Devon Dyslexia Definition: Dyslexia is evident when accurate and fluent reading and or spelling develops very incompletely or with greater difficulty. This focuses on literacy learning at a ‘word level’ and implies that the problem is severe and persistent, despite appropriate learning opportunities. It provides the basis for a staged process of assessment through teaching. (British Psychological Society 1999, adopted by the Devon Local Authority)

Difficulties also associated with Dyslexia may include poor working memory, poor sequencing skills, auditory or visual problems. These are not defining characteristics.


How We Help your Child with Reading and Spelling

At Culmstock we use Sounds-Write to teach a daily phonic’s lesson. This programme is a genuinely phonic approach to the teaching of reading, based on the sounds in speech and moves from the sounds to the written word. The programme is based on the letter sounds and not the letter names, which we would actively encourage you to use at home with your child.

When the children start school, they will be introduced to these sounds in the following order:

Unit 1: a, i, m, s, t

Unit 2: n, o, p

Unit 3: b, c, g, h

Unit 4: d, f, v, e

Unit 5: k, l, r, u

Unit 6: j, w, z

Unit 7: x, y, ff, ll, ss

Every week or so, we will begin a new unit and build the new sounds into what we have already introduced.


What are we trying to teach?

We want the children to learn that letters are symbols for sounds, so that when they see the letters:

< m > < a > < t >, they say and hear /m/ /a/ /t/ 'mat'.

Throughout the course of a week, the children play different games, which will help your child to understand that everyday words are made up of sounds and that we can pull these sounds in words apart: thus, 'cat' can be separated into /c/ /a/ /t/; and we can put these sounds back together again to form recognisable words: thus, /c/ /a/ /t/ gives us 'cat'.

Children continue to be taught phonics as they progress into KS2.They are taught alternative spellings for sounds and are exposed to and encouraged to use strategies for making informed choices in their writing.


Comments from Teachers:

‘Since starting the Sounds-Write programme with my class of Reception aged children, I have been amazed at the progress they have made. Children with very moderate learning difficulties have become confident readers and writers. In the past, I have found that the writing skills were slower to be taken on board. With Sounds-Write, they progress in reading and writing together.’

Pam Morgan, Senior Teacher, Early Years, St Thomas Aquinas

‘Sounds-Write has had an immediate effect on raising standards in reading and spelling at our school.’

Monica Basham, Head Teacher, St Thomas Aquinas


Dyslexia and Coping with the Challenges of School

Supporting Your Child

Be aware of the frustration of slow and sometimes laboured literacy skill’s acquisition that your child faces daily in school. As a result of these frustrations, your child may develop low self-esteem, fatigue, behavioural difficulties and reduced motivation. This can mean that they are reluctant, or even refuse to write, having convinced themselves that they cannot do this. This cycle can become entrenched and self esteem plummets.

You can help raise their feelings of self worth by:

• Working with the school to find ways to support and guide your child.

• Encouraging your child to talk about their difficulties and successes.

• Praising your child when they achieve success in any area.

• Encouraging your child to take up activities in and outside of school, at which they can be successful

• Avoiding negative comparisons with other children or younger siblings.

• Avoiding talking to others about your child’s difficulties when they are present

• Making them aware of positive role models to encourage ambition; the British Dyslexia Association has a good list

• Being positive. Focus on what they can do; not what they can’t.


Helping with Home Learning

This can often be a tense and difficult issue for parents and children. Try to remove some of the negatives by remaining calm, but be very clear about what needs to be done.

You may feel unable to ‘help’ with the actual content of the homework. Do not worry about this. Your role is not to do the homework for your child. It is to provide the structure and support needed. If he/she can’t do the homework, then let your child’s teacher know.

Some points to consider when supporting your child’s home learning:

• Be patient and encouraging. If you find yourself getting annoyed or angry, it is usually best to stop and try again later or another day. Do your best to finish the session as positively as possible.

• Negotiate an agreed time to do homework, which fits in with your family routine in the evening and at weekends. Draw up a visual timetable, if it helps, of all the activities that everyone is involved in across the week and fit the homework into a regular slot, so that it becomes an accepted part of what happens. It is much easier to achieve this if it can be the same time each week.

• Be aware that your child has to work exceedingly hard at school and does get very, very tired.

• Agree, with your child, how long each session should last. This will obviously depend upon a number of factors such as the amount of home learning, concentration levels. It might be useful for you to indicate in their home learning diary or on the piece of home learning how much time has been taken to produce a piece of work. This will help your child’s teacher modify what is expected of them, if it is taking onerous amounts of time.

• Be interested in what your child is doing.

• Encourage independence, wherever possible. However, if you have the time, it is perfectly acceptable for your child to dictate their ideas and you write them down, if the writing demands of a task are considerable. Always indicate to the teacher that this has been done.

• Explain carefully to brothers and sisters who are not experiencing difficulties with literacy the kind of difficulties your child is dealing with, as this can become a source of conflict. Help them to be supportive.


Suggestions for other ways you could help at home:

1. Read aloud to your child - never mind their age. Try to encourage them to follow the text you are reading as you do this.

2. Encourage them to listen to books recorded onto tape or CD. If there is an accompanying book that they can follow, great. The local library is always a good place to obtain talking books for a small hire charge. It may be possible for you to obtain a ‘disabled reader’s ticket’, which would allow you to access tapes and CDs of written material free of charge. Ask at your library for a form to apply for this. For £70 per year you can join Listening Books, which will give you access to some of the best audio books on the market. (www.listening-books.org.uk).

3. Have fun with words.

4. Play word games.

5. Encourage leisure activities, particularly ones involving physical exercise, such as swimming, cycling, gymnastics, skate boarding, roller blading, juggling.

6. Build on strengths to boost self-confidence and self-esteem.

7. Give praise for any sign of improvement.

8. If your child does not already have a television in their bedroom, think very carefully before permitting them to have one.

Remember, if you are doing something constructive to help your child you are less likely to be anxious yourself about literacy difficulties. Your anxiety is easily communicated to your child and can lead to them becoming anxious too.


Reading At Home with Your Child

Reading should be a pleasure, not a chore.

It is really important that you make reading a natural part of family activities.

• Try to make sure that your child sees you reading regularly.

• Be aware that reading is not just about reading books, it plays a large part in our daily lives.

• Talk about the books, newspapers or magazines you have been reading.

• Find a magazine based on your child’s interests to read together.

• Use local libraries and bookshops.

• Try to make sharing a book part of the evening routine (maybe at bedtime for younger children)

• Barrington Stoke publishes books written by many contemporary famous authors for children with a younger reading age, but with more mature content. The print and layout is dyslexia friendly and their books are designed to engage all children, but especially boys.

• Make use of audio-tapes - available in libraries or on loan from Listening Books: 12, Lant Street, London, SE1 1QH (Tel 0171-4079417; website: www.listening-books.org.uk) or look at the iTunes audio books

• Read aloud to your child as often as possible, making it an enjoyable experience that you share together.

• If you have much younger children, encourage your child to hear them read or even read simple books to the much younger brother or sister.

• Sometimes grandparents, or even friends have more success with encouraging your child to read regularly, which is less stressful for you and your child.

• Whenever you are reading with your child at home, try to identify the purpose. For example, is it for fun, or for homework, or to find out information on a ‘need-to-know’ basis.


Reading Aloud:

When you are reading aloud to your child, encourage them to follow the text as you are reading it. This will help to develop the eye movements needed for reading. Try to make the whole experience an enjoyable one.

If your child is reading aloud to you from a book s/he has brought home from school, try to consider the following:

• Choose a quiet place to read.

• Sit side by side in a comfortable position.

• Choose a time to read when you both feel good (not hungry, tired or upset).

• 10 – 15 minutes reading aloud is long enough.

• Be patient.

• Always praise your child for the words and sentences he reads well, and try hard to conceal any frustration you might feel if he is struggling.

• Contact the school to ask about advice on any strategies they might be using in school.


Try to keep the flow of the reading going:

• If your child cannot read a word, do not allow him/her to struggle. Read the sounds in the word, for example ‘l oa d’ and push them back together ‘load’. Then move on.

• Sometimes take it in turns to read a sentence or a paragraph, particularly if it’s a long book. Many children enjoy being read to, so if the reading is becoming a struggle, you take over and finish the session – ending on a positive note.

• Try to build up their confidence to have a go. To do this it is important not to criticise any mistakes.

• Check that they understand the meaning of what they are reading by discussing what might happen next, what they think about the story or the characters, reviewing where you got up to in the storyline last time you read.



Useful Contacts:

Devon Dyslexia Helpline

Helpline: 01392 680669

Email: This email address is being protected from spambots. You need JavaScript enabled to view it.


Devon Parent Partnership Service

Telephone: 01392 383080

Email This email address is being protected from spambots. You need JavaScript enabled to view it.


By post:

Devon Parent Partnership Service

Bradninch Hall

Castle Street


Category: Articles

Our School


Staff and pupils take great pride in our school and it’s achievements. We aim to provide a learning environment that is happy, stimulating and safe. The displays around the school are designed to celebrate children’s achievements and support them in their learning.

We are housed in a Victorian building with later additions, including a self contained Foundation Stage Unit. We have a 20th Century set of buildings that have been adjusted to meet the changing needs of the learner today.

Our two playgrounds are well equipment and have a very large field for sports and environmental studies, we utilise all these areas to provide an exciting learning environment.


Teaching Staff

Head of Federation Mrs Tracey Hailey

Head of School Mrs Mel Johns

Class 4 Mrs Rebecca Giffard/Miss Mel Webb

Class 3 Mrs Katie Nex

Class 2 Ms Louise Heap

Class 1 Mrs Jacqui Richman and Mrs C King


Teaching Assistants

Mrs Stephanie Disley

Miss Janine Morris

Mrs Sue Tunstall

Mrs Julie Flory

Mrs Suzie Broom

Mrs Claire Nichols


School Administrator

Mrs Jane Slator



Mrs Jane Watts

Mrs Gill Battern

Mrs Katie Sanders

Mrs Suzie Broom

Mrs Jo Burraston


Become a Governor

The Governing Body of the school is made up of people from a variety of backgrounds and includes parents staff and members of the community. The School Governors comprise of a group of individuals, who are elected, nominated or co-opted. School Governors work with the Head of federation and are responsible for setting the strategic direction of the school. Meetings of the full board are held at least once each term and committees meet in addition to main body meetings. If you would like to be a school governor or are interested in it’s work please contact the Head of school.


The Governing Body

Chair: Mrs F Collier

Vice Chair: Mr N Broomfield

LA Governors - Mr N Broomfield, Mr A Mugleston

Parent Governors;  Mr P Behenna, Mr M Nichols, Mrs H Vincent, Mrs K Williams

Community Governors; Rev P Booth, Mrs F Collier

Associate Governors; Mrs S Disley, Mrs M Johns, Mrs Alex Cutler, Mrs H Ainsworth, Mrs E Francis

Committes/Portfolio Groups - Curriculum , Mr N Broomfield, Mrs S Hicks

                                               School Improvement, Mrs J Adamson, Mrs Ainsworth,  

                                                                                 Mrs Cutler, Mrs Francis, Mrs Johns

                                               Finance, Mrs Collier, Mr Mugleston, Mrs Vincent, Mrs Williams

                                               Personnel, Mrs Collier, Mr Nichols, Mr Ogden

                                               Premises, H&S,

                                               Inclusion & Safeguarding, Mrs Disley, Mrs Hicks, Rev Wilkinson        

Clerk to Governors: Mr Geoff Rickson 


Please see below for the letter sent to the children from our Ofsted in May 2010.


"12 May 2010

Dear Pupils,

Inspection of Culmstock Primary School, Cullompton, EX15 3JP

Thank you so much for welcoming us into your school and showing us your work. We thoroughly enjoyed our visit and would like to tell you what we found. Yours is a good school. It has some outstanding features.

These are the school’s main strengths.

      • You thoroughly enjoy school and your attendance is high.
      • The school is an extremely pleasant place in which to learn.
      • Children in Reception get off to a good start.
      • You are making good progress because of the good teaching.
      • A good range of learning activities is provided.
      • You get on extremely well with each other and behaviour is outstanding.
      • You have a good understanding of how to keep healthy and fit.
      • You feel extremely safe at school because the teachers and other adults take excellent care of you and provide strong support and guidance.
      • You make positive contributions to the school and to the local community.
      • The school is very well led by your headteacher and she receives good support from other staff.

We have asked the headteacher and teachers to do a few things to improve areas of the school.

      • Teachers should provide more opportunities for you to learn and practise advanced skills such as critical thinking, research and independent study.
      • More topics should be included to increase your knowledge and understanding of different cultures and how people live in the wider world.

You can help by continuing to work hard. We wish you all the very best for the future.

Yours sincerely

Derek Watts

Lead inspector"


The full report can be found on the OFSTED website or from our downloads area.

Category: Articles

Curriculum Statement

The School’s curriculum combines high standards with a broad and rich curriculum. Great emphasis is placed on planning the curriculum so that there is continuity and progression, challenge and pace. We plan in a topic based format and strive to match the topics to the groups of children we are teaching.

A major part of the school's curriculum is the National Curriculum which consists of Core Subjects: English, Mathematics, Science, Information and Communications Technology and Religious Education and Foundation Subjects: History, Geography, Design and Technology, Art, Music and PE.

Although not compulsory, we include Personal, Social, Health Education (PSHE) and Citizenship in our curriculum. Where possible we make relevant links between the subjects and at the heart of our curriculum there is a desire to ensure children are equipped with the knowledge, skills and attitudes to equip them for future learning and an understanding of the society in which they live and how they can make it better.


Assessment and record keeping

Assessment is a continuous process that takes place in all areas of school life. Through on-going assessment we hope to build a complete picture of a pupil's development, not only intellectually, but emotionally, socially and physically.

Assessment can take on many forms. We assess through discussion and observation as well as using more formal procedures such as testing.

Formal assessment is carried out once a year. This allows us to track the progress of individual pupils or year groups and also helps us to identify strengths and weaknesses across the school. Parents will receive information about the results of these tests as part of the pupil’s annual school report.


National Curriculum Tests


At the end of Key stage 1 (age 7) pupils have Teacher Assessments. At the end of Key stage 2 (age 11) pupils are required to undertake Statutory Standardized Assessment Tests (SATs).

These are summative assessment tests in English and Maths for Key Stage 1 and English and Maths in KS2 . The results of these tests are published to parents and Key Stage 2 results are published nationally in the form of league tables. In Key Stage 1, pupils will be working on Levels 1, 2 and possibly 3 of the National Curriculum, with most pupils achieving Level 2 by the end of this Key Stage.

Although the tests are important, a judgement will be made on the level your child has achieved by the teacher. In Key Stage 2, pupils could be working on Levels 2, 3, and 4 and Level 5 for the most able with most pupils achieving Level 4 by the end of this Key Stage.

In a very few cases children may be dissapplied from undertaking SAT’s tests. In these cases the school will discuss this with parents.


Children with special needs

Pupils with Special Educational Needs are helped within the normal class room environment or by being withdrawn to work where there is less distraction, with school funded Teaching Assistants. Advice and support are provided from the appropriate outside agencies and Educational Psychologists. We have Teaching Assistants who work in the school mainly with our School Action Plus pupils.

The Policy for Special Needs is available to look at if you would like more information. Our Special Needs Co-ordinator (Mrs Noble) is happy to speak to you about general issues related to special needs if the class teacher cannot answer your questions.


Able Gifted and Talented.

It is important to understand what we mean by able and gifted pupils. Able pupils can be defined as pupils who demonstrate a significantly higher level of ability than most pupils of the same age in one or more of the curriculum areas or in any of the following:

  • general intellectual ability
  • specific academic aptitude
  • creative thinking
  • leadership qualities/social skills
  • artistic abilities
  • ability in the expressive arts
  • physical ability

Gifted children can be identified as pupils who achieve two years beyond their age group in a certain subject. This would be about 1-2 % of the school population. More able and gifted children are identified through teacher assessment and judgements based on a variety of assessments.

At all times the needs of the children, whatever their ability, are catered for through careful differentiation and task. Setting sometimes is used higher up the school for Maths and English. This allows for the more able pupils to work with other pupils of similar ability.



The school has carried out an Accessibility audit and is confident about meeting the needs of all pupils here. We have an old school and have to work within what we have, wherever reasonably possible we change the school to meet the needs of children.

Category: Articles


Water Policy

At Culmstock School we understand the need for children to drink water regularly throughout the day. Please supply your child with a named water bottle. Water fountains are available throughout the day and at break times.


Emergency Contact Information

Please ensure that your contact details are correct on your annual data Collection form, and that the school is told about any health issues, especially allergies, relating to your child.



Please do not bring dogs on to school premises do not tie them to school fences or allow them to obstruct the pavement where children walk. No matter how gentle your animal is, children can be easily scared. Please don’t allow your dog to foul pavements on the route to school. Bag it and bin it!



Please ensure that all monies sent to school are in a secure envelope marked with your child’s name, amount and the purpose of the money.



Please do not smoke within the school grounds. It is Devon County Council Policy that there is NO smoking on any school grounds.


Access to other agencies.

From time to time children need further support to hep them in their learning and life. We are able o sign post and offer a variety of support networks through our pastoral systems. These may include Parent Support advisors or other medical and social professionals.


Child protection

Child Protection Procedures

Under the Education Act 2002 (section 175), schools must make arrangements to safeguard and promote the welfare of children. Parents/carers should know that the law (Children Act 1989) requires all school staff to pass on information which gives rise to a concern about a child’s welfare, including risk from neglect, physical, emotional or sexual abuse. The staff will seek, in general, to discuss any concerns with the parent/carer, and where possible seek their consent to a referral to Social Care. This will only be done where such discussion will not place the child at increased risk of significant harm.

Schools will seek advice from Social Care when they have reasonable cause to suspect a child may be suffering or likely to suffer significant harm. Occasionally, concerns are passed on which are later shown to be unfounded. Parents/carers will appreciate that the designated person for child protection was carrying out their responsibilities in accordance with the law and acting in the best interests of all children. The designated Child Protection person in school is Mrs Noble and deputy is Mrs Johns.


Positive Handling/Physical Intervention

Culmstock Primary School is committed to ensuring that all staff and adults with responsibility for children’s safety and welfare will deal with all incidents involving aggressive behaviour, and only use physical intervention as a last resort in line with Department for Education and Skills (DfES) and LA advice. If used at all it will be in the context of a respectful, supportive relationship with the pupil. We will aim to ensure minimal risk of injury to pupils and staff.



Matters of discipline are very rare and are dealt with initially by the class teacher or the 'on duty' member of staff. When a situation demands it, the Headteacher takes responsibility for disciplinary measures. At all times pupils are encouraged to consider and be responsible for their own actions. Our aim is to make the pupil more aware of the necessity for self-discipline, self-awareness and self control.

In case of a serious breakdown of conduct, the Headteacher always seeks to assess the situation with parents/carers. The school has a Positive Behaviour Policy, which is reviewed annually. All members of the school team, Governors, parents/carers, staff and pupils are expected to implement and abide by the Code of Conduct in the Behaviour Policy. We believe that adults are role models for behaviour in our school.

From time to time, in the children's lives, events may take place that are upsetting for them. If you are able to share information about your child's personal life with us it can be extremely useful in helping us to offer understanding and support. This will always be dealt with in the strictest confidence. If you think your child is experiencing any kind of difficulty at school, or if you have any concerns about aspects of school life, then you should talk to your child's teacher or the Headteacher first. There is a no tolerance approach to bullying and it is dealt with immediately.



Head Lice

Head Lice can be a real problem in schools. Cases of head Lice should be reported to the class teacher. Advice on treatment is available from the school office if necessary. Please note that the School is not responsible for treatment. The Health Authority clearly places responsibility with parents, however we do endeavour to keep parents/carers informed if there is an outbreak. All children with hair below collar length are required to tie it back. We have a number of new spare hair bands and will ask your child to use one if they have their hair down.


Returning to school after illness

Please tell us if your child is ill ASAP on the first day of illness a message can be left on the answer phone if necessary. Children returning to school after illness should clearly be fit to do so and free from infection. Please err on the side of caution when making a decision about your child returning to school. Children should be fit to participate in all school activities including outdoor games and playtime. Injury, asthma, respiratory complaints or circulation difficulties are of course exceptions. If in doubt the school is happy to advise. If cases of sickness and diarrhoea the child must be clear for 48 hours so as not to infect other members of the school community.


First Aid

Simple first aid is given at school when necessary. If an accident needs hospital attention we will make every effort to contact you first. Please ensure information from you is up-to-date so that you can be contacted. There are several first aiders in school.



Most modern medications are now designed in such a way that is it not necessary for them to be taken in the middle of the day. Should your child needs medication during the day, you need to complete a form from the office. Over the counter medication can not be given in school ALL medication must be prescribed by a doctor. If your child is self-administering medication i.e. inhalers, authorisation and any necessary details are needed in writing.


Sun Protection

During warm summer months all children should have a named sunhat in school which they will be encouraged to wear when playing outside. School hats can be purchased from the office or you may provide your own. Wide brimmed hats or those which cover the neck are ideal. School staff are not permitted to apply sun cream to children but we would ask that you apply a long lasting sunscreen before school in sunny weather. Children may re-apply their own sun cream which must be provided in a clearly named tube or bottle.




Road Safety

We actively encourage children to walk or cycle to school. For safety reasons we ask that:

  • Cyclists should not ride through school property, parents need to ensure their child wears suitable protective head ware.
  • Motorists should respect the road markings and not park in the turn around in front of the school.

Cycles may be stored in the cycle rack, but please note that this is at your own risk, and you should take appropriate steps to ensure that your bike is adequately secured.

Category: Articles

School hours

Morning Session

9.00 am - 12.20 pm 

Afternoon Session

1.20 pm - 3.30 pm

All pupils have a morning break. Infants take an afternoon break of fifteen minutes. Pupils are asked to arrive at school between 8.50 am and 9.00 am. We are not legally responsible for your children before 8.50 am or after 3.40 pm. All pupils are registered in the morning and afternoon. Please make sure your child arrives at school on time otherwise this disrupts other children’s learning a late mark will be recorded. It is very important that good habits are formed early. Being punctual is very important and helps the day get off to a good start.


Class Organisation

Children spend seven years in their primary school, each age group is classified as follows:

KS1 year groups

4-5 years old Foundation Stage

5-6 years old Year 1 (YR1)

6-7 years old Year 2 (YR2)

KS2 year groups

7-8 years old Year 3 (YR3)

8-9 years old Year 4 (YR4)

9-10 years old Year 5 (YR5)

10-11 years old Year 6 (YR6)

The number of pupils on the roll and the number of children in each year group govern the arrangement of the classes. This often changes from year to year. It is desirable to keep the Key Stages separate but it is not always possible. Class sizes are kept as balanced as possible. Within each class, pupils are taught individually, as a group, or as a whole class but always according to their needs and abilities.

All children between the ages of 5 and 11 study the National Curriculum as well as the school's own curriculum.

The Reception children follow the Foundation Stage Programme. This underpins all future learning by supporting, fostering and promoting children's development.



School meals

At present hot school meals are only avaiilable on Tuesday and Thursday.  The meals offered are nutritious and fresh local produce is used.   There are always three choices including a vegetarian option and a jacket potato option.   If you think your child is eligible for free school meals, please collect a form from the school office.

Bringing food to school

Children who do not have a school meal bring a packed lunch. As a healthy school we know that a well balanced healthy lunch is essential to ensure optimum learning.  Please ensure that packed lunches are brought to school in a secure container labelled with your child’s name.  Water is available, but it is advisable for you to supply them with a full water bottle. If your child forgets his or her packed lunch we will try and contact you. If we are unable to do so we will supply a school lunch and ask you to reimburse us later.

Snack time

You may like your child to have a midmorning snack. We welcome fruit, vegetables or cheese.   KS1 are provided with fresh fruit every day under the School Fruit and Veg Scheme.


Support contact

Class teacher

If you have concerns about or for your child, the first port of call should be their class teacher. The class teacher might suggest - or you might feel you would rather - talk in detail to someone else, but it’s important that they are ‘in the loop’. If it’s hard for you to drop in at the start or end of the school day you can always ask them (via a phone call to the office if need be) to give you a ring and chat on the phone or make an appointment at a time to suit you both.


Special Educational Needs.

Mrs Bastyn, Kentisbeare Primary School,  co-ordinates provision for children throughout the school with specific needs. She is the school’s Special educational needs co-ordinator (Senco) she works with teachers, teaching assistants, children and professionals from appropriate external agencies to ensure the school is providing what is needed for each child to fulfil their potential.


Able Gifted and Talented.

Mrs Giffard co-ordinates the provision for any children who at some time in their education may benefit from further support. We also recognise that for many children their talent is not school based, children may be on our register for activities such as swimming or BMX.


Parent Governors

Parent Governors are your representatives on the Governing Body of the school. They are often around school dropping off or collecting their children at the start and end of the day. If you would like to contact them please ask at the office for contact details. Please see governors section for more details.



The Parent Teacher Association meet regularly to organise fund raising events for the benefit of the school. They are a very active, friendly and well organised group who welcome new members. Fund raising is fun, and a great way to make friends and become involved in the life of the school.


External Agencies

The school works closely with many professionals who visit the school regularly to work with staff, children and parents and give advice, support and training. To find out more about what they do and whether they may be of help for your child, do speak to Mrs Bastyn the schools Special educational needs co-ordinator (SENCo).

Education Welfare Service

School Nurse

CAMHs (Child and Adolescent Mental Health)

Behaviour Support Teacher

Educational Psychologist

County Autism Team

Speech and Language Therapy Service

Support and Advisory Teacher Service

Communication and Interaction Team

Hearing Impairment Team

Visual Impairment Team


Feed back

All feed back is useful to us for changing and developing the work of the school. We would also like to hear when people have had a good experience


Any complaints about school matters should first be brought to the attention of the Headteacher and relevant staff. If the complaint is not resolved, a formal complaint may be made to the Governing Body.


Feel free to tell us or write a note.



On the 1st April 1989 it became illegal to charge for school activities which largely take place in school time.

Sometimes however, funds are such that some worthwhile activities cannot take place without financial assistance from parents/carers.

Section 118 of the Education Reform Act does not restrict schools from seeking voluntary contributions for the benefit of the school or any school activity. Our Governing body has drawn up the following general charging policy:

1. Where the school wishes to participate in activities where charging is not permitted and there are insufficient funds to meet the cost of such activities, the school will seek voluntary contributions from parents/carers.
2. The Headteacher will decide what proportion of the cost of an activity can properly be charged to public and non-public funds.
3. Where parental financial support is needed, a letter will be sent to parents setting out the nature of the activity and the individual contribution sought.
4. There is no obligation to contribute. Children of non-contributing parents/carers will be treated no differently from children of contributing parents.
5. Should insufficient funds be raised, relevant activities will not take place and parents/carers will be advised accordingly.


School Security

The school takes its role of safeguarding very seriously. This applies to all members of our community, please be aware you have to have permission to be on school grounds. A security system is in operation.

Category: Articles

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