Assessment and Reporting to Parents

Assessment of children’s progress is an ongoing process and teachers use it as a tool for planning appropriate work for each child.

We take samples of children’s work throughout the year and use it as a record of achievement and to set children targets for the next steps in their learning.

Teachers keep detailed records of children’s progress and a written school profile is given to parents at the end of each academic year. We also arrange regular parent evenings where parents, children and teachers meet to discuss children’s achievements and progress. Interpreters are available on request.

At the end of KS1 (Year2) and KS2 (Year6) children undertake nationally set tasks and tests and, alongside teacher assessment they help to place each child at a particular level within the National Curriculum. Results of these assessments are given to the parents at the end of Year 2 and Year 6.

It is important to remember that each child not only develops at a different rate, but also has a different starting point when they enter school.

Anti-Bullying Policy

Bullying is regarded as a very serious matter. If bullying arises it is dealt with as soon as we become aware of a situation. We aim to help all children develop strategies to deal with this situation whether they are the ‘bullied’ or the ‘bully’. Parents are asked to inform us as soon as they feel this situation exists.


If serious concerns about a child’s behaviour arise we will invite parents in to discuss the matter, as often we find that when school and home work together to support a child, problems can be resolved.


We take a very positive approach to matters of discipline and behaviour. However, if there is a serious breach of expected behaviour, sanctions of suspension from school may be used.


These are:

  • Exclusion for a fixed period of time
  • Permanent exclusion


If this situation were to arise parents would be given all the necessary relevant information.

Arden Action Against Bullying


‘Bullying is the wilful, conscious desire to hurt, threaten or frighten someone.’

‘ A pupil is being bullied or picked on, when another pupil or group of pupils say nasty things to him or her.  It is also bullying when a pupil is hit, kicked, threatened, sent nasty notes, or when none talks to him or her.  These things can happen frequently and it is difficult for the pupil being bullied to defend him or herself.   It is also bullying if a pupil is teased repeatedly in a nasty way.’


‘However if two pupils of equal age, power or strength have an occasional fight or quarrel this is not bullying’.


‘Bullying – Don’t suffer in silence’ Department for Education and Employment 1994.

Good relationships within school are of vital importance to good discipline.    Unfortunately some relationships can break down and when that occurs it can lead to physical, verbal or non verbal bullying.  Good practice has been identified in those schools which minimise the incidence of bullying.   Our policy and procedures seek to reflect this good practice.

We regard bullying as particularly serious and always take firm action against it.  We feel that everyone connected with school has a responsibility to ensure that any incidents of bullying are reported immediately.

School Objectives


  • Ensure that all staff and pupils are aware of the potential for bullying to take place in school.


  • Create a climate of positive relationships in which care and mutual respect between all members of the school community can flourish.


  • Encourage the expression of this climate through all aspects of school life: the curriculum, our approaches to teaching and learning, the school’s environment, school rules, behaviour policy and relations between staff, pupils, parents and governors.


  • Use the curriculum as a vehicle to teach the values to show that bullying is unacceptable.


  • Encourage pupils to regard ‘telling’ as both acceptable and responsible.


  • Deal with all  bullying as a high priority.


  • Make appropriate contact with the parents of victims and bully/bullies involved in an incident.
  • Impose appropriate sanctions and support following incidents of bullying.


  • Ensure that action is taken to prevent further incidents.


  • Record all instances of bullying and monitor the effectiveness of the action taken.


  • Review policy and practice regularly.



School Action to be taken following incidents of bullying


Support will be given to the victim and the bully.


There will be regular follow–ups, daily in the first instance, to monitor the situation.


Parents of both parties will be kept informed of progress.


Any sanction that may be applicable will be considered in line with the school behaviour policy.


The incident will not live on through constant long term reminders.


The school will attempt to learn from the incident to see if a change in methods or organisation could prevent further difficulties.


All staff involved with the pupils including teaching, none teaching and mid-day staff will be made aware of the situation.



Advice to Parents




  • Encourage your child to talk to a member of staff as soon as an incident has occurred.


  • Show an interest in all that your child does in school.


  • Contact school immediately you have cause for concern e.g. children with early morning tummy ache or children who suddenly say they do not want to go to school.




Say (for example)  go and hit back

boys will be boys

girls are like that

it will sort itself out

it’s part of growing up




School Contacts :-


For parents of  Early years pupils  (Nursery and Reception)   –

Miss L.McLeod  (Foundation Stage Teamleader)


For parents of Key stage 1 pupils (Year 1 & 2)   –

Miss L.McLeod (Assistant head)

Mrs J.Richardson  (Key stage 1 Teamleader)


For parents of Year 3 & 4 pupils    –

Mr A.Briggs (Deputy head)


For parents of Year 5 & 6 pupils   –

Mr C.Shaw (Assistant head)


Anti-bullying co-ordinator   –

Miss N. Haddock Headteacher



Background Information




Most people have been involved in bullying behaviour at some time in their lives.


Bullying occurs in children of all backgrounds, races, cultures, and in both sexes;


Bullying occurs throughout life from Nursery to Further Education to Adult life.


Boys tend to bully physically  –  often younger children of both sexes.


Girls tend to bully verbally and ostracise from peer groups.


Some victims are also bullies.


Some victims are treated as culprits.


Onlookers are condoning and becoming part of bullying.


Bullying can be physical, verbal, emotional and or psychological.



Identifying the problem


Children who are being bullied at school will not always be prepared to tell those in authority.   However when a disclosure is made it should always be treated seriously.   While others may not feel that certain actions or words are of a bullying  nature,   if the recipient feels they are being bullied that is sufficient evidence to treat the case as bullying.


Bullying can take the form of:


Name calling                                                      Malicious gossip

Damaging/stealing property                       Violence and assault

Punching/kicking                                              jostling

Teasing                                                 intimidation

Extortion                                                             ostracising

Damaging schoolwork                    Coercion into acts people do not wish to do




Reasons for being a victim may be:



New in school

Family crisis  –  problems at home

Disability; differences of any kind

Feelings of inadequacy, lack of self esteem

Timid, unassertive children

Loners, having few friends

Anxious or fearful children

Younger children

Having been overprotected at home

Resorting to crying/temper tantrums which may appear

entertaining to others.


Sometimes there can be no apparent reason for being a victim.


Reasons for being a bully may be:


Feelings of  inadequacy, insecurity, lack of self esteem

Victims of violence, abuse, bullying

Enjoyment of power, creation of fear

Lack of understanding of appropriate behaviour

Cannot imagine how victim feels

Lack social skills for co-operation and non-aggression

Be spoilt: lack inner control of own behaviour

Copying behaviour from home or TV

Socialised into success by any means’ attitude.


Signs of bullying may include:


Unwillingness to come to school

Withdrawn, isolated behaviour

Complaining about missing possessions

Being easily distressed

Poor attendance

Damaged or incomplete school work


General unhappiness, anxiety, fear

Desire to stay with adults

Late arrival

Fictitious illness

Refusal to talk about the problem

All staff are aware of the need to use their knowledge of the pupils to recognise changes in children’s behaviour that might indicate bullying.

Adopted November 2015

Review date: November 2018




It is our policy to encourage all children, parents and staff working with children to contribute to and support the school ethos.


We promote a caring, supportive environment where all individuals are able to feel secure and happy and able to grow into caring individuals who value themselves and others.

Behaviour Policy


Good relationships need to be at the heart of everything a school does if effective teaching and learning are to take place.

Our challenge is to address conflicts and harmful situations in a way that, at the very least, does not harm relationships, and at best builds and repairs them.




Achieving, enjoying and celebrating success

Respectful to ourselves, others and the environment

Developing as creative thinkers and reflective learners

Ensuring everyone is safe, secure and valued

Nurturing a lifelong enthusiasm for learning

At Arden Primary School, we are committed to ensuring equality of education and opportunity for all irrespective of race, gender, ability, religion, socio-economic factors and disability. The achievement of all pupils is monitored and we use this data to raise standards and ensure inclusive teaching and learning.

We aim to provide our pupils with a firm foundation which will enable them to fulfil their potential. We seek to eliminate unlawful discrimination. At Arden we believe that diversity and inclusion are strengths, which should be respected and celebrated by all those who learn, teach and visit here.


Behaviour Policy Nov’15


British Values

EYFS Reading

Guided Reading in the Early Years Foundation Stage

Principles for encouraging a love of books in the Nursery.

  • Books should be shared with whole class/groups/individuals and be read to the pupils many times so that the pupils understand the story/sequence of events/characters etc.
  • Books then need to be available for the children to read on their own and pretend read/use picture clues to retell and become the story teller.
  • Books need to be available in all Provision Areas and to be stimulating for all pupils, but especially the targeted low achievers.

Guided Reading in Reception.

  • Books are initially introduced by whole class reading together/discussion about the contents of the pages/looking at the text. Books should be interesting and stimulating to all pupils, especially boys and have content that the children have a deep understanding of /easy concepts.
  • The same book should then be shared in a small group situation for example, (book corner/role play area) where all children can give their comments/look at their own copy in closer detail.
  • Teaching points should include vocabulary for parts of the book and the elements of the story/characters/ sequence of events—who, what, where, when-(Narrative Project).
  • Children should be encouraged to become the reader themselves and re-tell/re-read the story for themselves.
  • Books should be available for the children to select for themselves on an independent activity/carpet reading time (after each outdoor time-morning am/after snacks/after outdoor provision/after dinner, when the children need a relaxation activity.
  • Children should be encouraged to read the book to their friends/or an adult in the setting.
  • Following lots of ‘Real books’, reading scheme books can be introduced to the children in the same manner using the Lighthouse books and the Phonics books as appropriate.
  • Some books should be used for the children to read as unseen books so that reading behaviours can be assessed for the EYFSP.

Equal Opportunities

Arden Primary embraces a policy whereby all children are entitled to equality in their access to educational opportunities, resources and experiences.

Boundaries are decided solely by the needs and abilities of individual children.


We believe that developing children’s self esteem is crucial in enabling children to make the most of the opportunities offered to them in school. We celebrate the richness and diversity of our school community and actively encourage children to respect and understand the cultures and beliefs of others.


Curriculum access for pupils with English as an Additional Language (EAL) is enhanced through support from the Ethnic Diversity Service and through provision of quality visual resources.


All incidents which breach our code of Equal Opportunities are investigated, monitored and logged.

Parents are informed so we can work together to support children involved in such issues.

SEN-Policy-update Jan’16

Arden PS Accessibility Plan – Feb’15

Health & Welfare

During their year at school, the children will be seen by the School Nurse, the School Doctor and Dentist. Sight and hearing screening may also take place. Parents will be informed of any planned visits. You will be invited to attend any medical examinations. Please let us know if you are concerned about any aspect of your child’s health or development as we can often help in contacting the appropriate agencies which can give advice.

Managing Medical Needs Policy Statement.

At Arden Primary School we are an inclusive community that aims to support and welcome pupils with medical conditions. We aim to provide all pupils with medical conditions the same opportunities as others at school.

We will help to ensure they can through the following:

  • Our school ensures all staff understand their duty of care to children and young people in the event of an emergency.
  • All staff feel confident in knowing what to do in an emergency.
  • Our school understands that certain medical conditions are serious and can potentially be life threatening, particularly if ill managed or misunderstood.
  • Our school understands the importance of medication being taken as prescribed.
  • All staff understand the common medical conditions that affect the children at this school. Our school allows adequate time for staff to receive training on the impact medical conditions can have on pupils.
  • Staff receive additional training about children they may be working with who have complex health needs supported by an Individual Health Plan (IHP)

This policy is followed and understood by our school community, the Local Authority and the NHS Stockport.


We recognise that asthma is an important condition affecting many children. Inhalers are kept in the children’s classrooms and their use is monitored carefully by school staff.

All inhalers must be clearly labelled.


Medicines in School

If your child has medication for a medical condition, please ensure that the Headteacher and child’s class teacher are aware of this.

Only medicine prescribed by a doctor or authorised health care worker, will be administered in school.

Parents will be asked to complete a medical permission form, available from the office or school website, before any medicine is given.

The Headteacher is responsible for deciding whether the school can assist a pupil who requires medication.

School will do all it can to ensure that children with medical and special needs will have as little disruption to their education as possible.



Introduction We are committed to inclusion. We believe every child has an entitlement to personal, social and intellectual development and must be given an opportunity to achieve his/her potential in learning.

Defining inclusion Inclusion is an ongoing process that celebrates diversity and involves the identification and overcoming of barriers to learning and participation that may be experienced by any pupils irrespective of age, ability, gender, ethnicity, language and social background.

Aims We aim to be an inclusive school through providing equality of opportunity for the following groups:

  • Girls and boys
  • Children with special educational needs including physical disability
  • Able and talented children
  • Minority, ethnic and faith groups
  • Children with EAL
  • Children at risk of disaffection or exclusion
  • Looked after children
  • Children who are in families in need of support

The school aims to help develop their personalities, skills and abilities, provide teaching which makes learning challenging, enjoyable and successful and engender a culture of tolerance and acceptance of all with mutual respect where all are valued.




  • To ensure the Special Educational Needs and Disability Act (2001) and the Special Educational Needs Code of Practice (2001) are implemented across the school.
  • To ensure equality of opportunity for and to eliminate prejudice and discrimination against children with special educational needs.
  • To monitor the progress of all pupils, to identify needs as they arise and to provide support as early as possible.
  • To provide full access to the curriculum, trips and extra curricular activities.
  • To provide specific input, matched to individual needs for those children at School Action, School Action + and Statement levels of intervention.
  • To ensure that children with SEN are perceived positively by all members of the school community and that inclusive provision is positively valued by staff and parents/carers.
  • To involve parents/carers at every stage in plans to meet their child’s needs.

SEN-Policy-update March 2016

Arden PS Accessibility Plan – Feb’15

Co-ordinating inclusion The SENCo is the Inclusion co-ordinator. Her role is to:

  • Work with all members of the school community to promote inclusion.
  • Monitor the inclusion policy and reporting its effectiveness to the Head and Governing body.
  • Work with key staff to identify barriers to learning and provide staff and TA’s with appropriate strategies and resources.
  • Co-ordinate and encourage the professional development of staff and TA’s to deliver inclusive practice.
  • Work with key staff and outside agencies to identify, monitor and assess pupil progress.
  • Liaise with parents.


Inclusive provision

Arden offers a continuum of provision to meet a diversity of pupil’s needs.


  • Classes are year grouped or mixed age depending on numbers for the year group. Classes are mixed ability but teachers have the flexibility to set ability groups within year groups for specific aspects of the curriculum.
  • Additional in-class support is allocated in each class through TA’s which is targeted at individual pupils and small groups.
  • TA’s also deliver a range of intervention programmes to targeted groups.
  • Out of class provision is available to school action + and Statemented children who require specialist learning programmes.
  • Additional space is allocated for a pupil who occasionally requires a larger learning area.
  • A range of clubs and extra curricular activities is available before, during and after school for any child wishing to participate.


School curriculum

The National Curriculum is our starting point for planning a curriculum that meets the needs of individuals or specific groups of children. We do this through:


  • Setting suitable learning challenges.
  • Overcoming potential barriers to learning and assessment for individuals and groups of pupils.
  • Responding to children’s diverse learning needs.
  • Providing other curricular opportunities outside the National Curriculum to meet the needs of individuals or groups of children.
  • Differentiated learning activities.
  • Responding to advice from outside agencies.

Access to the Environment

  • School has an access plan
  • The Headteacher reviews ease of access to all areas of the school building and grounds.
  • Recent extensive building work has enabled greater access for wheelchairs into school through slopes and automatic doors. Consideration has been given to lighting, colour and space to make the environment a more pleasant place.
  • Appropriate resources are ordered to enable children to access a full and rewarding curriculum.
  • We consider the dignity and emotional well-being of our pupils by providing a number of areas for ‘quiet’ and ‘time-out’.

External support

  • School through its service level agreement buys in additional teaching time to meet the needs of children with learning difficulties.
  • School values the allocated service time of the Educational Psychologist, Learning Support service and Primary behaviour support service.
  • School has regular support from Occupational therapy, Speech and language therapy and Parent Support Adviser service.
  • School liaises with a number of agencies to gain and give advice and information to promote effective inclusion of its pupils.

Teaching and Learning

We aim to give our children the opportunity to succeed and reach the highest level of personal achievement.


  • When planning work teachers take into account the abilities of all children and differentiate activities accordingly.
  • Teachers plan from the curriculum and use higher or lower year group objectives to deliver to children performing above or below national average.
  • Teachers identify children in need of additional support and place them on the SEN register setting appropriate targets and allocating resources.
  • When attainment is significantly higher than national average teachers place the child on the Able and Talented register with specific targets and resources.
  • Teachers ensure that children:


  • Feel secure and know their contributions are valued
  • Appreciate and value the differences they see in others
  • Take responsibility for their own actions
  • Are taught in groupings that allow them to experience success.
  • Use materials and resources that reflect a range of social and cultural backgrounds
  • Have a common curriculum experience that allows for a range of different learning styles
  • Have challenging targets that enable them to succeed
  • Are encouraged to participate fully, regardless of disabilities or medical needs

Disapplication and Modification

The Headteacher can, where necessary, modify or disapply the curriculum and its assessment arrangements in exceptional circumstances in accordance with the Education Act of 1996.


Evaluating the Inclusion policy

The Inclusion policy will be evaluated annually focusing on how the aims have been met, effective inclusion provision, attainments of children, parent comments and school’s self evaluation. In the light of this, the policy may be amended.


Complaints procedure

Complaints regarding SEN provision and our inclusive practice should initially be discussed with the class teacher and SENCO. If this is unsatisfactory the issue should be brought to the attention of the Headteacher and ultimately the SEN Governor.


Written: January 2012        Updated: February 2015

Staff responsible: Ruth Sumner (SENCO)   Headteacher: Miss N Haddock SEN Governor: Ms H Lees

KS1 & KS2 Reading


  • Reading is a vital basic skill which all children should be able to acquire.
  • Teaching reading must be high priority for all staff in order for children to develop skills and have a positive habit towards reading.
  • The needs of all pupils are taken into account when teaching reading, through differentiation of resources and teaching approaches.
  • Shared reading at home is very important. All staff to monitor this in order to continue to develop strong home/school links with reading.

Individual Reading

  • All children should have a school reading book from the reading scheme/library.
  • Pupils should be on a suitable level, using the Reading Behaviours booklet/observations.
  • This level is to be regularly reviewed, every half term/term in order to assess progression and kept on a class list.
  • Books are to be changed/reviewed on a regular basis (minimum weekly, depending on the book) and written in both reading records, one of which will stay in school as a permanent record.
  • Staff need to sign/comment/praise when a reading book has been changed.
  • KS1-books will be changed by an adult
  • KS2-books will be changed independently by each pupil, using the coloured banding scheme.
  • Voluntary readers should be also encouraged to complete reading records.
  • The school reading records will continue through the school with the child

Guided Reading

  • Guided reading sessions are held on a daily basis in  through all key stages.
  • Children are grouped with others of a similar ability and texts are picked to match that level. These groups need to be monitored and changed every half term if necessary.
  • The coloured band level each group are on should be the same or one level higher than individual reading books, depending on the level on challenge you would like.
  • Notes from each session need to be recorded by all staff, in order to monitor/assess reading progression and target areas for the next session. (These will be passed to the next year teacher.)
  • The use of key questions, including those based on the assessment focuses is encouraged, to help develop reading skills.
  • The content of guided reading sessions will vary depending on each key stage/level of ability, for example, the teaching of phonics and key words to inferential skills.
  • As with independent reading, each group’s book level needs to be regularly monitored.
  • When a guided reading session is completed, a simple comment needs to be put into pupils individual reading records so that parents know that their child has read in school that day-this can be in the form of stickers/stamp/signature.

Resources Individual Reading-

  • This is organized into book band levels and is made up of a mix of fiction, poetry and non fiction titles from a range of published schemes e.g. Oxford Reading Tree.
  • These are kept in colour coded boxes in designated areas in FS, KS1 and KS2. There are posters of how the scheme works in all areas.
  • A book bag will be given to all KS2 pupils at the beginning of each school year.

Guided Reading-


  • As with the individual reading books, guided reading sets are book banded and in colour coded boxes in FS, KS1 and KS2. There are several guided reading schemes, however there is a complete set of Rigby Star books which goes across all book band levels (with teaching guides), kept in KS1.


Schools have an important part to play in ensuring the safety and wellbeing of children.


The law requires schools to respond to suspected abuse of children. Stockport LA has clear guidelines for schools to follow. Parents should be aware that, if staff in school have any suspicion that abuse has taken place, the school is required to report the matter to the appropriate authority. As a consequence, it is likely that a Social Services Officer will contact parents. The reporting of such incidents is a statutory requirement  and is not a  matter of discretion of individual headteachers or members of staff.


Security and Safety

 Concerns about children’s safety have heightened our awareness regarding issues of school security. Every parent needs to feel reassured that their child is safe in school. We all need to share in this responsibility.


Doors and entrances are locked at 8.55am. Visitors or late arrivals are asked to use the main entrance of the building and report to the school office.


The best help parents can give is to ensure that locked doors stay locked. Parents and visitors are asked to leave school through the main office after the doors have been locked.


The children’s safety depends on everyone keeping the building secure and keeping an eye on the school during the evenings and at weekends.


All visitors to school will be asked to sign in and out at the office and wear a visitors’ badge.


All the staff in our school are committed to safeguarding all our children



We will strive to:


  • Provide a safe environment for our children


  • Notice and take appropriate action to help any of our children who are either at risk of, or are suffering from, significant harm


Our designated child protection officer is:


Nicky Haddock


Main role in school        Headtecher


In her absence the role will be fulfilled by

Andy Briggs (Deputy Head)

or Anna Pilgrim (Learning Mentor)


Safeguarding Children Policy




Domestic Abuse Fact Sheet






Special Educational Needs

We aim to ensure that all children are able to participate in the life and work of the school to the best of their abilities, whatever their needs.


A range of internal and external support staff provide additional help for children. We work closely with parents and carers whose children have special needs. We aim to identify any child who may need special provision as early as possible. Our Inclusion Lead is available to meet parents and discuss any concerns you may have.


The school takes its responsibility for meeting the requirements of the Disability Discrimination Act and complies with Stockport Local Authority’s Policy. The policy can be obtained from CYPD offices or from the school office following a written request.

Special Educational Needs and Disability Policy

SEN-Policy-update March 2016 

The Inclusion Lead is Mrs Ruth Sumner.

She is responsible for:

– the day to day running of the SEND policy in school.

– being the point of contact for staff, agencies and parents in relation to SEND

– liaising with parents of children with SEND

– liaising with external agencies

– liaising with the Headteacher and SMT regarding budget,    identification, assessment, tracking children’s progress, provision, support staff and training.



The Governor in charge of Special Educational Needs and Disability is Hazel Lees.

The Governors in co-operation with the Headteacher, are responsible for the policy being carried out.



Any complaint must first be discussed with the class teacher. If this is not satisfactory it can be addressed with the Inclusion Lead and/or the Headteacher. Ultimately the complaint may go to the Governing Body.




This policy was adopted in: March 2016

This policy will be reviewed in:    March 2018


Headteacher:            Nicky Haddock

SEN Governor:          Hazel Lees


Written by:               Ruth Sumner

Inclusion Lead


Policy adopted: March 2016



It is the policy of the school to play an active role in the training of teaching assistants and teachers. We therefore liaise closely with colleges and universities to give students the opportunity of undertaking some of their professional training with us.

Managing Personal Information Policy

Privacy Notice