Oaksey Church of England
Primary School
Growing, Learning, Laughing, Succeeding
…TOGETHER!
Contents
 About the school
 The Curriculum
 Extra-curricular Activities
 Homework
 Collective Worship
 Individual Approach to the Whole Child
 General Admissions
 Reception Children Admissions
 Over Subscription Criteria
 Governing Body
 Equal Opportunities
 Safeguarding our Children
 Pupil Premium
 Primary and Secondary School Liaison
 School Communications
 The PTA – Friends of Oaksey School
 Attendance and Absence
 Contact Details
 Uniform
 Contact and Staff Details
The school has Voluntary Controlled status, which means that although the church originally helped fund the school,
Wiltshire County Council are now responsible for its management.
The school was opened in 1854 and has
remained as a thriving village school for 150
years.
The original building is a delightful Cotswold
stone building incorporating the old school
room and schoolhouse.
The school is organised into three classes with
additional teaching support in each class. The
staff prides itself in creating a family
atmosphere that is evident as soon as you walk
through the front door.
In recent years the school buildings have been greatly enhanced and improved, by the hard-working Parent Teacher
Association, which has a long history of support and active involvement with the school.
July 2003 marked the completion of the first phase of our very ambitious building project that included the addition of a
new school hall, entrance and library area and new toilets, and also the extension of an existing classroom, which have
been enormous assets for the school.
September 2007 saw the building of a new classroom, resulting in the whole school being under one roof and a new full
time Reception class with a designated outside courtyard play area .The school has a large outside play area, including a
safe bark area and the children’s own gardens and the use of the large village playing field alongside the school.
“Our climbing wall is double-sided and a zig-zag
shape with colourful handholds and footholds
scattered over both sides. All of the children enjoy
spending time on it, from the BIG Year 6’s to the
youngest reception.” Sarah
“School Council organised the ‘Friendship Bench’
for somewhere to sit, lie down and relax. I like the
Bench because when I don’t have anyone to play
with, I just sit down and then my friends come and
play with me.” James
Curriculum
Whilst following the DfE National Curriculum, as a
school we aim to develop lively enquiring minds with
the ability to question and argue rationally. We aim to
enable our children to be well motivated both mentally
and physically for success in the wider world.
1. enable children to acquire understanding, knowledge
and skills relevant to adult life and enjoyment in a fast
changing world.
2. enable children to use language and number
effectively.
3. develop personal moral values, respect for religious
beliefs and values, an under-standing of other races,
religions and cultures.
4. value human achievement and aspirations.
5. develop their own spirituality, creativity and aesthetic
awareness.
6. find pleasure in learning and experience success.
7. involve children in their own learning and selfassessment
Emphasis is placed on first hand experience and
opportunities are used to take children out of school on
visits, whilst outside speakers and experts are invited in
to talk to the children.
“The curriculum is to be thought of in terms of activity
and experience rather than of knowledge to be acquired
and facts to be stored”
Literacy
We put great emphasis on the teaching of reading skills
from Reception to Year 6 as part of our daily routine,
including ‘quiet’ reading sessions. Recently, the PTA
raised funds to invest in new reading scheme books,
providing children with modern, up-to-date and
interesting books.
We aim to develop confidence in all areas of the
children’s writing development. By the end of Key
Stage 2, we expect children to be competent
writers using accurate and at times complex
punctuation, spelling and grammar.
The importance of speaking and listening forms a
key part of the curriculum and provide opportunities
across the curriculum for children to engage in a variety
of situations where they can develop confidence in
presenting their views to one another.
Numeracy starts in the Foundation Stage with
play activities, which develop mathematical
concepts and language. From this, children move on
to develop their knowledge and understanding in
the key areas through calculation and problem solving
activities.
There is an emphasis on mental calculation with daily
Mental Maths sessions from Year 1 upwards. Children
are encouraged to develop problem solving skills and
the ability to discuss their work and strategies used.
Science
Children follow a programme of scientific study
which covers four main aspects:
 Experimental and investigative science
 Life and living processes
• Materials and their properties
• Physical processes
The curriculum is planned through a rolling
programme which ensures that all areas are covered
during the Primary Years. The programme is regularly
adjusted to meet the needs of the mixed-age
classes and the organisation of these classes.
Science may be the focus of a topic, part of a
topic, or taught as a separate theme. Our aim is to
help children increase their knowledge of the
world and to develop the skills of observation,
recording, analysis, and interpretation through
investigation. We encourage the children to devise
‘fair tests’ and introduce basic scientific methods
with due regard for curiosity, healthy scepticism
and critical evaluation.
Information Communication Technology (ICT)
ICT is used to enrich and extend learning
throughout the curriculum. All learning is linked to class
topics and is developed through:
digital literacy - using ICT to find, check and share
information;
digital skills - controlling and programming simulations
and models, creating presentations and collecting and
analysing data;
e-safety - using and sharing information safely and
legally;
technology in the world; and technical understanding.
We have invested in the Rising Stars scheme which
encourages pupils to use ICT in real roles
such as game designers and architects whilst using up to
date tools such as Scratch and Sketch-up.
All classes have interactive whiteboards and banks of
five computers and from Year 3 upwards children are
taught keyboard typing skills.
History
In History in Key Stage 1, the children learn about
people’s lives and lifestyles. They are encouraged to
draw on immediate family history and to explore the
historical background and way of life of people in
the past and beyond living memory.
A broader, more structured understanding of people
and civilizations are developed at Key Stage 2, with a
focus on:
• Romans, Anglo-Saxons and Vikings in Britain
• Life in Tudor Times
• Victorian Britain
• Britain since the 1930s
• Ancient Greece and Egypt
Geography
At Key Stage 1, the children investigate their local area
and a contrasting area in the United Kingdom and
abroad. They begin to ask geographical questions
through the use of maps and photographs.
At Key Stage 2, they investigate a greater variety of
people, places and environments, both in the UK and
abroad. Key skills such as following directions, map
reading and map making are covered, as are weather
observations, surveys and data collection.
Art
Children have the opportunity to experience a variety of
media and techniques including drawing, painting
and 3D work. They are taught to view critically
and appreciate paintings and artefacts of artists
and others (including each other) and will be
encouraged to try out and include the styles and
techniques in their world.
Design Technology
DT provides children withexperiences by means of
which they can discover the mechanisms of everyday
objects. Children plan and make working models and
evaluate and modify the results.
Music
The school has a specialist music teacher who provides
the children opportunities to perform and compose
with a variety of instruments. Orchestra is held every
week and music performances take place in church and
in concerts. Specialist teachers give lessons in
strings. woodwind, brass, keyboards and guitar.
There is a charge made for these lessons. Every year
Y5/6 take part in the joint cluster schools festival.
Physical Education
The PE curriculum aims to foster an appreciation of
a variety of sports, develop individual and team
skills, and develop a healthy balance between
individual and team competition. This is addressed
through dance, drama, gymnastics, games, athletics,
and outward bound activities for Year 5 & 6 children.
The children enter cluster competitions from Year 1
upwards in a range of activities, e.g. orienteering, tag
rugby, cross country, gymnastics, etc.
The children are taken swimming two terms a year from
Year 1 upwards at Cirencester Leisure Centre.
“Sports Day is where you do different races and you can
choose which race you do. We also do sports against Lea
and Garsdon School and it’s good because you get to do
unusual things.” John
Personal, Social, Health Education and
Citizenship (PSHE)
PSHE is designed to give pupils the knowledge,
skills and understanding they need to lead confident,
healthy lives and become responsible citizens.
At Key Stage 1 they find out about themselves as
developing individuals and as members of their
communities.
At Key Stage 2 the children learn about themselves as
growing and changing individuals. They become more
mature, independent and take increasing responsibility
for their decisions and actions.
Sex and Relationships Education
This area of the curriculum is treated with sensitivity
and care. Children’s questions are answered with
thought for their age and level of understanding. The
older children are introduced to the process of puberty
through sessions led by the school nurse.
Religious Education
The school follows the Wiltshire agreed syllabus for
Religious and Moral Education.
RE in the school is based on Christianity while taking
into account the rich variety of other cultures and
faiths. Children are encouraged to explore their own
beliefs and to develop an awareness of their own
spirituality, as well as a sense of respect for the beliefs
of others.
Modern Foreign Languages
French is taught in our school from Year 1 onwards by a
specialist French Teacher.
Assessment and Testing
Teachers constantly assess children’s achievement
and progress throughout the year. From Y2 to Y6
children take SATS (Standard Assessment Tests)
at the end of each year. Y2 and Y6 results are
published by the DfE in order to compare them
with other schools.
“The residential trip is really exciting because you get to
go with your year group and you sleep together in the
same room, except it takes a long time to get to sleep!”
Joshua
Residential visit - the walk from Haytor to Houndstor
Extra Curricular Activities
Staff and parents at the school kindly give up their own
free time to organise extra- curricular activities during
lunch hours and after school.
“In Gardening Club they grow plants and take care of
the greenhouse where they grow tomatoes and other
vegetables.” William
These vary from term to term and include netball,
computer, gymnastics, tag rugby, drama, etc.
“At school we are given personal challenges and
when we complete the challenges we are given new
ones and they can be given in any subject – they are
great fun and educational.” Alex
“We have orchestra every Tuesday with Mr Maloney.
There are violins, guitars, trumpets, trombones, cello,
keyboards and clarinet, flutes and drums. We learn
new music and practise so that we can perform. We
do a proper concert in the summer term.” Jack
Homework Policy
Collective Worship
As part of the reinforcement of school learning children
will be asked to take part in additional learning at
home alongside parents, where appropriate. This will
be a range of activities, including learning spelling words
that are carefully chosen so that they are relevant to
the individual child’s ability.
A daily act of collective worship, led by staff, is held at
the School for all children. Our Vicar, Rev. Barry Raven
or the Parish lay-reader , Sarah Wyman, visits the school
once a month to lead an act of worship.
For the younger children, by far the most important
“homework” is reading with an adult. Maths and
literacy homework is set regularly from Year 2 upwards.
Encouragement to take part in out of school activities
e.g. cubs, brownies, dancing classes, sports clubs, music
etc. is very valuable, though care should be taken not to
burden a child with too many outside interests - we all
need time to relax – even children!
Themes are related to topical projects, festivals, Bible
stories and other relevant values of a broadly–based
Christian nature. These are aimed to encourage children
to grow in self-awareness as well as develop an
understanding of others and their needs.
Our school cross is
centrally placed in the
School entrance hall –
specially designed to
reflect the light from
above.
“Let your light shine
before others, that
they may see your
good work.”
Matthew Chp. 5
Class acts of worship for parents, family and
friends, also take place in school, as well as Harvest,
Christmas, Easter, and Year 6 Leaver Services being held
in All Saints Church, Oaksey. Parents have a right to
withdraw their children, on grounds of faith, from
Collective Worship.
The view of All Saints Church from the School Hall
window is a constant reminder of the important
role the church plays in our school and daily life. The
School Prayer is used every week and each class have
their own Class Prayers. Children and their families are
encouraged to take part the monthly Family Service at
the Church.
The children visit the Church on separate occasions
as part of their learning and have written a ‘Children’s
Guide to Oaksey Church’. The Year 6 children
also visit Bristol Cathedral to take part in a joint
primary schools learning day before they move onto
Secondary School.
Individual Approach to the whole child
At Oaksey School we recognise that every child is an
individual and is very different in terms of ability,
aptitude, interests, motivation and social and ethnic
background.
We use an indiviualised spelling approach, children are
taught in different ability groups, within a class, where
appropriate and the learning is tailored to encourage
children to take responsibilty for their own learning as
they get older.
School Learning Journey
Our School Learning Journey helps us to identify how we
learn and what we need to do to make sure that we learn
in the best way we can.
Each class has a visual Learning Journey that the children
use to identify different aspects of learning – both the
easier and hard parts. As with any journey, preparation
needs to take place, there could be problems along the
way but finally we will reach teh end of the journey which
will be successful.
This allows children to realise that not all learning is easy
and that some parts require more practice and resilience
in order to achieve success.
Learning Power Gems
The children use ‘Power Gems’ to help them understand
what resources they need to help them learn as best as
they can. The School ‘Learning Detectives’ watch the
lessons to help each other and feedback on how well they
have performed in their learning and what they need to
do to improve.
The children’s view of Power gems
 We use the learning power gems in our
learning journeys to help us think about
out learning skills.
 It helps children to aim for their learning
target and they have something to look
forward to.
 It can make someone feel good about their
learning
We provide a learning experience that meets the needs
of able children as well as those who have a learning
difficulty, which is closely monitored by the Governors
responsible for Special Educational Needs and Gifted &
Talented Children (Special Needs & Gifted & Talented
policies available on request).
We are the only school in Wiltshire to have achieved
the National Association for Able Children in Education
award – ‘The Challenge Award’. This accreditation
recognises the work that the school does to support
gifted and talented children.
We have an experienced Special Needs teacher who
teaches the children as appropriate, co-ordinates
learning throughout the school, liaises with class
teachers, teaching assistants, parents and outside
support agencies.
If staff have any concerns about a pupil they
immediately inform the parents and work closely with
them to ensure the pupil gets appropriate support.
“Mrs White’s classes are really fun. We get to do mind
games and she is a really good teacher and is good at
helping you concentrate.” William
Governing Body
The Oaksey School Governing Body currently stands at
14 members; all volunteers, they are a mixture of
parent governors, staff governors, community
governors and foundation governors. So that governors
are easily identified there is a notice board on the left
hand side at the entrance to the school where
photographs and roles are displayed together with
contact details. Also displayed on the notice board, and
available for all to read, are the minutes from recent
meetings. In addition a termly newsletter, The
Grapevine, is issued by the Governing Body for all
recent news, updates and future proposals.
The day-to-day running of the school is the
responsibility of the head teacher whereas the role of
the Governing Body for Oaksey School is to provide
strategic management, to act as a ‘critical friend’, to
ensure accountability, and to support the work of the
head teacher and the other staff.
The Governing Body is responsible and accountable for
all major decisions about the school and its future
responsibilities.
The Oaksey Governing Body has divided its
into 4 committees:
Management: Finance and premises.
Curriculum:
Delivery of the curriculum.
Personnel:
Staffing issues.
Ethos:
The needs of the school and child
outside the academic curriculum.
To aid and maintain the high quality of curriculum
delivery in the school, all governors are responsible for
one or more subjects. Working closely with the
designated subject teacher, Governors regularly carry
out reviews by visiting the school to see the subject
being taught, informally discuss the subject with pupils
and report on their observations. by promoting high
standards of educational achievement. In addition
schools generally have a delegated budget to cover
salaries, running costs, maintenance and equipment;
the Governing Body is responsible for the management
of this budget.
Equal Opportunities
We aim to develop the full potential of every child in
our care. No child will be discriminated against on
grounds of race, religion, gender, disability or sexual
orientation. We positively encourage tolerance and
understanding in our school community.
Safeguarding our children
The school is committed to safeguarding and promoting
the welfare of all our children and expects all staff and
volunteers to commit to this aim.
All staff appointments are managed under our safe
recruitment policy and checks .
Pupil Premium
The Pupil Premium of £860 in 2011/2012 was used to
support writing skills with the older children.
This was delivered in eight ‘One to One’ support
sessions focusing specifically on individual children’s
needs. The impact from the sessions showed improved
writing levels and confidence in their approach to
writing.
Primary and Secondary School Liaison
Friends of Oaksey School
Oaksey School is a feeder school with Malmesbury
Secondary School, Wiltshire, but our children move
onto a wide range of state and private schools including
schools in Stroud, Cirencester and Cheltenham.
The Friends of Oaksey School (FoOS) is the name given
to our School Parent Teacher Association – a registered
charity.
Before they transfer to their secondary school, Year 6
children will have the opportunity to visit the schools
and the Year 7 tutor will visit Oaksey School to meet
those children in the summer term before they move.
We are always working towards developing a stronger
liaison with Malmesbury School and staff from both
schools meet to discuss curriculum continuity for the
benefit of the children. Visits are made to each other's
school and the Head Teacher meets twice a term with
Malmesbury School staff.
There is close liaison with the local Nurseries and Preschools. The children often visit the school and the
Reception children hold a party in their first term for
their Early Years teachers to show them how they have
settled into school. School staff regularly visit all Early
Years settings to meet the children who will be coming
into school.
School Communications
‘School Whispers’, the school’s newsletter, is sent out
by e-mail or paper, on a Tuesday on a fortnightly basis.
This is intended to keep parents up-to-date with
information, as well as celebrate the children’s and
schools achievements.
Other information is sent out according to need and the
information board outside the front entrance is
regularly up-dated. Our school website also holds
information about children’s learning, events and school
successes.
Parents meetings are held in the Autumn and Spring
term and annual reports are sent out in the Summer
term, with an opportunity to meet with teachers
afterwards.
Parent workshops and information sessions are held to
keep parents informed about new initiatives and
educational matters as appropriate
As a PTA we believe in our ability to support our
children in their education through commitment and
dedication, as we all want the best for our children.
Throughout the school year we work hard to support
the school not only financially, but helping in school,
providing transport for football and netball matches,
amongst many other things.
The important thing is that although we take our role
very seriously, we always make sure that we have fun
doing it! We believe that through positive
communication and good working relationships
between parents, teachers, governors and the local
community a lot can be achieved.
Out of school events are held on a regular and basis and
provide a good foundation for the local community to
become involved and new ideas are always welcomed.
The focus of events vary throughout the year ranging
from purely social to significant fundraisers, sometimes
involving just the school children, staff and families or
the wider community.
There are regular and well-publicised meetings held at
the school or in someone’s house in an informal
atmosphere. Agendas and minutes are sent to every
parent.
Because we are a small school every parent is welcome
at these meetings and they provide a good opportunity
to meet everyone in a relaxed atmosphere.
Although fund raising is often viewed as the main
objective of a PTA, of equal importance if not more so,
is the fostering of a good working partnership between
home and school for the benefit of the children.
General admissions
Parents who wish their child to attend the school are
very welcome to visit the school prior to entry and this
can be simply arranged by telephoning the School.
If this is your child’s first school he or she will be invited
to visit the school and spend some time with us before
entry on a full-time basis. This will allow your child the
opportunity to get to know the school, his teacher and
the routine before he starts school.
If you are living outside the school’s designated area,
parental choice may be exercised providing that the
school’s staffing and accommodation allow. A final
decision is made by Wiltshire Local Authority. In this
case parents are responsible for the transport of
their own child to and from the school each day.
At 11 years of age, most children transfer to
Malmesbury Secondary School following initial visits by
the children and close liaison between our school and
the Secondary School staff.
They will be encouraged to stay to lunch when it is felt
that the children are ready to do so and then be
collected at about 12.45 pm.
Over Subscription Criteria
Oaksey School’s approved admission number is 13 and
when the number of applicants to a Year group exceeds
the school’s approved number the following criteria is
used:
• looked-after children (within care of Wilts County
Council)
• children living within designated area
• children with medical conditions
• siblings
 Other children
Some children also transfer to other Secondary Schools
and close links are maintained with these schools to
ensure the children’s smooth transition to their next
stage of education.
Reception Children Admissions
Children will be offered full time schooling from the
beginning of the school year (i.e. September) in which
they are five years old.
Induction Programme
Children who will start school in September will be
invited to attend for one visit each week for three
weeks in the Summer term.
On starting school they will attend mornings only in the
first week of term, and if they are settled and secure,
full time from then on.
The Reception children taking part in a ‘Victorian School
Day’ outside the old school entrance.
Attendance and Absence
School Uniform
‘Poor attendance disadvantages children.’
We encourage all parents to dress their children in school
uniform. Items of clothing may be brought virtually
anywhere and the school sells sweatshirts, fleeces, shirts
with the school logo on at very reasonable prices.
The school believes that poor attendance disadvantages
children and carefully monitors any absences or lateness
(Attendance Policy is available on request). The Governing
Body monitor and evaluate the absence results on an
annual basis.
Trousers: grey, black or green, not jeans.
Shirts: white, light blue or navy.
If a child is going to be absent for a holiday or any other
reason, parents are asked to fill in an absence request
form, which will be reviewed by the Head Teacher as to
whether the absence is authorised or not.
Skirts: grey or dark blue.
Shoes: It is suggested that these are suitable for everyday
running about in the play-ground, not trainers.
If there are other reasons for continued absence the school
will work with the parents to ensure that the child receives Trainers/plimsols/daps: should be worn only for games.
as full an education as possible.
They are not very suitable for everyday wear.
Fleeces/Sweatshirts: Navy Blue – available from the Office.
Illness
We would ask you not to send your child to school if he or
she is unwell. Your own family doctor or nurse practitioner
is the best person to advise you whether your child is fit for
school.
In general it is assumed, that if a child is well enough to
attend school he/she is well enough to take part in the
activities of a normal school day, i.e. going out to play,
taking part in P.E. lessons, or going swimming — unless
specific medical grounds are given.
Children are not allowed to bring any medicines or drugs
into school. (Drugs policy available on request) Prescribed
drugs will not be administered in school except in special
cases, where a health plan has been set up by the School
Nurse, parents and school.
If a child requires prescribed drugs during the day, the
parent may be asked to bring the medicine to school and
administer the appropriate dose or sign a form for staff to
give the prescribed medicine.
Dresses: During the summer girls may wear dresses in light
blue/navy and white of any pattern suited to school wear.
Jewellery: For the sake of your child's own safety jewellery
is not to be worn at school. Children who have pierced ears
should only wear stud type earrings. No responsibility will
be taken for injuries caused if this advice is ignored. All
earrings are to be removed for swimming and P.E.
“Everyone is meant to wear school uniform in case of



a child getting lost so people know which school they
come from
the children cannot boast about having better clothes
than someone else
the children don’t have to take long deciding which
clothes they are going to wear in the morning!”
Jack
Contact details and staffing
OAKSEY C. OF E. CON TROLLED PRI MARY SCHOOL
THE STREET, OAKSEY, MA LMESBURY, WILTSHIRE SN16 9TG
Telephone/Fax: 01666 577221
Head Teacher:
Chair of Governors:
Chief Education Officer:
e-mail: [email protected]
Mrs Ursula Scott
Mrs Stephanie Costin
Mrs Carolyn Godfrey,
Education Department, County Hall, Trowbridge, Wiltshire BA14 8JB
Tel: 01225 713000
Governors
Foundation Governor:
Local Authority:
Mr Tim David
Mrs Jane Nicholls
Parent Governor:
Mrs Claire Henley, Mr Nico Brezan, Mr Francis Brackely, Ms Polly Makepeace
Community Parish Governor:
Sponsor Governor:
Staff Governor:
Head Teacher:
Associate:
Clerk to the Governors:
Mrs Steph Costin, Mr Ian McNaught-Davis
Ms Anza Tyrone
Mrs Denise Bray
Mrs Ursula Scott
Mrs Helen Burton
Mrs Emma Hooker
Teaching Staff
Head Teacher:
Class Teachers:
Mrs Ursula Scott
Mrs Nicky Troughton
Mrs Vanessa Newman
Mrs Denise Bray
Mrs Claire Morris
Mrs Lucy Tamlyn
Mrs Ursula Scott
Mr Matt Cliffe
Mrs Denise White
Mr Nigel Maloney
Reception
Year 1/2
Year 3/4
Year 5/6
Special Needs
Music
Support Staff
Finance & Administrative Officer :
Teaching and Lunchtime Assisstants:
School Handyman:
School Nurse;
Educational Welfare Officer:
Mrs Helen Burton
Mrs Nicky Marett, Ms Carol Morton, Mrs Chris King
Mr Jason Fursland
Mrs Jan Hunt
Mrs Rosemary Rowley
Supply Teachers: “Occasionally supply teachers have to work in the school when the regular teachers are ill or on a
training course. Usually the supply teacher carries on the work that has already been started, but sometimes, new work
is begun. The main structure of the day is maintained to ensure consistency for the children and we have a pool of three
supply teachers who know the school and children well.” Mrs Hodges