ueenborough school nursery school prospectusschool prospectus
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www.queenborough.kent.sch.uk
Edward Road, Queenborough, Isle of Sheppey, Kent, ME11 5DF
Q ueenborough School
& Nursery
School ProspectusSchool Prospectus
2015/162015/16
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ENTERPRISE MANAGEMENT SERVICES
QQQueenborough School and Nursery serves the
communities of both Queenborough and Rushenden.
The school is located a short walk from
Queenborough train station and is close to the main
road linking the Isle of Sheppey and the mainland.
The main school building dates back to 1929.
In 2008In 2008In 2008 Queenborough School and Nursery became
a Primary School. Sheppey changed from a ‘three
tier’ system of education to a more familiar ‘two
tier’ system. This means that the Primary Schools
on the Island now take children from three or four
years of age to 11 years.
AAAll of the Island schools work closely together, as
a Collaboration, in a spirit of co-operation rather
than competition. Most children on the Island move
onto Secondary Education at the Oasis Academy
but a number go to Secondary School in nearby
Sittingbourne.
WWWe, at Queenborough, have a Nursery, where
children attend from the age of three moving to
main school at four where they remain until the age
eleven in Year Six. AAAt present, there are two
classes in each year group. The Nursery has a
morning and an afternoon session, taking a
maximum of forty-five children in each session.
IIIn November 2011 Ofsted inspected Queenborough School and Nursery and their findings were that Queenborough is a ‘GOOD’ school.
“PPPupils achieve well because teaching is good and
good care, guidance and support promote a positive
learning atmosphere. Pupils’ personal skills are good,
they are polite and care for each other and show
respect for others’ needs.”
OOOne parent wrote, ‘They teach excellent manners and kindness to each other’.
GGood behavior contributes well to the learning
atmosphere and pupils’ good progress. They
understand the established rules and routines and
help to create a school community that is calm and
orderly. Pupils have ownership of their learning and
there are good, trusting relationships between
adults and pupils. Pupils say they feel safe in school
and are confident to talk to adults should any
problems arise.
SSStaff, pupils and Governors have been proud to
receive a Healthy Schools Award, ECO School
Silver Award and the necessary criteria to retain
Investors in People.
Welcome to Queenborough Welcome to Queenborough
School & Nursery School & Nursery
Mrs. Barbara Conroy BAEd (Hons) NPQH
HeadteacherHeadteacher
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Mr. Colin Wyver
Marisa White Brook House
Reeves Way
Whitstable
Kent
CT5 3SS
Please note, all details within the prospectus were correct at the time of printing. It should not be assumed that there will be no change affecting these arrangements either before the start of, or during the school year in question or in relation to subsequent school years.
Mission StatementMission Statement
Staff and Governors at Queenborough School & Nurs-
ery are committed to equal opportunities for all pupils
irrespective of race, religion, gender, language, disabil-
ity or family background. Children at
Queenborough School & Nursery are encouraged to
respect other people who may be different to
themselves, whether the difference is related to race,
religion, gender, sexuality, language disability or family
background.
Chair of Governors Chair of Governors
Area Education OfficerArea Education Officer
Equal OpportunitiesEqual Opportunities
At Queenborough School and Nursery, every member of
our happy community is valued, nurtured and kept safe.
Our contributions, big or small, are celebrated,
allowing each of us to feel a sense of worth and
ownership of our school.
We are always ambitious, constantly striving to
improve, giving and accepting only our personal best in
everything that we do.
We can work independently, as well as part of a team and
our relationships are built on high moral standards and
the mutual respect that underpins our community.
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Our AimsOur Aims At Queenborough School &
Nursery we believe that
every child is important and
has a right to be:
Healthy
Safe
Enjoy and Achieve
Make a positive contribution
Achieve economic well-being
To achieve this we will:
Educate the whole child
Provide a happy, caring and
safe environment
Build confidence, tolerance and
respect for others through
nurturing and in the spirit of
co-operation
Promote positive partnerships
with the school, local
community and beyond
Promote an awareness of our
responsibility towards our
environment and beyond
SafeguardingSafeguarding At Queenborough School & Nursery all Staff and
Governors share an objective to help keep the
children safe by contributing to:
Providing a safe environment for children to learn.
Identifying children who are suffering or likely to
suffer significant harm and taking appropriate
action with the aim of making sure they are kept
safe both at home and in the education setting.
To achieve this objective we will:
Prevent unsuitable people working with children.
Promote safe practice and challenge poor and
unsafe practice.
Identify instances in which there are grounds for
concern about a child’s welfare, and initiate or take
appropriate action to keep them safe.
Contribute to effective partnership working
between all those involved with providing services
for our children.
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Working for the ChildrenWorking for the Children Senior Management Team (listed in order)
Headteacher Mrs Barbara Conroy
Assistant Headteacher Mrs Karen Williams
Assistant Headteacher Mrs Anna Glass
Assistant Headteacher Mr Jason Howard
Assistant Headteacher Miss Karen Ward
School Business Manager Ms Alison Abery
Teaching Staff
Year R Miss K Ward Miss C Spence Miss K Heckley
Year 1 Miss M Thomas Miss S Brown
Year 2 Mr J Knight Miss L Shoebridge
Year 3 Mr J Kingsnorth/Mrs H Adams Miss P Swindells Miss V Montrimaite
Year 4 Mr J Hyett Miss G Freeman-Steward
Year 5 Miss J Dewey Miss J Clarke
Year 6 Miss A Underdown Mrs C Tomlin
PPA Cover Mrs G Spree Miss S Hall Miss A Giles
Teaching Assistants
M Brend S Butcher N Child L Clark E Regan
H Deadman K Dootson R Cork K Kennedy F Gomersall
L Luckhurst C Austen S Ratcliff S Reveley H Boyle
R Seehootoorah S Shoebridge E Tomlinson C Roberts V Panturu
M Williams T Issitt V Mawhinney R Allan K Organ
Family Liaison Officer
Mrs C Bush
School Receptionist
Mrs S Lowles
Attendance Officer
Mrs C Mumford
Clerical Officers
Mrs T Gurrin
Mrs C Woodard
Caretakers
Mr P Swanwick
Mr P Jeffries
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Admissions InformationAdmissions Information Our school serves the Queenborough and Rushenden
areas of the Isle of Sheppey but, space permitting,
we are very happy to admit children from further
afield.
For all admissions we follow Kent County Council
policy and apply their admission criteria. Full details
are available from the school office or from
www.kent.gov.uk. In common with all Kent schools, we
have a policy of ‘early admission.’ This means that we
offer a place in our Reception class at the start of
the academic year in which a child attains the age of
five.
Kent Primary School AdmissionsKent Primary School Admissions
The Local Authority decides how many children a
school must admit. Queenborough School and
Nursery’s pupil admission number (PAN)’ is 60 and
this means we can admit up to 60 children in our
Reception Year. If there are more children than
places, the Education Authority allocates places
according to the over-subscription criteria:
Looked after children
Children with a statement where the statement
names a specific school
Denominational preference (for church controlled
schools)
Brothers/sisters already in the school
Health reasons
Nearness of children's homes / ease of access
Parents' wishes
Admissions for Year Groups other than Reception
In-year Casual Admissions are admissions which take
place outside of the normal entry to school. From
01/09/13 the LA will no longer co-ordinate In Year
applications and parents will apply directly to schools.
The LA has produced a new Single In Year Common
Application Form (IYCAF) for applying for an In Year
place. Parents return the form to the school.
Applications cannot be made verbally or via different
forms.
Every applicant will be given either an offer or
refusal letter to explain the outcome of their
application.
If a place is available at the school:
Parents send IYCAF
School produces an offer letter and sends to
parents within 5 school days
Parent accept or refuse the place to the school
within 10 school days. Refusal should be given in
writing
If place is accepted the child should start as
soon as possible.
Completed IYCAF sent to LA
If child subsequently doesn’t start, CME
initiated by school
If the parent doesn’t reply a follow-up letter is sent
by the school after 10 school days. If the school
receives no reply after a further five school days,
the school can withdraw the offer.
If a place is not available at the school:
Parents send IYCAF to school
School produces a refusal letter and sends to
parents within five school days
School waits for five school days to see if
parents request to join waiting list and then
sends a completed ICAF to LA
The school will process each application in order of
the date they are received. If the school receives
more applications than places available, offers will be
made to applications that were received first.
If more applications are received in one day than
places available, these applications will be put into
the school’s over-subscription criteria order to
decide who gets an offer.
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School Day School Day The school day starts at 8.40am. However, the children
are allowed in school from 8.20am. Children who arrive
after 8.45am will need to report to the school office and
collect a late slip.
Parents will leave their children at the school gates where
they will be greeted by the Family Liaison Officer and a
member of the Senior Leadership Team. During their first
two terms, parents of Reception children are welcome to
escort their children to their classrooms.
Breakfast club should arrive at the main entrance from
7.40am.
School finishes at 3.10pm. Children can be collected from
the appropriate part of the playground.
Breaktime
Years 1 and 2 10.00 – 10.15am
Years 3 and 4 10.15 – 10.30am
Years 5 and 6 10.30 – 10.45am
Lunchtime
Years R, 1 and 2 11.45 – 12.45pm
Years 3 and 4 12.15 – 1.15pm
Years 5 and 6 12.30 – 1.30pm
We have high expectations in all areas of
school life and this includes dress. We
believe that children need to feel proud
of themselves in order to feel proud of
their work. Our uniform consists of
simple functional clothing suitable for the
range of activities which may be
encountered during the school day.
Hooded tops are to be worn for outside
wear only. We would ask that all children
wear their uniform to school, as it helps
them to feel part of the School
Community. All items must be labelled.
UniformUniform
Main School PE Kit
Red jumper/
cardigan
Red T-shirt
Grey trousers/
skirt
Navy blue/black
shorts
White shirt/polo
shirt
Plimsolls/
trainers
Red summer
dress or grey
shorts
Navy blue/black
tracksuit
bottoms for the
winter
Sensible flat
black shoes
No Jewellery*
(see note below)
The school
cannot be held
liable for any
items which are
lost or broken.
Boots for outdoor
wear only
No flip flops or
heels
Hooded tops for
outdoors only
* No Jewellery - for health and safety reasons, jewellery should not be worn in school. A single pair of stud earrings
and a wrist watch will be allowed but must be removed for PE. Pupils must be able to remove their own earrings.
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ENTERPRISE MANAGEMENT SERVICES
Term Dates 2015/16Term Dates 2015/16
Term 1 7th September - 22nd October 15
Term 2 3rd November – 18th December 15
Term 3 4th January – 12th February 16
Term 4 22nd February – 24th March 16
Term 5 11th April – 27th May 2016
Term 6 6th June – 21st July 2016
Development
Days:
3rd & 4th September 2015
23rd October 2015
2nd November 2015
22 July 2016
Absence from SchoolAbsence from School Regular attendance is expected, as is punctuality.
If your child is absent from school, it is important that
you report the reason to the school office by telephoning
before 9.30am on the first day of the absence. School
registers are inspected by the Education Welfare Service
for un-notified absences, lateness or poor attendance.
Parents who do not inform the school of reasons of
absence and/or parents of poor attendees will be
contacted by the school directly or the Educational
Welfare Officer.
Holidays in term time WILL NOT be authorised.
The taking of holidays in term time and absences due to
persistent lateness will be unauthorised and may result in
the issuing of a Penalty Notice by the Local Authority.
Please do not hesitate to contact us for advice if you have
any worries or concerns regarding your child’s absence.
Medical Medical If your child is taken ill during
the school day we will endeavour
to contact you or an alternative
contact as soon as possible. It is
therefore important that you
inform us of any changes to
contact details.
Minor accidents are dealt with
by members of staff who are
trained First Aiders. Accidents
are recorded in the accident
book if the child is seen by a
first aider. More serious acci-
dents are recorded on accident
report forms. If we feel that an
accident is more serious we will
contact the parents immediately.
If parents cannot be contacted,
the Headteacher will seek
medical help.
Please inform the school if any
special medical arrangements
are necessary e.g. asthma,
allergies etc. On some occasions
children may need medication
during the school day. The
parent needs to sign an
authority to be kept at the
school and the medication will be
administered by a trained
member of staff.
If your child has a contagious
illness then we request that you
keep them at home until they
are fully recovered.
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School MealsSchool Meals Children may purchase a school lunch which must be paid for in
advance or on the day. The cost for a school meal is £2.25 as at
01 September 2014. The School has contracted out the meal
service to Principals Catering Ltd and their staff prepare and
serve the meal on site. Dinner money is a matter between
Principals Catering and yourselves, not the school.
Dinner money should be sent into school in a clearly marked
envelope with the child’s name, class and amount on the front.
All children in years R, 1 and 2 are entitled to a universal free
school meal which can be booked on a day to day basis.
However, if any parents are on benefits an additional form
MUST be completed either on line at www.kent.gov.uk/
education-and-children/schools/free-school-meals or a form
can be obtained from the office. The eligible benefits can be
viewed on the above link or on the form in school.
As an alternative, children may bring a packed lunch. This needs
to be put in a suitable container clearly marked with your child’s
name. Any drinks provided must not be in glass bottles or cans.
There is a Whole School Food Policy which reflects the DCSF
standards. This can be viewed in the school office.
Foundation and Key Stage One pupils
are provided with a piece of fruit or
vegetable to eat during the morning
as part of the Government’s School
Fruit and Vegetable Scheme.
Free milk is available to children
under the age of five. Parents/Carers
need to reg ister on l i ne at
www.coolmilk.com/register. All other
children have a choice of milk or
water at morning breaktime and also
lunchtime if they have a school meal.
Children are given a water bottle
when starting at Queenborough
School and Nursery to be used in the
classroom. Please do not put squash
or juice in the water bottles; it is only
to be used for water. This allows the
children easy access to water through
the day.
Fruit/Milk Scheme Fruit/Milk Scheme
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Breakfast ClubBreakfast Club Breakfast club at Queenborough School and Nursery is being run by Teaching Assistants Mrs Butcher,
Mrs Reveley, Miss Ratcliff, Mrs Barnes, Mrs Brend and Mr Shiel. The doors open at 7.40am and the
children are given a choice of different cereals, toast and a drink. There is a small nominal cost, £1,
please enquire at the school office for an application form and booklet. Breakfast club is now self-
service and the children are encouraged to serve themselves their breakfast with adult supervision.
Once the children have finished eating, they can play with games, read, draw and colour. Breakfast
club welcomes all age groups and encourages older pupils to be buddies to younger members.
Complaints ProcedureComplaints Procedure At Queenborough School and Nursery we operate an open door policy and we trust that by working in
partnership with you we are sure that you and your children will be happy to be a part of Queenborough
School and Nursery. However, if you have any concerns or complaints please follow the procedures we
already have in place.
In brief terms the School’s procedure for handling complaints is based on the Kent County Council’s model
procedure. Any formal complaint made to the Headteacher will receive a response from the Complaints
Committee of the Governing Body.
Parental concerns should be in the first instance brought to the attention of the Class Teacher. If your
concern involves the teacher directly; your concerns should be directed to the Headteacher.
If the Class teacher cannot resolve the issue then the parent will be asked to speak with the
Headteacher. If the Headteacher cannot resolve the concern then the matter must be referred to the
Clerk to the Governors who will arrange for it to be discussed with the Complaints Committee.
We are here to help and will work closely with you to solve any issues or concerns you may have. A full
copy of the complaints policy can be found on our school website.
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A child may have additional educational needs
(A.E.N.) if she/he has difficulty coping in the
ordinary classroom. This could be for lots of
different reasons, such as problems with learning,
behaviour or communication, or because of some
physical, visual or hearing difficulty. Children are
monitored closely and interventions put in place to
help the child reach their full potential. The
School has an A.E.N. Manager, who is responsible
for children with A.E.N and Speech and Language
throughout the whole school. The A.E.N manager
will liaise with parents and specialist teachers to
get the best help possible for the children.
The definition of bullying is taken from the Kent
Education Authority’s guidelines.
Bullying is deliberately hurtful behaviour that is
repeated often over a period of time by a single child or
group of children, making it difficult for the person
concerned to defend themselves.
Bullying, whether verbal, physical or cyber bullying will
not be tolerated at Queenborough School and Nursery.
We aim to prevent bullying and raise children’s
awareness of bullying behaviour and the school’s
anti-bullying policy. Children will be encouraged to
report all incidents of bullying to an adult. Parents are
likely to be the first people to know whether their child
is being bullied. We expect parents to inform the
school if they feel there is a problem. Not every case
that a child reports is bullying, but all concerns will be
investigated by staff at Queenborough School.
At Queenborough School and Nursery we are
committed to ensure that the children feel safe
and secure in school by knowing that no one will
condone physical or verbal abuse. Any incidents
will be investigated and dealt with appropriately.
We believe that the encouragement of positive
behavior, high self-esteem, responsibility and care
for others is at the very heart of the school
community. Effective learning and positive
personal growth is directly related to the ‘way we
are’ with ourselves, with pupils, colleagues, parents
and friends.
We recognise that the positive supportive
atmosphere of the school and the sense of
community, help children to adopt acceptable
behaviors. The school therefore promotes the
values of mutual respect, self-discipline and social
responsibility. At Queenborough School and
Nursery, the school adopts a Restorative Justice
approach to ensure that any incidents are handled
in a way that is fair and child centered.
We encourage positive behavior through working
in partnership with you the parents in both a
formal and informal way. The relationships,
confidence and rapport we build with you as
parents allows us to understand individual pupils
better. As a school we operate an open door policy
and will always welcome you to share any concerns
you may have regarding your children’s behavior
Please keep us informed of any change of
circumstances that you feel may affect your
child’s behaviour.
Behaviour in SchoolBehaviour in School
BullyingBullying AENAEN
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The Curriculum 2015/16The Curriculum 2015/16 Curriculum Vision for Queenborough School and Nursery
At Queenborough School and Nursery, all children are owners
and reviewers of their own learning. Our school’s curriculum is
the means through which we ignite the spark of life-long
learning and shape the citizens of modern Britain. The
development of children’s ‘learning powers’ and spiritual, moral,
social and cultural understanding is at the centre of everything
that takes place at school. The teaching of Numeracy, Literacy
and other basic skills permeates the foundation subjects and
there are frequent opportunities to apply new knowledge, skills
and understanding across the curriculum.
Here is the model for our school’s curriculum:
Key principles of the curriculum
The September 2014 National Curriculum provides the
statutory requirements for the minimum expectations in
each subject area.
Links to the local community also act as an influence to the
learning that is covered.
The purpose of our curriculum is to create life-long
learners and well-rounded citizens of modern Britain.
At the very heart of our curriculum are the values of
Building Learning Power and all learning that takes place
aims to promote these values.
Numeracy, Literacy Science and Basic Skills are core
subjects which permeate all the Foundation Subjects.
All aspects of the curriculum are held together by
over-arching whole-school themes which change each term.
The curriculum sits on six columns of success which we
consider essential for the success of any curriculum.
Building Learning Power
Building Learning Power revolves around four ‘learning muscles’,
which are: RESILIENCE, RECIPROCICITY, REFLECTIVENESS
and RESOURCEFULNESS. Each of these learning muscles can
be broken down further into strands. This diagram of the BLP
brain shows these strands.
Every lesson that the children are taught at Queenborough will
aim to develop these strands of learning as well as developing
their knowledge, skills and understanding of whatever curricu-
lum area is being studied. Children are frequently asked which
learning muscles they are using and these words remain high
profile through colourful displays in each classroom and around
the school. Each two terms, the children are assessed against
the learning powers as well as their academic ability in the core
subjects.
Each term the school celebrates a BLP day at the start of the
term to kick-start the learning for the term and re-immerse
the children in the vocabulary needed to express their
learning. This is followed by weekly assemblies in which the
children are nominated for displaying these learning
dispositions.
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13 Whole-school theme based learning
Each term, Queenborough School immerses itself in a
whole-school cross curricular theme. These themes are
exciting topics which act as stimuli for all the learning that
takes places within most of the curriculum subjects. Our
themes allow for subjects to be linked and also give context to
the skills which the children are learning. Students, staff and
parents are involved in the selection of the themes for each
academic year. When selecting whole-school themes, we give
much thought to selecting topics which:
Allow for the values of Building Learning Power to be at
the heart of all learning;
Allow children’s literacy and numeracy to permeate all
other subjects;
Allow for a balance of knowledge, skills and understanding
to be developed;
Are broad enough to allow for a range of curriculum
subjects to be explored in sufficient depth across the
school;
Can be explored at an appropriate depth and level of
challenge, ensuring progression across the school;
Enthuse staff and students;
Allow for exciting 'wow' events to take place;
Allow for constant reinforcement of pupils' spiritual,
moral, social and cultural development, including the
promotion of core British Values.
Are accessible to all students of all abilities.
The themes that are explored by the whole school are not
repeated, which keeps the curriculum fresh and means that we
are constantly reviewing and updating planning. The benefits of
a whole-school model such as ours are:
The entire staff are able to work together and share
expertise when planning and delivering learning
opportunities
Children from the same families in different year groups
are able to work together at home on the same themes,
making it easier for parents to support learning at home
The school council are involved in deciding what the
themes could be; this gives the children a sense of
ownership of their learning
"WOW!" opportunities such as dressing up days, theatre
groups and visiting speakers can be planned and will
benefit the entire school
Open afternoons for parents can revolve around a specific
theme, allowing parents the opportunity to understand
progression across the school
Learning is given a communal context. All children in the
school are working together, though at different levels
and through different means , to explore the same over-
arching theme
Pillars of success
We understand that the success of our curriculum depends
largely on the extent to which:
INDEPENDENCE and self-sufficiency is encouraged;
Children are given OWNERSHIP of their learning and for
as many aspects of school life as possible;
Lessons and tasks that the children undertake have a
definite PURPOSE and the children recognise this;
CREATIVITY is encouraged and celebrated;
ENGAGEMENT in lessons is high so that learning is
maximised;
CURIOSITY is fostered and pupils are encouraged to
question the world around them.
Curriculum celebration
Each term, the school holds a curriculum celebration event to
‘show-case’ the wonderful work that has been produced within
the whole-school theme. Examples of homework and class work
are displayed proudly and parents and other family members
are welcomed into school to see the work that has been
produced.
Wow moments
As well as inspirational and engaging lessons within the
classroom, we provide the children with many wow moments
throughout the year. These usually take place on the first day
of a new term as a launch for each theme. These opportunities
provide the stimulus for the children’s initial work within the
theme and also allows them to experience learning outside the
classroom.
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ENTERPRISE MANAGEMENT SERVICES
EnglishEnglish
The New National Curriculum Aims ensure that children have
experience of problem solving, having a fluent conceptual
understanding and are able to reason mathematically. The
emphasis is on children having a firm foundation on which they
can build a more secure number pathway and ensure that they
have fluency in all strands of Mathematics rather than
accelerating before the child has a secure and developed
understanding .
Maths is something that is evident in every child’s daily life,
through playing games, singing songs and going to the shops,
therefore the areas of mathematics taught are embedded in real
-life contexts.
MathsMaths
English at Queenborough School and Nursery aims to develop the
children’s ability to listen, speak, read and write for a wide range
of purposes, including the communication of their ideas, thoughts
and feelings. Children are encouraged to express themselves
creatively and imaginatively as they become enthusiastic and
confident readers of stories, poetry and drama, as well as of
non-fiction and media texts. They are encouraged to develop the
habit of reading widely and often, both for information and for
pleasure.
Discussion is used within lessons so children are able to clearly
explain their ideas to others and develop a deeper understanding.
Children are taught to speak clearly and explain ideas
confidently, through debate and formal presentations, so as to de-
velop their vocabulary, build upon existing ideas and evaluate each
other.
In Key stage 1 and 2, writing consists of two main components –
transcription and composition. Children are taught to write clearly,
coherently and accurately, adapting their language and style in and
for a range of contexts, purposes and audiences.
ScienceScience At Queenborough School and
Nursery we encourage children to
ask questions about their world,
and find answers through
f irst-hand experience and
practical investigation.
We aim to develop pupils’
enjoyment and interest in
Science and an appreciation of its
contribution to all aspects of
everyday life. We aim to develop
s c i en t i f i c know ledg e and
conceptual understanding through
the specific disciplines of Biology,
Chemistry and Physics.
Our intention is to develop
understanding of the nature,
processes and methods of Science
through different types of
Science enquiries that help them
to answer scientific questions
about the world around them. We
strive to ensure children are
equipped with the scientific knowl-
edge required to understand the
uses and impl ications of
science, today and for the future.
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ICT is a tool for learning and is vital to raising
standards in all areas of the curriculum. Pupils
use these tools to communicate and handle
information and present it in a variety of ways.
They learn to control a variety of electronic
devices and develop an understanding of the
use of control in everyday life. They use
computer models to explore and test the an-
swers to questions.
The school is well equipped with ICT resources
and key skills are taught in a cross curricular
nature to enable all children to use ICT with
purpose and enjoyment and become autonomous
users of ICT.
At Queenborough School and Nursery it is our
intention that pupils are aware of cultures
beyond those found in their own community. We
aim to give children an insight into cultures that
can be found worldwide. We also wish to show
our pupils that there are languages beyond
English and we believe it is our duty to
introduce the children to at least one of these.
Our curriculum will do this by providing
structured lessons in the French language in
Key Stage Two and informal teaching of French
in Key Stage One. Children will learn vocabulary
through games, songs, rhymes, stories and
interactive software. The main focus will be on
speaking and listening, and children will develop
their language skills in fun and creative lessons.
At Queenborough pupils develop their
creativity and imagination through more
complex activities. These help to build on their
skills and improve their control of materials,
tools and techniques. They increase their
critical awareness of the roles and purposes of
art, craft and design in different times and
cultures. They become more confident in using
visual and tactile elements and materials and
processes to communicate what they see, feel
and think.
At Queenborough, class teachers are responsible for the
teaching of music to their own classes through our whole
school themes, although we have lots of musical activities
to enhance the children’s musical experiences. We aim to
develop pupils' enjoyment and understanding of music
through practical activities and approaches. These
activities should help the development of children's
listening skills.
We give the children opportunities to compose and
perform their own music and we have a wide variety of
traditional musical instruments, some of which from
other cultures, all of which the children can use.
Throughout their time at Queenborough the children
have experience at playing the ocarina, recorder, clarinet
and djmebe.
ComputingComputing Foreign LanguagesForeign Languages
ArtArt MusicMusic
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At Queenborough School and Nursery we plan
our History and Geography units of work within
our creative curriculum. Children will find out
about the past and about the world around
them within a wider context.
A high-quality history education helps pupils
gain a knowledge and understanding of Britain’s
past and that of the wider world. It inspires
pupils’ curiosity to know more about the past.
We encourage children to ask perceptive
questions, think critically, weigh evidence, sift
arguments, and develop perspective and
judgement.
A high-quality geography education inspires
pupils to be curious and fascinated with the
world. Teaching equips pupils with knowledge
about diverse places, people, resources and
natural and human environments, together with
a deep understanding of the Earth’s key
physical and human processes. Geographical
knowledge, understanding and skills provide the
skills and approaches that explain how the
Earth’s features are shaped, interconnected
and change over time.
History and Geography place a key role within
whole school themes and children are inspired
through WOW days, visitors and school trips.
Geography & HistoryGeography & History
Design and Technology is a very practical subject,
where we aim to provide children with opportunities
to design and make products of good quality for a
given purpose. Food technology is incorporated into
D & T.
Throughout the School, the children are given a
variety of projects to work on. Using creativity and
imagination, pupils are taught to design and make
products that solve real and relevant problems
within a variety of contexts.
Children learn how to use a variety of materials and
tools appropriately and safely. They are taught to
then draw on disciplines such as mathematics,
science, engineering, computing and art as part of a
Design TechnologyDesign Technology Physical EducationPhysical Education Opportunities are provided to enable children to
develop control, co-ordination and mobility of their
bodies as well as teaching skills and techniques
required for the enjoyment of engaging in sports.
The sporting aims of the school are to inspire an
interest in participating in sporting activities
either as an individual or as part of a team, so that
all pupils can succeed and excel in competitive sport
and other physically-demanding activities.
At Queenborough School and Nursery we offer
many opportunities outside the classroom for
sporting activities. Children have the
opportunity to join after school clubs, and to
compete in tournaments and competitions with
other schools.
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PHSEPHSE
Religious EducationReligious Education Religious Education is required to be taught as a core
subject in all schools. We teach according to the 'Revised
Kent Agreed Syllabus' which has been devised by the
Children’s Families and Education Directory.
Your child will be taught facts and beliefs objectively about
the Christian faith as the main study, and other world
religions; Judaism, Hinduism, Sikhism and Islam. Children
will learn to form their own opinions and to respect the
values of others.
Through R.E. we aim to encourage children to develop a
spiritual awareness of themselves and the world around
them, as well as having time for reflection. Parents have the
right to withdraw their children from R.E., and from
worship, but we expect that parents would discuss this with
the Headteacher first.
Extra CurricularExtra Curricular
PSHE education at Queenborough School
and Nursery aims to prepare pupils for
both their futures and their present day
-to-day lives. It is essential that our
pupils have the opportunity to recognise
and reflect on how learning is relevant
to them and can be applied in their own
l ives. During a pupils’ time at
Queenborough School and Nursery, we
aim to offer our pupils learning
opportunities which reflect the
increasing independence and physical and
social awareness of
learners as they move through our
school. The pupils will learn skills to
develop effective relationships, assume
greater personal responsibility and keep
themselves safe. Our curriculum assists
pupils to cope with the changes at
puberty, introduces them to a wider
world and enables them to make an
active contribution to their communities.
A variety of extra-curricular activities are available for
children from Year One upwards during lunchtime and after
school. These include: Drama, Sports, Cookery, ICT,
Reading, Film Club and Football. Places will be allocated and
the children will receive notification by letter at the end of
the year. Please note that all clubs are voluntary for both
staff and children. After school clubs are run straight
after school until 4.00pm when the children should be
collected promptly.
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ENTERPRISE MANAGEMENT SERVICES
Reading RecoveryReading Recovery
School Website School Website
& Twitter& Twitter
Please visit our school website
for further information about
our school –
www.queenborough.kent.sch.uk
Social media is a great way to
engage you the parents and
carers of the children at
Queenborough School and Nurs-
ery and we have therefore de-
cided to have a school
Twitter account. Many people, in
our current climate have
internet access either at home,
their place of work or on their
mobile phones. By using Twitter
we can provide you with an
instant service about what is
c ur r en t l y ha ppen i n g a t
Queenborough School and Nurs-
ery.
The main reason for wanting to
use social media is for
celebrating and communicating.
If there is an event happening at
school, we will ‘tweet’ about it.
If children are producing
fantastic pieces of work, we can
take a photograph and ‘tweet’ it
instantly to all of our
followers.
Please follow us
@QueenboroughSN
Sex & RelationshipsSex & Relationships Sex and Relationship Education is defined as ‘learning about
physical, moral and emotional development’. (DfES document
2000) ‘It is about understanding the importance of marriage
for family life, stable and loving relationships, respect, love
and care. It is also about the teaching of sex, sexuality and
sexual health’.
Sex and Relationship Education is part of the personal,
social and health education (PSHE) Curriculum in our school.
When we inform our pupils through sex education about
sexual issues, we do this with regard to morality and
individual responsibility, and in a way that allows children to
ask and explore moral questions.
Sex and Relationships Education is the responsibility in law
of the Governing Body. We recognise that potentially this is
a contentious area of the curriculum and we would always
consult parents to gain consensus and support.
Queenborough School and Nursery is proud and honoured to be a Read-
ing Recovery School, a world-wide initiative. Reading Recovery is an in-
tervention programme for children who have made very little progress
in reading and writing during their first year at school.
It involves a daily one-to-one lesson with a highly trained teacher for a
period of between 15 and 20 weeks. At the end of that time, most chil-
dren have caught up with their classmates and can read and write at a
level appropriate for their age. Mrs Glass and Mrs Tudor trained for
one year to become Reading Recovery teachers. Their training
programme entailed regular, fortnightly training sessions which focused
on and developed their understanding of different aspects of the Read-
ing Recovery lesson; the principles behind it and the actual methodology.
In January 2009, we received an ECAR school of the year award. The
award itself recognises those schools that are committed to ensuring
that every child in their school can read. There are 19,000 Primary
Schools in England and Queenborough was one of sixteen schools to
receive this award.
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19 HomeworkHomework We believe that homework should be a fun extension of the
work that takes place at school. Children are never put under
pressure to complete work which is not linked to an aspect of
current school work and therefore any homework task set will
be designed for the children to practise the skills that they
have already gained at school.
At Queenborough School and Nursery, homework is set at the
start of each term, in accordance with the whole-school theme.
Children will be supplied with a list of activities, linking to the
theme under five headings: Numeracy, Literacy, Science,
Creative and Physical; they are given the freedom to select
which activities from the list they complete. These tasks are
designed so that children in any year group are able to complete
them at their own specific level. Due to the collaborative nature
of our curriculum, siblings are encouraged to work together in
completing homework projects and, of course, parental support
is always welcome. Each term, there is a Curriculum Open
Afternoon, in which parents are invited into school to celebrate
the school work and homework that the children have created
over the course of the term.
In addition to the theme-based homework, we ask that children
read regularly at home and all children will be supplied with a
reading book which will be changed regularly. Usually, the
reading book that is sent home will be one that the child can
read easily to build their ‘reading mileage’, and the more
challenging texts will be tackled at school, where school staff
are able to support them. The School has written a ‘Parents’
Guide to Reading’, which contains useful information regarding
how to best support your child in their reading (available on our
website).
The School Library is used weekly by the
children who take out books during their
Guided Reading Lessons. The library is
managed by a thumb print scanner which
allows the children to be independent
when borrowing books. Librarians also
open the library during lunchtimes for
different classes.
LibraryLibrary
At Queenborough School and Nursery
we enjoy taking the children on school
visits to enhance their learning.
Parents will be asked for a voluntary
contribution towards the cost of the
trip and wherever possible the school
subsidises each child. No child will miss
out on an experience or treated
differently if parents are unable to
make a payment. Parents may pay in
instalments if this is more convenient.
School visits prove quite expensive to
organise, mainly due to the high cost of
transport. Therefore if insufficient
voluntary contributions are received a
visit may have to be cancelled.
VisitsVisits
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School Performance School Performance -- 2014/152014/15
Early Years Foundation Stage (EYFS)
Key Stage 1
Phonics Screening Check
Year R National %
2014
School %
2014
School
% 2015
% achieving GLD (Good Level of Development) 60 70 70
LEVEL 2b+ National %
2014 School % 2014
School % 2015
Reading 81 92 93
Writing 70 84 73
Mathematics 80 92 95
LEVEL 3+ National %
2014 School % 2014
School % 2015
Reading 31 42 38
Writing 16 32 16
Mathematics 24 30 33
YEAR 1 National %
2014 School % 2014
School % 2015
Proportion
achieving 32+ 74 75
75
YEAR 2 National %
2014 School % 2014
School % 2015
Proportion
achieving 32+ 66 88
80
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21 Key Stage 2 Attainment
Key Stage 2 Progress
Level 4+ National %
2014 School % 2014
School % 2015
Reading 89 93 91
Writing (TA) 85 94 93
Mathematics 86 93 100
R,W,M Combined 79 91 87
SPaG 76 65 91
Level 5+ National %
2014 School % 2014
School % 2015
Reading 49 31 33
Writing (TA) 33 28 52
Mathematics 42 33 33
R,W,M Combined 24 13 22
SPaG 52 28 65
2 FLAT LEVELS National % School % 2014 School % 2015
Reading 91 92 94
Writing (TA) 93 94 100
Mathematics 89 88 100
3 FLAT LEVELS
KENT % 2014
(National % is not
reported)
School % 2014
School % 2015
Reading 34 21 30
Writing (TA) 36 21 57
Mathematics 36 27 26
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