About Crossley Fields
"This is a very good school that gives very good value for money. Pupils attain high standards by the time they leave the school. This means pupils make very good progress during their time at the school. Pupils' personal development is excellent. The school provides a rich and broad curriculum. There is a very calm, caring and supportive ethos in the school and pupils feel very valued. The Headteacher provides very high caliber leadership." Ofsted Report March 2002
Our school is a Primary Co-educational day school for children in the four plus to eleven age group. The school is organised into two buildings and has extensive grounds, which include excellent sporting facilities.
Parents of prospective pupils are encouraged to make an appointment to meet the Headteacher and look around the school with their children.
"Taking account of the results in English, mathematics and science together, the school attains well above average in comparison with similar schools. There is a definite trend of improving standards within the school For example, inspection evidence indicates that pupils attain well above average in reading, writing and mathematics by the end of Year 2. This is higher than the above average attainment they achieved in the national tests of 2001." Ofsted Report March 2002
"The quality of teaching is one of the reasons for the success of the school. High quality teaching enables pupils with a wide range of needs to learn effectively." Ofsted Report March 2002
The Character of the School
"Pupils have excellent attitudes to their work. They are very interested in school and enthusiastically involve themselves in the wide range of activities the school provides." Ofsted Report March 2002
Children are encouraged to take a pride in the appearance of the school and its grounds. We aim for high standards in the display of children's work, high academic attainment and breadth of achievement in the classroom and around school.
Statement of Aims
In line with the Kirklees "Curriculum Statement 5-16" we have as our aims for the Education of all children:-
- to increase children's knowledge, experience and imaginative understanding, thus developing their awareness of moral values and capacity for enjoyment.
- to enable them to enter the world after Education is over as active participants in society, as responsible contributors to it, being capable of achieving as much independence as possible.
The aims are true for all children in accordance with their age, ability, aptitude and any special educational needs they may have. We accept and agree with the aims of The Education Reform Act, part one, chapter one, that a School Curriculum should:-
a) "promote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society;" and
b) "prepare such pupils for the opportunities, responsibilities and experiences of adult life."
"Pupils behaviour in and around the school is very good. They are courteous to each other and to adults." "The school cares very well for its pupils. Members of staff treat the pupils with understanding and respect." Ofsted Report March 2002
School Behaviour Policy - An Introduction for Parents
The school has a positive behaviour policy in place. Our school aim was devised with children and reflects the philosophy of our school.
"We will try to make a happy and caring school where we all feel special and care for each other and everything around us".
The following five school rules encompass the positive behaviour we are looking for in our school.
1. We listen and follow instructions
2. We look after property
3. We keep our school tidy
4. We walk around our school safely and peacefully
5. We help each other
At the beginning of the year, each class formulates their own class rules, which are in keeeping with the school rules. These are negotiated between the class teacher and the children and are displayed in the classroom
Children are expected to behave courteously and to show respect for each other and adults. Positive attitudes and the fostering of high self esteem are encouraged at all times.
All children respond most of the time to a positive approach. If they behave in an anti-social way then sanctions are imposed. Systems are in place to monitor children's behaviour at lunchtimes and parents are informed if behaviour is unacceptable.
Information about class rules, rewards and sanctions will be sent out with each child in September. Parents are issued with a copy of the school behaviour policy when their children are admitted to school. We aim to create a caring, secure environment for children. We hope they will feel happy in school and highly motivated to do well.
"Pupils' personal development is excellent. They have excellent relationships with one another and with adults in the school. Pupils respect and value other pupils' beliefs, cultures and backgrounds." Ofsted Report March 2002
Home School Partnership Agreements have been developed by a committee of Parents, with governor representation and the Head teacher. We ask that you sign this once your child has been registered.
Child Protection Policy School has a Child Protection Policy, of which the staff are all aware. The child protection co-ordinator for the school is Mrs Lockwood, who liaises with Social Services, The Child Protection Unit and the Educational Social Worker as appropriate.
For Admission to all Key Stages
We will offer places in community and controlled schools to children in the following order of priority:
1. Children with a statement of Special Educational Needs which names the school.
Children in public care (Looked after children)
2. Children living in the school’s priority admission area who have an older brother or sister attending from the same address at the time of admission.
3. Other children living in the school’s priority admission area.
4. Children who live outside the priority area who have an older brother or sister attending from the same address at the time of admission.
5. Children who live outside the priority area.
a) Children in priorities 1 and 2 above may also be admitted above the Published Admission Number (PAN)
b) If we cannot agree to requests for admission in priorities 3 to 6 above without exceeding the PAN, we will give priority up to the PAN to children living nearest the school. Distance is measured in a straight line.
c) ‘Live’ means the child’s permanent home at the date when applications close, or if a significant house move is involved, the last school day in January.
d) For children transferring from First and Middle schools, preference within any of the priority groups above (up to the PAN) will be given to children attending either a first school in the middle school priority admission area, or a middle school in the high school priority admission area.
e) A Priority Admission Area means a geographical area determined by Kirklees in consultation with the governing body of the school.
N.B. There is no longer a guaranteed place for any child in any of the priorities at any key stage and your Prospectus should make this clear.