Our Parents
Children develop best when we in school work with parents, promoting the same values and sharing their progress. We try our best to listen, to understand and to act on worries and concerns. School staff are always available to discuss any aspect of your child’s education. We operate an ‘open-door’ policy at the School. If you have any queries or concerns please do not hesitate to contact us. Staff have a very clear level of care towards their pupils and the wider school community which has been evidenced by parent surveys and Ofsted Inspection reports. We meet regularly as a team to discuss all pupils and we regularly review any interventions that we put in place to ensure academic and social progress for all. In short, we will do our best to do what we need to do to get every child where they need to be…and hopefully beyond.
Parents in Partnership with our School
We warmly welcome all parents, carers and their extended family into our school because we believe that we are partners in the education of your children. There are many opportunities for parents to become involved in the work of the school and to gain a greater understanding of our work. Parent’s time and expertise can be used in many ways in school and is greatly valued. Some parents are able to help on a regular basis whilst others are only able to help on odd occasions. Regardless of the commitment you are able to make you are most welcome to join us. A Disclosure and Barring Service (DBS) check is required for all helpers in school to ensure the safety of the children.
Communication with Parents/Carers
We communicate with parents/carers in a variety of ways including –newsletters, website, questionnaires, informal and formal meetings, etc. We have two formal parent-teacher meetings and we send out one detailed written report of your child’s progress each year. We also host concerts and services and our very popular Food Festival. Newsletters are sent out on a regular basis to help keep everyone informed about what is happening in school.
