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Bar Hill Community Primary School
Gladeside, Bar Hill, CB23 8DY, UK Cambridge
Tel. 0195 4273 305

Welcome to Bar Hill Community Primary School

  • A Community Primary School offering full time education for 4 to 11 year olds in Bar Hill, Cambridgeshire, UK.
  • A school which truly values children as individuals, providing a safe, happy and stimulating environment for all children.
  • Delivering a dynamic curriculum and preparing the children for the changing nature of society.
  • Working in partnership with parents and the community to provide the best possible education for all our children.

We aim to create a welcoming, caring environment where relationships are based on respect and to develop a positive self-esteem in each child. The staff at Bar Hill School are committed to maintaining high expectations of good behaviour as an essential contribution to the educational experience of the children and to their happiness and well being while in school.

All children have the right to develop their potential and be safe and happy. The rules or codes of behaviour are essential for maintaining the rights.

These are split into three areas:
  • whole school
  • classroom
  • playground



core values


At Bar Hill School, we are determined to create an inclusive culture where all children will be challenged in their thinking, strive for continous self - improvement and be motivated to become life-long learners.

We will empower our children to become respected citizens to enable them to make valuable contributions locally and globally.


At Bar Hill school we will develop the learning environment to provide a range of ICT opportunities, which will be firmly embedded into the curriculum.

This will enable our children to develop their confidence, skills and understanding of ICT. Our children will be empowered to make choices and be flexible in their choice of ICT tools in order to develop their personalised learning. We will encourage this learning to be transfered into the local and global community.


As a school we aim to ensure that;

  • Each child is valued for their individual contributions and develops a positive attitude towards everyone in the life of the school and community.
  • Each child develops an understanding of citizenship and their role in the community.
  • Each child develops high self-esteem, confidence and a true feeling of self-worth and develops a sense of responsibility.
  • Each child appreciates the spiritual nature of life.
  • Each child acquires a set of moral values and attitudes including honesty, respect, sincerity, trust and personal responsibility.
  • Each child develops understanding and mutual respect of other religions, races, cultures, gender, people with disabilities and associated points of view.
  • Each child develops a lively, enquiring mind and life skills so that he/she will have the ability to experiment, investigate, take risks, challenge,  discriminate and make informed choices whilst at school and in their later life.
  • Each child develops the skills and attitudes necessary to work both independently and collaboratively.
  • Each child is able to respond positively as a learner to all aspects of literacy, numeracy, ICT and science and performs at a level of competency in all areas with confidence and enthusiasm.
  • Each child will be enriched, motivated and challenged by a broad and balanced curriculum and will be valued for all their efforts and achievements.
  • Each child will be given equal opportunities to participate in all aspects of school life.

We believe our aims provide the basis for the delivery of a dynamic curriculum, the provision of a stimulating and creative learning environment and a foundation, which will prepare the children for the changing nature of society.


We introduced ALBS to Bar Hill School in September 2004 as part of our focus on helping children develop strategies for life long learning. ALBS underpins the school vision and focuses on individual learning/personalised learning, which is high on the Government’s agenda for raising standards. Integral to ALBS is an emphasis on developing creativity in the curriculum.

Key Features of ALBS include:

  • The development of a learning environment in which respect between all learners is paramount and where all children have the confidence to learn and be motivated and stimulated to accelerate their learning.
  • Emotional Intelligence.
  • Assessment for Learning.
  • Respect for different learning styles, in particular visual, auditory and kinaesthetic. (VAK).
  • Mind mapping as a strategy to help children organise their thinking, plan for story writing and revise for assessments.
  • Brain breaks and water breaks to give the children a break from their learning at appropriate times to prevent tiredness and  refresh their thinking and concentration.
  • Development of thinking skills and talk skills.


The governors and staff of Bar Hill Primary School positively recognise the ethnic and cultural diversity present within our school and society as a whole, and oppose any form of racism. Our aim is to provide the best possible education according to the individual needs of every child in a concerned and caring atmosphere.

As partners in the education of our children, the staff, parents and governors fully appreciate the special responsibility they have to help all children develop values and attitudes, which are appropriate for the multi-cultural society in which they will live and participate as a member of a community. Our ultimate aim is to ensure equal value and respect to all cultures.


The school year is from 1st September to 31st August of the following year. All children are entitled to admission to the reception classes at the beginning of the year i.e. in September. However, legally, children do not have to start school until they are actually five years of age.

To register your child to ensure a place at Bar Hill School you should complete the registration form available on our download page. Children can be registered any time after their first birthday.

Reception and infant admissions

Under the new regulations, which came into force on September 2001, the maximum number of children, which can be admitted to any reception or infant class is 30. Only in exceptional cases can we admit children to a class which already has 30 children on roll.

Arrangements for Secondary Transfer

The school has close links with Swavesey Village College which has an extremely good reputation for the quality of education it provides for its pupils. There is also liaison between our school and the other feeder primary schools to ensure a smooth transition for the children from primary to secondary education. The year 6 children visit the college during their last term at Bar Hill and members of the college staff meet the children. In addition to the annual parents evenings for new parents in November the principal Pat Talbot welcomes prospective parents to visit and discuss any matters of concern. A minority of children transfer to other schools in the area e.g. St.Bedes interdenominational school.


We aim to develop your child and his/her potential in every sphere of growth and learning. We believe very strongly in a broad and balanced curriculum and value ‘creativity’ and an essential part of children’s learning. Our curriculum in underpinned by our ALBS (Accelerated Learning at Bar Hill School) philosophy and the Government’s Primary Strategy.

Organisation of the Curriculum

The curriculum is organised in primary schools in the following way:

  • Early years Reception   Foundation stage
  • Key stage 1 Infants (Years 1 and 2)  Key stage 1
  • Key stage 2 Juniors (Years 3 - 6)  Key stage 2

Early years

Reception children will follow a foundation curriculum with early learning goals to be achieved by the end of their reception year. The foundation curriculum is followed in playgroups and nurseries also as it operated from the ages of 3 to 6 years and, therefore, provides continuity from pre-school to reception class. The reception class is an introduction to more formal education with a balance of free exploration, play and set tasks. There is an emphasis on numeracy and literacy as the children progress through their time in the reception class. Children are not functioning within the National Curriculum at this stage but will have gained valuable experiences in readiness for National Curriculum requirements in Year 1.

National Curriculum

The curriculum is organised around the National Curriculum which consists of three core subjects - English, Mathematics and Science, and non-core subjects - Art, Geography, History, Physical Education, Music, Technology (Information and Communications Technology and Design Technology) and PSHE (personal, social and health education) which incorporates citizenship.

Religious Education is not in the National Curriculum but it is regarded as a main subject to be taught. All Cambridge-shire schools follow the LEA’s syllabus for Religious Education, which aims to provide children with knowledge and understanding of the nature of religions, their beliefs and practices.

Parents retain the right to request withdrawal of their children from Religious Education lessons and from assemblies, which under the 1988 Education Act have to be broadly Christian in character.

The rest of the curriculum is organised through a series of projects, which groups together aspects of science and other foundation subjects. Some subjects are also taught separately.

Government strategies

Over the past few years a national numeracy, literacy and, latterly, Primary strategy have been introduced in order to support and develop the curriculum. The Primary strategy, in particular, emphasises a creative approach to teaching and organising the curriculum and maintains the high standards achieved by the literacy and numeracy strategies.

Information Communication Technology

We have a strong commitment to information communication technology skills for all of the children in the school and celebrated receiving the NAACE award (a quality mark for ICT) in December 2003. Only a minority of schools in Cambridgeshire have achieved this award.

We are well resourced with ICT equipment including a dedicated computer suite, banks of classroom computers and interactive whiteboards in all classrooms

The scheme of work for ICT covers the skills of communicating information, handling data, control, modelling and monitoring. We also ensure that children’s skills are regularly assessed and recorded.

To find out more about our school, please visit our web site (some of which was written by our year 6 computer club)

Assessment of children’s progress in curriculum areas

We believe in assessment for learning, which helps us to deliver appropriate learning experiences for each child and provides the basis for continuity and progression. All children are continually assessed by their teacher during the course of the year and are set targets in literacy and numeracy. Giving children feedback both verbally and written is an essential part of our assessment policy.

In addition children are formally assessed through:

Foundation Profile

This is a form of continuous assessment which takes place throughout the children’s reception year and culminates is a final summary at the end of the year.  Children are assessed on six areas of learning: personal, social and emotional development; communication, language and literacy; mathematical knowledge; knowledge and understanding of the world; physical development and creative development.


Year 2  - Standardised Assessment Tests in English and  Mathematics. (Key Stage 1)
Year 6 -  Standardised Assessment Tests in English, Mathematics and Science. (Key Stage 2)
The SATS are administered during the spring and summer terms and are supplied by the Department for Education and Skills.

Year 3/4/5 Optional Standardised Tests

These are administered by our school staff to give an indication of how the children are progressing between year 2 and year 6.


In October 1999 a homework policy was introduced for all children from Year I to Year 6. This policy was based on guidelines issued by the DfES in November 1999 and concentrates mainly on English, Mathematics, Science and the current project the children are engaged in. The amount of homework recommended in the guidelines is shown below.
Years 1 and 2 1 hour a week (reading, spelling, number work)
Years 3 and 4 11/2 hours a week (literacy and numeracy and occasional    module work)
Years 5 and 6 30 minutes a day (regular numeracy and literacy work and    occasional project work)

The amount and content of the homework will be varied to meet the needs of individual children and is reviewed on a termly basis by the staff and on an annual basis by the governors.


Children with learning, emotional, behavioural and social disabilities

As a school we place a high priority on SEN provision and have a multi-agency approach to providing care for our SEN pupils. Further details can be obtained from the SEN co-ordinator, Helen Paterson, via the school office. Many children will have an individual education plan (IEP) and may be placed on a school action stage or school action plus stage according to their needs. All parents will be fully communicated with regarding any actions or decisions made regarding their children. Parents can request an assessment if children have special educational needs.

Children who are more able/ gifted or talented.

All children who are more able / gifted and talented are given differentiated / additional activities to meet their needs. We have a more able / gifted and talented register within the school . Children are placed on this register for a variety of reasons such as having exceptional talents or high ability in music or other creative arts, mathematics, literacy, any of the core or foundation subjects or sport. Parents will be involved in drawing up individual action plans for children placed on the register. It is always helpful if parents could inform us of any talents children may display in activities outside school.

A Code of Practice [January 2002] drawn up by the DfES provides guidance to schools on their responsibility for pupils with SEN. Children may be placed on a School Action Stage or School Action Plus Stage or parents register a concern about their child’s progress. Children will be given an Individual Education Plan to set targets to help them with their specific area of need and these plans are reviewed termly. .If children haven’t responded to relevant and purposeful school provision at School Action Plus Stage then the LEA will consider the need for statutory assessment following a request by the school and parents. A very small minority of children are then issued with a Statement of Special Educational Needs.

Children with Special Educational Needs are assessed by the schools own specialised teacher (SENCO) , LEA specialised teachers or the educational psychologist. Parents can request an assessment if children are at the School Action or School Action Plus stage.

Children with disabilities

At Bar Hill School we are proud to be a fully inclusive school. Our building is equipped for disabled pupils who have made excellent progress whilst at our school. We also have accessibility plans in place for future improvements to the school buildings and access to the curriculum by disabled pupils.

Parent Partnership

The LA operates a Parent Partnership scheme for parents to get independent advice about their children with SEN. However, it is advisable to contact the Headteacher or  SENCO in the first instance to register any concerns.

The official complaints procedure for Special Needs, is stated below.

If you have any complaint about the Special Educational provision for your child, or about Special Educational Needs generally, please speak to the Headteacher or to any member of the Governing Body. If you speak to a Governor then s/he will, in the first instance, refer the matter to the Headteacher The Headteacher will investigate and then contact you as soon as possible. If s/he has not resolved the matter to your satisfaction it will be referred to the Special Needs Governor who will raise the matter at the next Governors’ Meeting and reply to you as soon as possible.

Equal Opportunities

It is important for you to note that the education we deliver at Bar Hill School is operated within our Statement of Equal Opportunities.

We believe that education has a crucial role to play in bringing about a fair and just society. It is important that pupils learn to respect themselves and each other as future citizens so that we can build a society which is based on mutual respect and understanding.

The education that we provide for our pupils should therefore;

  1. promote and value racial, cultural and religious diversity
  2. establish a socially inclusive ethos and environment
  3. ensure that all pupils are prepared for life in a diverse and multi-ethnic society
  4. ensure that expectations of all pupils are equally high.

Complaints against the Curriculum

If you have any complaints about our curriculum you should firstly contact the Headteacher. If the problem is not resolved the complaint/query should be directed to the Chair of the Curriculum Committee of the Governing Body. If neither the Head nor the Governing Body provide satisfactory solutions, a complaint can then go to the Local Education Authority.


The school is arranged in the following manner.

These children will be 5 years old between 1st September and 31st August.
These children will be 6 years old between 1st September and 31st August.
These children will be 7 years old between 1st September and 31st August.
These children will be 8 years old between 1st September and 31st August.
These children will be 9 years old between 1st September and 31st August.
Children in Y3 and Y4 will be in vertically grouped.
These children will be 10 years old between 1st September and 31st August.

These children will be 11 years old between 1st September and 31st August.


Classes to be finalised before the end of the summer term.
Children in Reception all enter school at the Foundation stage of the National Curriculum.
Children in Y 1 and Y2 are in Key Stage 1 of the National Curriculum.
Children in Y3, Y4, Y5 and Y6 are in Key Stage 2 of the National Curriculum.


Dates for 2007 -2008
Auturm Term opens Wednesday, 5th September
Half Term 22nd to 26th October
Autumn Term Closes Wednesday, 19th December


Spring Term Opens Monday, 7th January
Half Term 11th – 15th February
Spring Term closes Thursday, 20th March

Summer Term opens Tuesday, 8th April
May Day Monday, 5th May
Half Term 26th May – 30th May
Summer Term closes Tuesday, 22nd July

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