A Welcome from the Headteacher I am very delighted to welcome you to our new school website! This year (more than ever) we want to celebrate the amazing contributions our pupils and staff make, as well as, support parents and engage with our local community through our website. I am passionate about Colegrave and I simply want to provide the best possible education for our pupils, not just ensuring they are both literate and numerate, but also developing their knowledge and skills across the curriculum, through exciting and challenging learning experiences. I am proud of the Leadership Team as they share the same passion and drive as I do, and are working relentlessly to improve standards and attainment across the school. And in addition to our determined and dedicated staff team, we now have a number of specialist and additional teachers who work hard to deliver quality-first teaching in their areas of expertise. Finally, I would like to say how excited I am about this year. I often tell staff and governors how confident I am that this year will be our most successful yet and I hope to continue working with parents to make our school the best of the best! Tahreem Hussain Headteacher

About Colegrave Primary School Colegrave Primary School is a vibrant and diverse primary school set against the backdrop of Stratford City and Queen Elizabeth Olympic Park, home of the London 2012 Olympic Games. Our school is led by an ambitious and dynamic leadership team who ensure that standards of teaching and learning are consistently maintained across the school. Colegrave has a truly dedicated and passionate staff team who work hard to ensure pupils succeed.

London 2012 Olympic Games Colegrave Primary School was at the centre of the media coverage during the London 2012 Olympic Games. As well as the phenomenal opportunity for our pupils to be part of the Opening Ceremony, directed by Oscar-winning British Director Danny Boyle, we have also been visited by many sporting celebrities!

We are now working in partnership with the Olympic Legacy Development Corporation to ensure that the positive impact of the 2012 Olympic Games lasts long into the future and continues to benefit our pupils and our local community.

“Colegrave is amongst the top 250 top performing schools in terms of progress pupils make between Key Stage 1 and Key Stage 2…”

Rt. Hon David Laws MP

Minister of State for Schools

Resource Provision at Colegrave Colegrave Primary School is also one of the few schools in the London Borough of Newham to have a Resource Provision for pupils with Profound and Multiple Learning Difficulties (PMLD). Here our pupils receive an individualised combination of specialist and quality-first teaching and external support from a range of professionals. Most children have an inclusion programme for access to their mainstream classes.

And finally… At Colegrave we have extraordinary, talented and ambitious children who are determined to succeed, and as a school we are committed to ensuring that each and every pupil is encouraged to reach their full potential, and given the confidence to seek out bright and successful futures.

About Us Colegrave Primary School is a vibrant and diverse primary school set against the backdrop of Stratford City and Queen Elizabeth Olympic Park, home of the London 2012 Olympic Games. Our school is led by an ambitious and dynamic leadership team who ensure that standards of teaching and learning are consistently maintained across the school. Colegrave has a truly dedicated and passionate staff team who work hard to ensure pupils succeed.

British Values at Colegrave The DfE have reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law,

individual liberty and mutual respect and tolerance of those with different faiths and beliefs.” The government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister. At Colegrave Primary School, these values are reinforced regularly and in the following ways: Democracy Democracy is rife within the school. Pupils have the opportunity to have their voices heard through our School Council and pupil questionnaires. Children are given the opportunity to design and vote for their school team sports kit, as well as decide on equipment for our playground. The winner of ‘Colegrave’s Core Values’ each term is based solely on pupil votes. Our school behaviour policy involves termly rewards, which the pupils vote on as a class group. The Rule of Law The importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days. As part of our journey as a Rights Respecting School, children are taught about the UN Rights of a Child. These articles are displayed around the school and children are regularly given the opportunity to explore articles further in lessons and assemblies. Each class has created their own class charter, which incorporates their own class rules, as well as setting the school expectations. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. This is done through whole class teaching and restorative meetings, when school rules are broken. Visits from authorities such as the Police and Fire Service help reinforce this message. Individual Liberty Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. We promote the language of choice when we are communicating with children and always encourage children to make positive decisions. As a school, we educate and provide boundaries for young pupils to make choices safety, through of provision of a safe environment and empowering education. Every class has a talk box, which children are encouraged to use, this is checked regularly and actions are taken accordingly. We are a Rights Respecting School, where pupils are encouraged to know, understand and exercise their rights and personal freedoms. Through EPIC time (Everyone Positive in Colegrave) we discuss and advise how to exercise these safely. Mutual Respect Our school ethos and behavior policy revolves around core values, such as respect. Every week we have a themed assembly, which focuses on one of our school rules. Epic (Everyone Positive in Colegrave) follows, where students are taught more about positive behaviors from the school rules and how they can emulate these in school and the wider society. We have a large pastoral support team, including a behavior support teacher, three learning mentors and a speech and language therapist. These adults lead 1:1 sessions, small nurture groups and whole class activities to promote positive behavior. Rights Respecting posters

around the school promote respect for others and this is reiterated through our classroom charters. Tolerance of those of Different Faiths and Beliefs This is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. All children are taught RE and visits to various places of worship are encouraged as part of our RE curriculum. We also hold celebration assemblies for festivals such as Eid, Christmas, Diwali and Guru Nanak, where parents and carers are invited into school to celebrate with us. The school has a high-profile ‘Language of the Month,’ that runs throughout the year, linking to languages spoken by our EAL pupils. Members of different cultures or religions are encouraged to share their knowledge to enhance learning within classes and the school.

Colegrave School Rules We always make sure we do the right thing and act with responsibility We always make sure we tell the truth, and are fair and honest We always have a positive attitude about what we can achieve and have aspirations We always think about people’s feelings and rights and show respect We always make sure we try to understand others and act with compassion

The Governing Body The Governing Body are a group of representatives from both the school and the local community who volunteer their time to share their knowledge and skills to help the school deliver the best possible education and care for pupils. Local Authority Governors Cllr Terry Paul (Chair) Mr Owen Beckles Parent Governors Miss Lisa Spencer Dr Helen Jones (Vice Chair) Mrs Evelyn Oriaiku Mrs Alvija Cernianskaite-Kvederaviciene Mr Jason Hehir

Ms H Xassan Community Governors Ms Rosalind Leeming Co-operative Governors Mr Dennis Sem Ms Catriona Kellas Mr Stephen Parkinson Staff Governors Mrs Sunita Widlake Mrs Abbie Ojukwu Ms Nazia Ishaq

2015-2016 Pupil Premium Grant The Pupil Premium Grant (PPG) is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. Pupil Premium Grant Overview 2015-2016 Total number of pupils on roll 617 Total number of pupils eligible for PPG 301 Amount of PPG received per pupil £1,300 Total amount of PPG received £526,680 48% Eligible (301/607) Nature of support funded by the Pupil Premium Grant 2014-2015 Support for raising achievement – Outstanding members of the senior management team are involved in raising attainment of pupils by delivering targeted interventions. – Senior members and subject leaders develop teachers’ subject knowledge and lesson delivery through whole school CPD and individualised action plans. This in turn raises pupil attainment. – In KS1 additional teachers support with RWI, maths and basic literacy and numeracy skills. These additional teachers allow smaller group teaching to occur in the morning and an individualised curriculum to be delivered in the afternoon through one to one tuition sessions.

– In KS2 additional teachers deliver maths and English lessons allowing smaller more personalised teaching to occur that meets the needs of all children. In the afternoon interventions take place that boost pupils that are falling behind. – A float teacher has been appointed to provide phase and subject leader’s regular management time. This allows teachers to monitor their phase or subject and tailor CPD, intervention or strategies so as to tailor the provision based on the most pressing needs. – A maths tutor has been appointed in year 6 to specifically boost maths skills for the lower attaining as well as the more able pupils, in order to prepare them for SATs. Enrichment – The performing arts teacher enriches speaking and listening, drama and creativity across the school. More performances within the school and at local theatres have taken place (Shakespeare/Year 6 production). Debating has been introduced to develop speaking and listening and thinking skills. In school and cross school competitions have been entered which promotes public speaking in different settings. – The computing teacher, team teaches and trains staff on the use of I pads, laptops, interactive whiteboards, green screens, as well as support during planning. This has allowed learning to become more practical, hands-on, creative, engaging and cross curricular. – The P.E. teacher leads interventions for vulnerable pupils at the beginning and throughout the day. He organises in school and cross school competitions as well as after school clubs. This provides vulnerable pupils with an engaging, physically active and structured session which impacts on their behaviour for learning in class. Also the P.E. teacher team teaches and carries out teacher training. – Curriculum enrichment activities take place in the form of sports competitions with the PE teacher, Shakespeare week and productions, Science day, world book day, refugee day, in school workshops for example to aid understanding of the Vikings, black history, dinosaurs and evolution. – In class curriculum enrichment activities support learning further e.g. chick hatching, author story writing sessions. Well-being – Breakfast club is provided for all children however specific pupils are targeted e.g. vulnerable pupils and those with poor punctuality / attendance. – Due to the challenging context of the school a Safeguarding Lead and Deputy Safeguarding Lead have been appointed. They ensure children’s safety and wellbeing are monitored, recorded and actions are taken where appropriate. All this impacts upon the behaviour for learning of pupils and in turn their attainment. – Full time Family Support Worker supports vulnerable families in various ways. – Full time learning mentors support more vulnerable pupils by providing nurture groups and counselling during the school day and at lunchtime – Behaviour specialist organises interventions and works with children posing challenging behaviour and those who find accessing the curriculum difficult. – The attendance officer monitors registers daily and contacts parents to find out reasons for absence. Where persistent absenteeism occurs the safeguarding team is liaised with and if necessary fines are imposed. In addition punctuality is monitored and tracked and parents

are met where necessary. The attendance officer supports pupil premium pupils to attend and access learning regularly. – EAL teacher provides tailored English and maths lessons for children with English as an additional language. This allows children to access mainstream teaching at a quicker rate than being in their base class. – A full time speech and language teacher supports pupils with speech and language difficulties, allowing them to overcome their barriers. – Three members of staff are involved in ongoing THRIVE training in order to identify and support pupils in their emotional development and provide the necessary interventions. The impact of the Pupil Premium Grant The PPG is having a positive impact on the achievement and progress of pupils at Colegrave Primary School, pupils are outperforming national expectations particularly in KS2. For 2015 – 2016 we will be looking carefully at how we support pupils to make faster progress in writing and mathematics across the school and particularly in KS1. We hope that pupils for which the PPG is used for, continue to achieve in line with, or better than their peers and better than those pupils who receive PPG nationally. This will demonstrate that the PPG is being used to maximum effect. Click here to learn more about the Pupil Premium Grant.

SEND School Offer Our SENDCo/Inclusion Manager is Sunita Widlake. At Colegrave, pupils are engaged in lessons that are stimulating and given targets that are challenging, but achievable. We provide high quality support through ‘Quality First Teaching’ – the effective inclusion of all pupils in high-quality everyday personalised teaching. As part of this, activities are differentiated to meet the needs of individual pupils. Teaching and learning is monitored through the observations of activities and lessons. Teaching staff are supported by a planned programme of continuing professional development, which includes in-school and external training and bespoke support from a team of assistant head teachers. Pupil progress is monitored regularly through half termly assessments and, shortly after, the progress of individuals is discussed at pupil progress meetings. This early identification of pupils not making satisfactory progress enables next steps to be considered and pupils will receive targeted catch up provision. If by the next half-termly progress meeting the pupil has not made sufficient progress, the Special Educational Needs and Disabilities Coordinator (SENDCo) will arrange a meeting with parents/carers and the class teacher to share concerns and obtain further background information. During this meeting, actions are decided and, with the permission of parents/carers, referrals to outside agencies may be

made. These outside agencies work closely with the school and parents/carers to provide strategies to support the learning of the pupil. In many cases a Personal Learning Plan will be written by the SENDCo in the presence of the parents/carers, class teacher and pupil, providing focused learning targets and details of support and resources required. A copy of this is provided for parents/carers to support their child’s learning at home. These plans are reviewed each term and parents/carers are invited to discuss their child’s progress and achievements. Parents/carers may raise concerns about their child through discussions with the class teacher, Family Support Worker and/or the SENDCo. How is the curriculum matched to the pupil’s needs? At medium term planning, the curriculum is adjusted to engage and motivate the particular pupils in a cohort. Individual lesson plans are differentiated to match the needs and abilities of the pupils; in English and Mathematics pupils are grouped according to their level of attainment. How are the parents/carers informed about how their child is doing? – Parent’s evenings are held every term providing an opportunity for parents/carers to discuss their child’s progress and achievement. – Parents/carers are encouraged to approach the class teacher should they wish to discuss/ask anything and the class teacher would be available to meet after the school day has finished. – A school report is provided to parents/carers during the summer term. – Home/school books are a means of communicating with parents/carers of pupils with more complex needs. – For all pupils that receive High Needs Funding, an annual review is undertaken. The pupil, parents/carers, school staff and external agencies (where appropriate) attend this meeting to ensure the needs of the pupil are being met and that he/she are meeting the targets set. What arrangements does the school make to support pupils transferring to/from another school? Pupils transferring to another school: – In consultation with the parents/carers, the SENDCo will set up transition visits to the new school (pupils with SEND) – Transition booklets (with photographs) are made for identified pupils to take home at the end of term – All year 6 pupils, moving on to Secondary School, are offered a transition day by their new school. The SENDCo will agree additional transition days prior to this, to familiarize pupils with SEND before they meet all their new peers – The SENDCo will pass on pupil records to the appropriate member of staff at the new school Pupils transferring from another school:

– Initial meeting with SENDCo and a look around the school (parents/carers and pupil) – A member of Colegrave staff will observe new pupil in their current setting (where possible) – SENDCo will obtain pupil records from old setting to familiarize herself with the needs of the pupil – Two to three transition visits to Colegrave How does the school know if extra support is helping pupils to make progress? The impact of extra support is monitored and adjusted or terminated as necessary. What expertise and training do staff have who support SEND pupils have? Category Type of Training Medical Epilepsy Epipen Enteral Feeding First Aid Paediatric First Aid Diabetes Type 1 Physical Needs Hoist training Load Assessor training Health and Safety TeamTeach Promoting Positive Behaviour Load Assessors training Speech and Language Communication Box Clever Colourful Semantics PECS What is communication? Foundation course in Communication Teaching and Learning Autism – ASD awareness Dyslexia Awareness and Strategies for the Classroom Multi-sensory approach to Maths Effective Literacy Intervention Drop in for strategies for pupils with Moderate Learning Difficulties Social and Emotional Mental Health THRIVE

Final Year Training for Child Counselling through the Arts Safeguarding Designated staff Safeguarding training Advance E-Safety for designated staff Stonewall – Diverse families Safeguarding/Child Protection training for all staff eSafety training for staff Family Support NVQ Level 4 Working with Parents Domestic Violence Awareness Childhood Bereavement Other SENDCo Course Assessment BSquared/CASPA training What specialist support or services does the school access for pupils with SEND? The following services have supported us at Colegrave: School Nurse, Nurse specialized in Epilepsy, Nurse specialized in Diabetes, Newham Smiles, Complex Needs and Dyslexia Team, Sensory Service, Educational Psychologist Service, Speech and Language Service, Community Nutrition Service, Community Heath Newham, Play Therapy Service, Music Interaction therapy, Visually Impaired Service, Physiotherapy Service, Wheelchair Services, Occupational Therapy Service; Language, Communication and Interaction Service; Behaviour Support Service, Reintegration into Education Team, School Counsellor, Child and Family Consultation Service, Child Development Centre, Developmental Advisory Service, Alcoholics Anonymous, Dazzle – Drugs and Alcohol Services, Aanchal- Asian Womens’ Service, Newham One Stop Shop – Domestic Violence, Families First, Family Action, Attendance Management Officer, Newham Triage, Social Care, Newham Children Looked After Support Project, Young Carers, Shelter, Local GPs and Childrens’ Centres and Metropolitan Police. How are classrooms and other areas of the school adapted to meet pupil’s individual needs? – Colegrave is wheelchair accessible – The whole site is on ground level – Wheelchair accessible playground activities – Three disabled toilets (one with shower facilities) – A medical room – A sensory room – A quiet room – A specialised teaching area for pupils with Profound and Multiple Learning Difficulties – A specialised teaching area for pupils with Autism Spectrum Conditions What arrangements are made to support pupils with SEND taking part in after school activities outside the classroom?

– All off-site visits are risk assessed and reasonable adjustments are made to include all children, regardless of need, on visits. – Individual risk assessments are produced as necessary for pupils that require adaptations. – 1:1 support offered to ensure accessibility to breakfast club and after school activities. – Pupils with significant or chronic medical conditions (e.g. anaphylaxis, Diabetes Type 1, Epilepsy) have individualised Care Plans (drawn up in liaison with school staff, parents/carers and our school nurse). How does the school support pupil’s overall well being? We are embracing Thrive in our school. This approach addresses emotional developmental needs, builds resilience, decreases the risk of mental health and prepares and equips them to be ready and willing to learn. Our school counsellor supports our most vulnerable pupils. Counselling is seen as an early intervention strategy to prevent deterioration in emotional wellbeing, behaviour and attitude. It can enhance the young person’s self-esteem and ability to cope more effectively in school. How does the school prepare their pupils for their next stage of education and for adult life? At each stage, including the transfer to secondary school, teachers liaise with the staff of the next stage to ensure a smooth transition for each pupil. Who can parents/carers contact to talk about their child’s special educational needs? The SENDCo/Inclusion Manager, Sunita Widlake, can be contacted by phone or via the school office. Who should parents/carers contact to make a complaint about the SEND provision in the School? The Head Teacher, Ms Hussain can be contacted via the school office. What provision has been made for disabled pupils? Colegrave Primary school is an inclusive school within the London Borough of Newham and follows the inclusive policy of all Newham schools. Our Resource Base for children with Profound and Multiple Learning Difficulties (PMLD) is part of Newham’s local offer. We believe that all teachers are teachers of children with SEN and focus on staff training that will provide a range of strategies to creatively differentiate curriculum objectives so that all learners experience a broad balanced curriculum and make progress in their learning. Therefore, we are fully committed to working together to meet the statutory requirements of making ‘reasonable adjustments’ to ensure disabled students are not discriminated against. We aim to reduce and eliminate barriers so that all children can access a curriculum that meets their teaching, learning and physical needs. Our inclusive ethos aims for meaningful participation and valuing the rights of each individual within our school community. Our school clubs offer equal opportunities and

access for all children. Our school has good accessibility features: eg ramps so that students can enter every classroom, specialist equipment for physical mobility including transfer procedures, adapted classrooms; the use of Augmentative and Alternative Communication aids; special hygiene rooms; a medical officer, and specialist support staff who are trained to meet each child’s individual needs. Additionally, we work closely and collaboratively with a team of multi agencies including specialist Speech and Language Therapists, Dietitions, the school nurse, Hearing and visual impairment services, an Educational Psychologist, Occupational Therapists and Physiotherapists to support our staff to deliver a bespoke programme to meet each child’s education and health needs. Every child has an individualised Care Plan so that everyone who works with them understands their physical and medical needs and knows how to meet them. Children are also able to enjoy the benefits of our Sensory Room. All children have a communication profile and pupil voice is valued in all reviews. What provision has been made for looked-after pupils? At Colegrave we take our duty and accountability to the Local Authority under the Children Act 1989 ‘to safeguard and promote the welfare and educational achievement’ of each looked-after child very seriously. A Looked-after child is a child who is looked after by a local authority as defined in section 22 of the Children Act 1989 and means a child who is subject to a care order (or an interim care order) or who is accommodated by the local authority. We have a strong and experienced safeguarding team on site who foster excellent working partnerships with parents, carers, social services, Newham’s Virtual School Head, school admission officers and the special educational needs department to ensure that the educational provision for each looked-after child is monitored and evaluated by Social Services in collaboration with the education team (internal and external) regularly. All looked-after children have a Personal Education Plan (PEP) which is part of the child’s care plan and specifies the child’s educational targets and progress. The school and Children’s Services prioritises closing the attainment and progress gap between looked-after children and their peers by creating a culture of high aspirations for the children’s future outcomes. We use the Thrive Approach as part of ongoing assessments which enables us to work with carers and parents to implement strategies that invests in the emotional development and well-being of the children. Learning Mentors are part of the team around a child and they are able to provide additional in class and nurture group support. The school endorses a caring, Rights Respecting ethos that is embedded in its community. We offer Breakfast club, lunch club, after school club, homework club and professional therapeutic interventions. As with all our vulnerable children, we make sure that all transitions are handled confidentially and that there is an informed discussion about future placements that will best meet each child’s needs. Personal budgets are carefully managed to secure resources that will enhance a child’s quality of education and well-being.

Sports Premium Our Physical Education (PE) leader is Abbie Ojukwu. Our PE Coach is Jamie Turner. The Sports Premium allocation of £10,200 has been used towards employing our own specialist PE coach, Mr. J. Turner. Our P.E. coach works alongside all members of staff, to raise the quality of teaching across the school and also gain our healthy school award. He will be training our own sports leaders and coordinating all competitions. We are also members of the Cumberland Sports Partnership who provide staff training, training for children and inter school competitions, amongst much more. (see additional document) We also have access to a P.E. specialist, who works with some of our ASD and PMLD children, to increase their physical activity. Our Premium funding has also been allocated to promote and provide specialist coaches and teachers for our after school clubs, increasing participation across the school. This extends to: PE team teaching with individual staff Staff training opportunities for PE with all staff Access to additional resources for curriculum development Setting up school competitions Inclusive sport coaching SEND student support School sports club coaching Talented pupil identification and outreach For more information about the Cumberland Sports Partnership delivery and impact, click here.

Teacher Training SCITTELS is led by our ITT Strategic Manager Hazel Dorrington. Colegrave is the lead school for SCITTELS (School Centred Initial Teacher Training in East London Schools). We are a consortium of schools within East London who work in close partnership to provide outstanding initial teaching training, leading to the award of Qualified Teacher Status (QTS). Click here to read our OFSTED inspection report. The consortium has a strong commitment to Equal Opportunities and takes its responsibility to promote this with the utmost importance. Inclusion is a key feature and strength of our programmes and we are committed to training teachers who will value and

build on the linguistic, religious and cultural diversity that children in east London communities bring to school and who in turn, will prepare all children for life in a diverse society. We offer a range of one year full time Primary Initial Teacher Training Programmes, including: – Core Post Graduate Certificate in Education (PGCE) Programme comprising of 60 M level credits (currently validated by the University of Roehampton – School Direct PGCE (non-salaried) Programme (with PGCE, comprising of 60 M level credits – School Direct Salaried Programme All of our programmes give trainee teachers the opportunity to learn from and alongside experienced classroom practitioners. The trainees also receive centre based training at Colegrave Primary School, which is delivered by specialists and experts in their field, e.g. Local Authority advisors. The majority of our trainees secure employment as a Newly Qualified Teacher (NQT) in one of our partnership schools at the end of their training. For more information, visit the SCITTELS website: www.scittels.co.uk

Values and Ethos Our motto is Loving Learning Striving for Success Achieving Everyday Our vision statement is At Colegrave, whatever a child’s mind can conceive and believe, it can achieve. We aim for the stars and nothing less. We have only one goal and that is to be the best. Our values are We have passion and pride. We can and will achieve and pursue our dreams. We approach a challenge as an opportunity. We are ambitious, determined and hungry for success. We have high aspirations for the future. We live and breathe resilience and respect. We hold ourselves and others to account.

We are competing to be the best with the best. We are active learners and have high expectations for everything we do. We believe in consistency and having ownership of our learning. We have the motivation and dedication to build a bright future for ourselves and others. We have independence of mind and thought. We love learning… we are… outstanding!

Admissions Our Admissions Leader is Gemma Garside. Although your child may have attended school before, starting a new school is an important transition. We encourage you to support your child in any way you can. Our hope is that you and your child will make a happy and productive union with the school. When the school has received your request for a place from the Local Authority we will contact you to make an appointment. When registering please bring your child with you. This is a good opportunity for exchanging relevant information and familiarising them with the school Please bring the following: – Proof of your child’s date of birth: such as a birth certificate or passport. – Proof of your address: such as a Council Tax bill or a recent gas or electricity bill. We will then agree a suitable start date for your child with you. On your child’s first day please come to the school office on arrival and see the receptionist. A member of staff will take you along to the classroom. The class teacher will have made arrangements for receiving your child into the new class. Your child’s teacher will make an appointment with you to discuss how your child has settled in and their learning needs. If your child will be transferring away from our school for any other reason please come to the office to obtain a signature on your transfer form. This will help you to place your child in a new school. Admission for entry from September 2015 (2015/6 academic year) Pan London Schemes for 2015-6 LB Newham Primary School Determined Admission Arrangements for 2015 entry Link to the admission section of the Newham website

Link to School Fact Finder ‘In Year’ School Admission Application form 2015/6 Admission for entry from September 2016 (2016/7 academic year) Pan London Schemes for 2016-7 LB Newham Primary School Determined Admission Arrangements for 2016 entry | Appendix 1 LB Newham Secondary School Determined Admission Arrangements for 2016 entry | Appendix 1 Link to Pan London eadmissions portal (will be open for 2016 entry on the Newham website on 1 September 2015) Link to the Primary admission section of the Newham website Link to the Secondary admission section of the Newham website Link to School Fact Finder Moving from Nursery to Reception Moving from Primary to Secondary

Family Support Our Family Support Worker is Sally Kirkup. Our Attendance Officer is Munaza Asad. At Colegrave, we understand the importance of working together with parents, carers and families to improve the achievement and wellbeing of our pupils. We can provide advice and support on a range of issues including: – Family dilemmas and difficulties – Health and medical concerns – Financial worries – Accessing support in Newham

– Attendance and punctuality We can work with you to support your child’s learning by: – Acting as a link between home and school – Supporting regular attendance and punctuality – Hosting drop-in sessions – Offering practical advice If you feel worried, concerned or just need some advice – know that you are not alone. We can offer you advice to many of the problems or difficulties you may be having. And together, we will find a way forward. Family Support Drop-in Sessions: Mondays 1-3pm Please see Sally in person, or call the School Office to arrange an appointment.

Areas of Learning English Our English Leader is Sarah Coyle At Colegrave we believe that English provides access to the whole curriculum and is the means through which every pupil can achieve his or her full potential. Pupils who read, write and speak fluently have the foundations for lifelong learning and success. Through a rich and engaging English curriculum we aim to develop a love for English, while providing pupils with the skills they need to become confident and successful learners. We also seek opportunities to consolidate and reinforce taught English skills across all aspects of the curriculum, with additional speaking, listening, reading and writing opportunities in science and the foundation subjects. Mathematics Our Mathematics Leader is Sunita Widlake At Colegrave we aim for all pupils look upon mathematics with excitement through engaging lessons; we also want to encourage our pupils to regard themselves as successful mathematicians and each year make the maximum progress they can. We actively aim to provide a relevant, challenging and enjoyable mathematics curriculum for all pupils. We seek opportunities to consolidate and reinforce maths skills across all

aspects of teaching and learning and provide children with real life, problems solving activities. Science Our Science Leader is Lauren Marchant olegrave is a school where science is taught in a practical and investigative way. It is child led and promotes curiosity, inquisitiveness and enthusiasm whilst ensuring all children are challenged in a creative way. Teachers ensure scientific vocabulary is taught whilst making links to the real world. Questioning plays a pivotal role in developing scientific knowledge and understanding, as well as promoting a thirst for the subject. Science lessons have a real buzz about them and are ultimately FUN! Computing Our Computing & IT Leader is Irfan Amin At Colegrave, we value the contribution technology has on our lives and recognise the importance in developing computational thinking and creativity. Teaching in this valuable area prepares pupils for the future, empowering them to develop their digital capabilities, understanding of how technology works and awareness of the risks and responsibilities with regards to online safety and life in a digital world. To support their learning in Computing and across the curriculum, pupils in every class have access to iPads with many premium apps, as part of our 2014 embedded IT initiative. History Our History Leader is Ama Agyeman. At Colegrave we believe History helps pupils to gain knowledge and an important understanding of Britain’s past and the wider world. Pupils are taught to develop an awareness of the past identifying similarities and differences between ways of life in different periods and make comparisons between events in history to those today. They study British, local and world history through exploring connections, contrasts and trends over time. Geography Our Geography Leader is Chantelle Duberry. At Colegrave we believe Geography plays a major part in helping our pupils to learn about their local community and other places around the world. Pupils are taught to use maps, atlases and globes to identify the UK and other continents and countries. They will learn locational and directional vocabulary and use this to describe the location of features and routes on a map. In addition to this, pupils will use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods.

French Our French Leader is Dylan Scott. At Colegrave we believe learning a foreign language enriches educational development, develops communication and thinking abilities and allows us to better appreciate the world we live in. Our teaching aims to empower pupils to express themselves in speaking and writing activities, as well as to listen and respond to French speakers. It is of course best to start early; as such, much research has highlighted the impact of learning a foreign language in primary schools on the progress of pupils taking language options at GCSE. We aim to provide positive experiences of learning a language and instil the enthusiasm with which pupils can build upon in their secondary education. Religious Education (RE) Our RE Leader is Jodie Wynter. At Colegrave we place great importance on the understanding, respect and celebration of the different identities of our school and local community. We value a diverse range of faiths and cultures and we aim to help our pupils understand themselves and others – underpinning British values of respect and tolerance. Therefore we see Religious Education as an important and necessary aspect of our pupil’s education. We follow the Newham RE Syllabus in which pupils learn about practices and beliefs from: Christianity, Islam, Judaism, Hinduism, Buddhism and Sikhism. They will reflect on the similarities and differences between them and will also have the opportunity to contrast this to their own opinions and beliefs. Physical Education (PE) Our PE Leader is Abbie Ojukwu. At Colegrave we believe in the importance of Physical Education (PE) and fully understand the impact high-quality teaching in this area can have on the lives of our pupils. Here pupils learn through persistence, commitment, cooperation and hard work. They also learn to improve their own skill and performance through self and peer-evaluation. Every pupil at Colegrave has access to at least 1 hour of PE each week. We also provide a range of after-school enrichment activities run by specialist outside agencies. Personal, Social, Health and Citizenship Education (PSHCE) Our PSHCE Leader is Kirsty Addae. At Colegrave we believe that Personal, Social, Health and Citizenship Education (PSHCE) is a very important area of learning for our children, therefore we teach from an extensive

curriculum designed to develop children’s knowledge of PSHCE. We also believe that core life skills are taught through an understanding of PSHCE therefore embed it into a wide range of lessons and activities. In KS1 and KS2, PSHCE is taught through the SEAL Curriculum which covers key topics including personal health and hygiene, friendships and relationships and supporting communities and charities. Children are taught weekly through whole-class discussions, circle time and assemblies. Children in Year 6 also receive additional lessons on Sex and Relationships Education (SRE) – this is taught by both external agencies and class teachers. Art & Design Our Art & Design Leader is Fahiba Rahman. At Colegrave, we believe every pupil should be given the opportunity to appreciate the beauty of Art. We ensure that pupils learn about the achievements and works of great artists and designers. We also empower our pupils to learn to draw, paint and sculpt as well as design and create objects in two and three dimensions. Through their study of past and presents artists, our pupils learn about the composition and techniques used and apply these to their own work. We also teach our pupils to critically evaluate and improve their own work, with the intention of developing their sense of pride and accomplishment. Design & Technology Our Design & Technology Leader is Rochelle Davis. At Colegrave we understand the importance of empowering pupils to think creatively and problem solve. Design and Technology is about designing and making things in response to an identified problem or brief. It helps in the development of essential qualities which pupils will need in later life. These include: creativity and imagination, independence and initiative, patience and perseverance. They also develop an ability to examine their design critically with a repertoire of design and making skills and a knowledge of materials. In addition to this, Design and Technology provides ample scope for problem solving and provides the opportunity for pupils to work co-operatively with peers. Music Our Music Leader is Lauren Pain. At Colegrave, we believe Music is a powerful tool through which pupils can develop their creative and expressive abilities. We are committed to ensuring our pupils have access to high-quality learning opportunities in this area and we are rapidly improving our repertoire of instruments and resources.

Through Music pupils are given the opportunity to develop their performance skills through weekly singing assemblies and through individual or group compositions in lessons. In addition to this, we encourage pupils to take time to listen to a range of music attentively with the aim of developing their appreciation of other styles and genres.

Rights Respecting School Our Rights Respecting School leader is Nelson Ganeshwaran. As a school, we are on a journey to become a recognised Rights Respecting School. We have united together to achieve the UNICEF UK Rights Respecting Schools award. There are 54 articles all together, however articles 43-54 are about how adults and governments work together to make sure that children get all their rights. For this reason at Colegrave we promote the first 42 rights. The general principles of the convention are found in Articles 2, 3, 6 and 12. – Non-discrimination – Best interest of the child – Survival and development – Participation Whole school objectives: – Understand the UN Convention on the Rights of the child. – Explore a range of values (e.g. honesty, friendship, kindness, respect) – Understand the process of becoming a Rights Respecting School. – Have a deeper understanding for ‘wants and needs’. Impact on the school – RRSA is not an initiative, but instead provides an overarching set of values that improve the climate for learning and within which other initiatives can sit. – A deeper and more cohesive way of working. – Improved relationships with pupils and a reduced hierarchical divide between staff and pupils, due to a common rights-respecting language.

Impact on the pupils – Improved self-esteem and feelings of being valued and listened to. – Increased levels of respect for each other, leading to improved relationships with other pupils and with staff. – A sense of security as rights-respecting language and behaviour is used consistently throughout the school. – Improved attainment and attendance, and a reduction in exclusions. – An understanding and respect of religions, cultures, beliefs and abilities different to their own. – A wider and deeper understanding of the world in which they live. Mr Ganeshwaran believes: “Every child is unique but one common factor each child shares is their rights. We as a school believe in unity and diversity, rights respecting school or not, we will always respect children’s rights. We encourage our local community to join us on our journey of becoming a Rights Respecting School. The purpose of education is not to make careers but to build minds”

Contact Us By Car – We are located close to A12 Leyton Road and we have links to Central London and the south and east of England, with easy access to the A11, A13, M11 and M25. Unfortunately we do not have on-site parking facilities for visitors. By Bus – We are served by the following local bus routes: 58, 69, 158, 241, 257, 339 By Train – We are a short walk from Maryland Station (TFL Rail) and approximately 10 minutes from Stratford Station (Underground and National Rail) and Stratford International (DLR). Henniker Road, London E15 1JY 0208 534 0243 0208 519 9485 info@colegrave.newham.sch.uk http://www.colegrave.newham.sch.uk