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Milton Road Primary School
Milton Road, CB4 1UZ, UK Cambridge
Tel. 01223 712333

Welcome to Milton Road Primary School

school entrance

Our school has just completed a momentous year, culminating in the move to the new site. We even had an OfSTED inspection in the summer term which awarded Milton Road Primary School an overall "outstanding" classification.

On behalf of the governors I want to express our gratitude to all of the staff for the significant hard work and achievements of the last year. The school leadership team and governors will be closely monitoring our continued progress as there is always important work to do to improve and maintain high standards.

It is the whole experience at Milton Road Primary School that is important to us: educational standards, a nurturing and supportive environment, a place where the children can learn in confidence and in safety and enjoy some of the best primary school meals in the country!

The indoor and outdoor learning environments in our state-of-the-art school building and landscaped grounds hum with potential for exciting learning opportunities for all our children. With your support, we want to provide the best primary school for them.We are greatly looking forward to our first full school year on the new site and to watching your children flourish.

Paul Jobson

Chair of Governors

We want all our children to:

  • Experience a broad and balanced curriculum
  • Develop lively enquiring minds and a love of learning
  • Have high self esteem
  • Work with independence
  • Value and care for others
  • Be successful
  • Have their achievements celebrated
  • Feel safe
  • Become good citizens
  • Care for their environment
  • Be self-disciplined and courteous

We want all staff to:

  • Continue raising our high standards of teaching and learning
  • Develop professionally
  • Feel valued and supported
  • Be successful
  • Have job satisfaction
  • Enjoy a healthy work-life balance

We want all parents to:

  • Feel welcomed in school
  • Work in partnership with teachers
  • Be well informed by clear communications

We want governors to:

  • Work as friends and partners of the school
  • Know the school and staff well
  • Offer constructive advice
  • Promote the school in the wider community

We want the wider community to:

  • Develop good relations with our school
  • Broaden our horizons


Foundation Stage

The Foundation Stage Curriculum describes the phase of education from age three to five. Foundation Stage outdoor learning environment The Reception year represents the final year of the Foundation Stage and builds directly on experiences and skills children bring from pre-school settings. It is organised into six areas of learning: personal, social and emotional development; communication, language and literacy; mathematical development; knowledge and understanding of the world; physical development; creative development.

The outdoor learning environment for Reception classes has been purpose designed to enable children to spend a large proportion of the school day learning out of doors. Early Learning Goals set out the learning expectations for the majority of children by the end of the Foundation Stage. The Foundation Stage prepares children for learning in Key Stage 1 and is consistent with the National Curriculum.


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The National Curriculum

The school aims to offer all pupils a rich, broad and balanced curriculum. The school meets the requirements of the National Curriculum and Foundation Stage Curriculum and works within the framework of the National Numeracy and National Literacy Strategies and the Cambridgeshire Agreed Syllabus for Religious Education. The National Curriculum sets out the skills, knowledge and understanding and the expected levels of achievement to be acquired in each subject at Key Stage 1 (Years 1-2) and Key Stage 2 (Years 3-6). The core subjects are: English, Maths, Science and ICT.

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By its nature, the teaching of English extends into all aspects of school life and literacy and language skills are promoted across the whole curriculum.

Handwriting example The curriculum is grouped under the three Attainment Targets for English which are: Speaking and Listening, Reading and Writing, which includes the systematic teaching of phonics. Each class has a daily literacy session in which children follow units of work based on the National Literacy Strategy, and the DfES and Qualifications and Curriculum Authority (QCA) schemes of work for Speaking and Listening (including Drama). In addition to these daily English lessons, literacy skills are constantly being developed, reinforced and practised in all other subjects.

Children are taught the Sassoon handwriting style throughout the school.


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The National Numeracy Strategy provides a structured and progressive programme for the teaching of mathematics across the school. The curriculum is broken down into five Attainment Targets for Mathematics, which are: Knowledge, Skills and Understanding, Number, Shape, Space and Measures and Data Handling. The development of mental maths strategies, problem solving and discussion are central to learning and teaching in mathematics throughout the school. Opportunities for the use and development of mathematical skills are continually explored in all subject areas.

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Science in everyday life is central to the scheme of work and activities are based upon the exploration and understanding of the world around us. The curriculum is largely practical and aims to develop children's investigative skills as well as their knowledge.

In accordance with the National Curriculum, children learn about Life Processes and Living Things, Materials and their Properties and Physical Processes. They also learn the scientific skills of prediction, observation, questioning and discussion, interpreting and drawing conclusions from their findings and communicating them to others.


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Information and Communication Technology (ICT)

ICT at Milton Road is constantly and rapidly evolving at a pace driven by the demands of the modern curriculum, combined with the possibilities afforded by technical innovation.

ICT facilitiesEach classroom is equipped with an interactive whiteboard, a video projector and a video/DVD player. There are five computers in every group room between classrooms. These are used during lessons and allow the children access to computers on a daily basis. The school also has a set of eighteen laptops and a set of eighteen tablets. These are used continuously in classes and enable teachers to conduct lessons in which every child can work at their own computer.

Children have the use of digital cameras, camcorders and editing software to record their work and manipulate images. Eighteen electronic keyboards allow children to compose music and interface with the computers for editing and production. Digital microscopes, data loggers and Roamers are also available to support scientific and mathematical investigation.

Children develop their skills, knowledge and understanding in four aspects of ICT: Finding Things Out; Developing Ideas and Making Things Happen; Exchanging and Sharing Information; Reviewing, Modifying and Evaluating Work as it Progresses. These skills are used, developed and reinforced as an integral part of all other curriculum areas.


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Internet Safety

Children have access to the World Wide Web and email through the County Broadband Network. This has strict filtering provisions that protect the children from accessing inappropriate material.

Including photographs of groups of pupils on the school website can be motivating for the pupils involved, and provides good opportunity to promote the work of the school. Such photographs will only be used for educational purposes and the identity of children will be protected. The full name of a pupil will never be included alongside the photograph. Parents who do not wish their child's photograph, within a group picture, to be used on the school website, should notify the school office in writing.

Design and Technology (DT)

Robots made during DTIn DT, children explore a range of techniques; how to use tools safely and effectively; and the use to which a variety of materials and products (including fabrics and food) can be put. They use this knowledge and understanding to design, make and evaluate their own products, including the preparation of a variety of cooked foods.

We particularly welcome parent helpers in this curriculum area. A voluntary contribution of £2 is requested each term to help cover the cost of materials used during the course of the year.


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The approach to learning in History is one of investigation and enquiry, using artefacts, photographs, paintings, videos, music, ICT, the experiences of different people and our memories. Year 5 children in Tudor dressChildren begin by learning about themselves, their families, the history of their locality and the history of their school. As they get older, they learn to use historical documents and to recognise and interpret historical evidence. We use a wide range of artefacts, ICT resources and published materials from a variety of sources.

History is taught largely through topics. In addition to British history, children study Ancient Egypt, Ancient Greece and Ancient China. A number of the history topics also involve educational visits to local museums and other relevant places of historic interest. We aim to make history both thought provoking and fascinating.


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Geography is also largely taught through topic work and links are made with other areas of the curriculum.

Children explore the natural world and the way humans live in it, affect it and change it. Emphasis is placed upon the development of geographical skills, such as: the use of geographical language; the study of maps and plans; investigation and observation in field study work. Children learn: where geographical features are located and how to find them on maps; how and why these features change over time; how to care for the environment and how it is affected by natural and human forces.

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Children are given opportunities both to compose music and to perform it. Year 5 children in Tudor dress performing in the courtyardWe aim to develop and extend the children's musical experiences, so they become attentive and discriminating listeners and enthusiastic music makers. Where possible listening to, composing and performing music is closely linked to class topic work. A wide variety of musical activities and resources are provided, including the use of ICT music programmes, electronic keyboards and a range of percussion instruments (including Boomwhackers) which involve children individually, in groups, as a whole class and as a school. Pupils throughout the whole school take part in the preparation and performance of a dramatic/musical production on at least one occasion in the year. CIMA (the Cambridgeshire Instrumental Music Agency) runs a 'Colour Strings' scheme in Reception and Year 1. In Reception, this programme develops musical concepts and in Year 1, it develops skills needed for the initial experience of stringed instrumental tuition.

Numerous extra curricular musical clubs are on offer, such as recorder clubs, other instrumental groups, and several choirs and orchestras. As children reach an appropriate age, there is also provision for them to receive violin, 'cello, piano and brass tuition, if they wish, through CIMA.


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Physical Education (PE)

The skills of gymnastics, games and dance are taught and progressively developed throughout the whole school. In addition, at Key Stage 2, extra aspects of swimming, athletics and outdoor and adventurous activities are also included in the PE curriculum.

All children are encouraged to evaluate and improve their own performance, to understand the importance of keeping fit and to take responsibility for working within the limits of safety. As well as promoting fitness, PE plays an important role in the development of children's self-discipline and social skills.

Children also have the opportunity to take part in extra-curricular sports and dance clubs, enabling them to develop existing skills and try out new activities. The school is always pleased to hear from parents who have coaching skills and can spare the time to help with training.


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Art and Design

Children experience and explore various forms of art, craft and design, using a range of materials and processes, such as painting, collage, print making, digital media, textiles and sculpture. Alongside the acquisition of technical skills, creativity and free expression are promoted and celebrated through the use of displays around the school.

Children are encouraged to value and develop a critical response to their own work as well as that of others, including the study of artists from different periods and cultures. In addition to books and prints, access to these works of art is gained by visiting museums, art galleries and internet websites.

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Religious Education (RE)

RE is the study of the principal religions represented in this country - primarily Christianity, Judaism, Islam, Hinduism, Sikhism and Buddhism. The scheme of work, based on the new Cambridgeshire Agreed syllabus and aspects of the QCA scheme, explores the themes of: religious people, places and writings; worship; feasts, fasts and festivals; rites of passage; the concepts of self and community; and an understanding of the natural world.

Learning and teaching in RE seeks neither to impose religious beliefs on children nor to compromise the integrity of their own beliefs by promoting one religion over another. Work in RE aims to develop in children an understanding of the influence of beliefs, values and traditions on individuals, communities and cultures. It seeks also to foster tolerance, empathy and sensitivity towards the beliefs and traditions of others. Where possible, visits are made to local religious sites and places of worship to investigate the form and use of the buildings and the roles of people who work within them. No acts of worship are undertaken during these visits.

Any parent considering withdrawing their child from all or part of RE and assemblies should discuss the matter with the Headteacher.

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Personal, Social, Health and Citizenship Education (PSHCE)

PSHCE, though not statutory, underpins most of the day-to-day interactions in school. It is delivered through a variety of learning opportunities, such as designated PSHCE lessons and circle times; in other curriculum subjects; and through the enrichment of assemblies, visitors to school and visits out of school. Class discussion and debate, drama and role play, group work and presentations are some of the ways learning in this subject is approached.

Children are encouraged to: develop self-awareness, positive self-esteem and confidence; develop a healthy life style; learn to keep themselves and others safe; develop effective and satisfying relationships; learn to respect the differences between people; develop independence and responsibility; play an active role as members of society; make the most of their abilities.

PSHCE provides opportunities for children to develop knowledge, skills, attitudes and behaviour which will enable them to become successful learners and effective citizens both within and beyond school.

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At the Foundation Stage, children are assessed using the criteria set out in the Foundation Stage Profile. This information is used to inform planning and delivery of the National Curriculum as they enter Key Stage 1.

At Key Stage 1, progress is tracked throughout each year group and the nationally required Key Stage 1 teacher assessments are carried out at the end of Year 2. Small interim targets are set in Maths and English for children to achieve as they move through the Key Stage.

At Key Stage 2, children are tested in Reading, Writing and Maths at the end of each year, to track children's progress. There is also an interim test in Writing in the second half of the Autumn Term.

In all year groups, continuous teacher assessment is used to identify strengths and areas for development, and to help target groups or individuals requiring particular support, including children with special educational needs and those of high ability. Assessment for learning in all subjects is used by teachers and teaching assistants on a daily basis, to inform their planning for the next stages of children's learning. This assessment takes a variety of forms, for example: marking children's work, observation of children at work, dialogue with children about their work, and concept maps completed by children.

Parent consultations are arranged in the Autumn and Spring Terms to discuss progress and achievement, with a written report provided at the end of the Summer Term.

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Sex and Relationship Education (SRE)

Parents are the key figures in helping their children to cope with the physical and emotional aspects of growing up and in preparing them for the challenges and responsibilities that sexual maturity brings. SRE is complementary to and supportive of the parental role.

Children’s questions relating to sexual matters are answered in a frank, sensitive manner at the level judged to be appropriate to the maturity and needs of the questioner. Consideration is given to any religious beliefs, ethnic traditions or cultural views which may have a bearing on the discussion of sexual and relationship issues.

It is hoped that parents will welcome the fact that SRE is included in the curriculum. However the school respects the right of individuals to be able to withdraw their child from all or part of the SRE programme.

The Parents' Library in the main Reception Area includes books and videos on Child Development and Sex Education. Parents are welcome to call in any time to borrow these items.

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Special Educational Needs

The school aims to give all children equal opportunities to access the curriculum and other school activities. Where a child may be experiencing difficulties in learning or in participating fully within the class room setting, the class teacher will discuss with the Inclusion Manager appropriate differentiated learning and intervention. Parents are consulted and ways of supporting at home discussed.

Where special educational needs are identified, an Individual Education Plan (IEP) will set out the nature of the difficulties and steps taken to address these. The IEP will be reviewed two or three times a year with parents. If appropriate, a teaching assistant or teacher may occasionally withdraw the child from the class for specific teaching individually or as part of a small group.

It may be necessary to seek the advice of professional support services to meet the individual needs of some children. Please contact the Inclusion Manager for Special Educational Needs, Mrs S Smith, to discuss issues associated with special educational needs.

The Parent Partnership Service, provided by the Local Authority, aims to help parents whose children have special educational needs. They provide information, advice, support and guidance to enable parents to make informed decisions about their child's education. For more information contact: Sharon Camilletti, Parent Partnership Officer, on 01223 718154 or 717400.

Pupils with Disabilities

Our school aims to be an inclusive school. We hope to make all our children welcome and feel happy to look forward to their school day. Every child is different and we view differences as an opportunity for adults and children alike to learn more about ourselves.

If your child has a disability he or she will be treated no less favourably than other applicants for admission.

The school has a policy for supporting children with special educational needs which is revised every year. This policy is available on the website and in the school office. Our aim is for all children to have access to all aspects of school life, as far as is reasonable and practical.

We aim to prevent disabled pupils in our school being placed at a substantial disadvantage. We will take all reasonable steps to ensure that people with disability are not treated differently without lawful justification. We make reasonable adjustments for disabled pupils and we will know we have succeeded when disabled pupils are participating fully in school life.

In order for effective partnership between home and school to take place, we anticipate that parents will want to:

  • Inform the school at the earliest opportunity if their child has a disability and the exact nature of it.
  • Provide the information the school needs to plan effectively for the child to be a full member of the school community.
  • Acknowledge that, when deciding whether an adjustment is reasonable, one of the factors the headteacher must consider is the effect of the proposed change on all members of the school community.
  • Recognise the importance of school and home working in partnership.

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More Able, Gifted and Talented Children

We believe that all children in our community have equal rights to the opportunities offered in education. More able, gifted and talented children are supported through differentiation in the curriculum, small extension groups, and enrichment activities undertaken. These include: creative days; national competitions; sporting, academic, museum and university visits; visits to school from experts. In addition, there are over thirty clubs which children can attend, including some organised by the children themselves. More information can be found in the Gifted and Talented Policy (PDF format).

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Extra-curricular Activities

The school provides extensive opportunities to participate in clubs which take place after school or during the lunch break. These include: sport, choirs, orchestra, recorders, gardening, sewing, art, ICT and French. Close to the start of each term, parents will be notified of provision of opportunities for that term.

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Educational Visits

To enrich the curriculum and help children to make connections between their learning in classrooms and the world beyond, the school widely uses local resources and occasionally those further afield. In Key Stage 2, Year 6 has the opportunity to take part in a residential visit in the Summer Term to participate in a week of outdoor and adventurous activities.

Where there are costs involved in educational visits or other special activities, parents are requested to make a voluntary contribution to cover these. There is no obligation to contribute and pupils will not be treated differently according to whether their parents have contributed or not. However, in some circumstances the activity may not take place if there are insufficient parental contributions. Parents who may have difficulty meeting the costs requested should speak, in confidence, to the Headteacher.

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