all pupils. This vision statement has been created by and shared with all staff, pupils, governors, parents and members of the local community.

We have high expectations of pupils' behaviour both in and out of school. There will be a consistent approach to discipline with a system of rewards and sanctions agreed by all. We will promote a positive ethos there ensuring that the staff and pupils are happy and motivated. Happy children learn!

Pupils will learn about different cultures, religions and social groups and accept and appreciate peoples' differences. Children will be encouraged to believe that they can succeed whatever their social background and all achievements will be celebrated. An attitude of perseverance to solve problems will be fostered with the children and they will be allowed to make mistakes which they can go on to learn from.

In preparation for becoming good citizens of the future, five social and emotional aspects of learning will be nurtured:

  • Self-awareness
  • Managing feelings
  • Motivation
  • Empathy
  • Social skills

In a world which is frequently encountering ecological problems, pupils will be educated about the need to take responsibility for the local and global environment; at our school pupils are educated in well-kept and pleasant surroundings.

At Lincewood Primary School, our pupils will be taught to be effective communicators, to be competitive in a positive way and to have a sense of humour. They will be encouraged to participate in the schools' many extra curricular activities on offer. Children will learn about the importance of physical exercise, healthy diets and the detrimental effects of drugs and other harmful substances on health. We recognise that lifelong learning is the future and all pupils and members of staff will acquire the ICT skills necessary to manage, access, evaluate, store, utilise and communicate information.

We recognise that improvement is limitless and we will never cease to consider implementing and monitoring new and existing initiatives. There will be a continual cycle of whole school self-evaluation within which challenging targets for improvement will be set and reviewed. The professional development of all staff members is of utmost importance.

Standards of attainment will be as high as possible and a wide range of teaching strategies will be used to facilitate enthusiastic learning. Assessment will be used as a tool to closely monitor and track individual progress thus providing every pupil with the opportunity of reaching their potential. Pupils will have a detailed understanding of learning and be involved in evaluating their own success in learning through formative assessment strategies. All pupils will have access to a broad and balanced curriculum. We strive to create literate and numerate children who are taught thinking, questioning and problem-solving skills.


Every teacher is responsible for his/her classes' work and the teachers will plan in Year groups. Care is taken to ensure that the children are guided through work in Maths, English, Science, Design and Technology, History, Geography, P.E., Information and Communication Technology, Music, Art and P.S.H.E. in accordance with the requirements of the National Curriculum and the L.E.A's Curriculum Policy Statement.

A variety of teaching approaches are used varying from whole class instruction to small groups and individual work as appropriate.

The school follows the National Literacy Strategy. This requires a daily, structured hour of English teaching involving whole class, group and individual work.

The teaching of reading takes place in ability groupings as it is felt that this gives the children greater opportunities to discuss their responses to written material. Children are also able to borrow graded reading books to take home.

A wide variety of literature is studied and the children are encouraged to develop their creativity through a range of writing styles. Punctuation and grammar teaching form an integral part of the Literacy Hour, as does the development of a clear handwriting style.

The school also follows the guidelines as set out in the National Numeracy Strategy. The approach to teaching is based on 4 key principles.

  • A dedicated maths lesson every day. This will be between 45 - 60 minutes.
  • Direct teaching and interactive work with the whole class and groups
  • An emphasis on mental calculation
  • Controlled differentiation, with all pupils engaged in mathematics relating to a common theme. From Yr 2 - Yr 6 pupils at Lincewood are arranged in "sets" for their lessons.


Children in our Reception Year follow the areas of learning outlined in the National Guidelines for Foundation Stage Pupils. This curriculum is designed for children aged 3 - 5 years regardless of the establishment in which they are being taught.

These areas are known as early learning goals. The first of these is Personal, Social and Emotional development. We consider success in this area is critical to pupil development and progress in all other areas of learning.

The second area is Communication, Language and Literacy. This area is at the heart of young children's learning and is given a very high priority in our Reception classes.

Reading is carefully and systematically taught using a multi-sensory approach to cater for the diverse learning styles of young children. Jolly Phonics is used to teach children about sounds in our language and from the outset children's independent writing is valued and developed.

Mathematical development is the next area of learning. Confidence and competence are encouraged in Mathematics lessons. Much of this work is of a practical nature. Children are taught to count, sort, match, make patterns and connections. They work with numbers, shapes, space and measures.

Knowledge and understanding of the world is an important area of learning. This lays the foundation for later work in Science, Design & Technology, History, Geography and ICT. At Foundation Stage this is based on very largely on first-hand experience and opportunities to question and explore.

An extremely important area of learning is Physical Development. This is concerned with improving skills of co-ordination, control, manipulation and movement. The children are encouraged to be confident and be aware of the positive benefits of being healthy and active. To this end we have a vast range of equipment, a large hall for P.E. and a swimming pool used by Reception children from the Summer Term.

The final area of learning for Foundation Stage children is Creative Development. Creativity is fundamental to successful learning and to stimulate this we have lessons on Art, Music and Dance. We also give the children many opportunities for role and imaginative play.

Towards the end of their Reception Year we prepare the children for Year One and the introduction to the National Curriculum by using slightly more formal approaches to learning.

There is an expectation that pupils will enter the Reception class fully toilet trained. Exceptions to this are pupils with a Statement of Special Educational Needs which makes specific reference to a medical condition which precludes this. These pupils will have all reasonable needs dealt with by an SEN Welfare Assistant. A medical condition alone, not backed up with a statement, will not be treated as an exception. Learning Support Assistants will deal with an occasional toilet incident. On all other occasions parents/carers will be contacted. If your child is not ill and does not require to go home, facilities to change them will be made available to you.


We believe that the wearing of school uniform, apart from relating to our general standards, gives children a corporate identity. Parents of children attending the school are expected to support this policy.

The school uniform consists of:-

  • White shirt or blouse (long sleeves)
  • White polo shirt (short sleeves)
  • Bottle green jumper or cardigan
  • School sweat shirt
  • Grey trousers
  • Green or grey pinafores/skirts
  • Green school tie (available from school office)
  • Green and white check or stripe Summer dresses
  • Sensible shoes - black/brown ( no training shoes )
  • Sandals - black/brown/white (appropriate styles, for example no high heels)

All items can be purchased from Mrs Dyer in the school office. Alternatively, the items are available at major chain stores. It is very important that clothing is marked with your child's name. It is difficult for us to find or identify lost unnamed items of clothing.

Jewellery should generally not be worn at school. Studs may be worn by those children who normally wear earrings but even studs can be dangerous when worn in P.E. lessons. The school cannot be held responsible for injuries caused as a result of wearing them. No jewellery may be worn in the swimming pool.

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