BASSINGBOURN COMMUNITY PRIMARY SCHOOL 2021-2022
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BASSINGBOURN COMMUNITY
PRIMARY SCHOOL 2021-2022
1
Dear Parents,
We would like to welcome you and your child to Bassingbourn Community Primary School. Ofsted,
in their 2017 inspection stated ‘A strong ethos surrounding pupils’ safety and well-being exists with-
in the school community.’
We are a village school opening onto Royston Heath. Currently we have approximately 380 children
on roll, in 14 classes. The pupils, both boys and girls, range from ages 4-11. Our class arrangements
vary from year to year, depending on the size of each cohort. The majority of our pupils come from
Bassingbourn, Kneesworth and Shingay-cum-Wendy however, we are attracting children from the
other villages further afield and from the town of Royston. We are a successful school with a very
friendly ethos. New arrivals are quickly absorbed into the life of the school.
We value quality education and promote creativity and independence. We encourage children to
do their best and track progress rigorously. Interventions and extension groups are monitored to
ensure that they are effective and successful. A creative curriculum links many subjects together
into topics. We also provide a social and moral context that helps children to grow into thinking,
caring people through the provision of friendship groups, house competitions and sporting, musical
and arts events, often alongside local schools. We know that children learn best when their parents
are interested and involved. We welcome parent helpers, run regular open mornings, subject
information sessions and both the Parent Forum and Friends of Bassingbourn Primary (FOBS) are
active groups within our school community. Our staff are always willing to help and advise,
therefore if you need any information, or have any anxieties, please call in at the school and arrange
to see either ourselves, a member of the leadership team, a member of the administrative team or
your child’s class teacher.
We look forward to meeting you as part of the school community,
Yours faithfully
Rachael Schofield and Chloe Coles
2
School Details
School Address
Bassingbourn Community Primary School
Brook Road
Bassingbourn
Hertfordshire
SG8 5NP
Telephone: 01763 242460
Website: www.bassingbourn.cambs.sch.uk
Email: office@bassingbourn.cambs.sch.uk
School Times
Gates open: 8.30am - 8.45am
Session 1: 8.45am - 10.00am
Morning break and assembly
Session 2: 10.30am - 12.00pm for KS2 and 12.15pm for KS1 / EYFS
Lunch break
Session 3: 1.00pm (KS2) or 1.15pm (KS1 / EYFS) - 3.00pm
Children to be collected between: 3.00pm - 3.15pm
Ofsted ‘Outstanding’ rated breakfast club, after-school and holiday provision is available at the
school; for more information please contact the school office or visit our website.
3
Our Context
Bassingbourn Community Primary School is situated in a beautiful rural location in South
Cambridgeshire on the North Hertfordshire border at the heart of Bassingbourn-cum-Kneesworth, a
vibrant village community, with a population of just over 4,000.
Bassingbourn-cum-Kneesworth is situated on the A1198 road just two miles north of the thriving
market town of Royston. There is excellent access to several major road networks as the A1(M),
M11 and A10 to the south are all within 10 minutes of the A505 at Royston. There is a rail station at
Royston which is approximately two miles from the village on the route from London Kings Cross to
Cambridge and Kings Lynn. Our stunning village is just 12 miles from the University City of
Cambridge and delivers everything you would expect in a quintessential English village; leafy lanes,
leading to beautiful open countryside, thatched roofs and period properties abound.
Bassingbourn Barracks (MoD) is part of our community. The barracks re-opened (after a period of
closure) in 2018 and we currently have about 40 children from service families at the school, many
of whom live on the barracks.
Bassingbourn Community Primary School is larger than average for its type. Most pupils are of
White British heritage; however our number of EAL (English as an Additional Language) pupils is
growing. The proportion of pupils with special needs and disabilities is above national (25%) as is
our pupil mobility (due to our recent expansion).
The school is very much a part of the village community with many visits and learning opportunities
taking place in the community itself. Staff and pupils contribute to each edition of the ‘Village Voice’
newsletter.
The primary school is adjacent to Bassingbourn Village College which offers a range of accredited
courses for students aged 11-16 years. The college campus also has extensive grounds and playing
fields with well-appointed school and community buildings. Exam results are excellent and the
college, part of the Anglian Learning Multi-Academy Trust, consistently remains amongst the top
performing state schools in Cambridgeshire.
The majority of our pupils transition to the school from the pre-school located next door, however
we also receive pupils from a range of other settings.
4
Bassingbourn is a school which:
• ensures every child receives a well-rounded education, develops a lifelong love of learning
and achieves their best
• is a great place to work for all of our staff
• makes sure everyone is safe and cared for at school.
Children make good progress in the school - both our non-mobile pupils and those who join us (with
a variety of starting points). However, our school is determined not to rest on its laurels, and we will
pursue further improvements in performance and quality of experience for our pupils year on year.
Our school is well managed and has an established and excellent complement of teaching, non-
teaching and administrative staff. Our Governing Body is active, supportive, experienced and com-
mitted to ensuring the school achieves its aims.
Our aims are to:
• Be a welcoming, caring school
• Provide a secure, stable environment
• Develop a positive attitude to life and learning
• Recognise the unique capabilities of each child
• Encourage independence and self motivation
• Promote the determination to seek excellence
• Actively pursue an equal opportunities policy within the school.
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Bassingbourn Staff List
Headteachers: Mrs R Schofield and Mrs C Coles
Assistant Headteachers: Mrs N Marsh and Mrs V Tyas (SENCO)
EYFS/KS1 Leader: Mrs J Holcroft
KS2 Leader: Mrs A Remington Davidson
EYFS: Mrs J Holcroft & Miss C Haith TA - Mrs H Paradis and Mrs E Mills
EYFS: Miss B Pena TA - Mrs S Whitley and Mrs McShane
Year 1: Mrs C Maddren & Mrs K Hawkins TA - Mrs E Mills
Year 1: Mrs V Gill & Mrs L Cockman TA - Mrs D Priest and Mrs C Kraus
Year 2: Mrs D Munro-Wilkinson TA - Mrs T Barnett
Year 2: Mrs S Harrison TA - Mrs S Whitley
Year 3: Mrs P Tolliday & Mrs H Dunlop TA - Miss C Butcher
Year 3: Mr S Ince TA - Mrs M Dummer
Year 4: Mr M Bryant TA - Ms L Pattenden
Year 4: Mrs L Jeffery TA - Ms K Byrne
Mrs A Hardy / Mrs J Hazzard (maternity cover)
Year 5: Miss R Woor TA - Mrs E Stubbings
Year 5: Mrs H Hill TA - Mrs W Thompson
Year 6: Miss A Clarke TA - Mrs J Castle
Year 6: Mrs A Remington Davidson TA - Mrs V Green
Dr K Tether (maternity cover)
Dance teacher: Mrs Vanessa Cross PPA teacher : Mrs Becky Jones
HLTA: Mrs S Whitley, Ms K Byrne, Mrs J Castle, Mrs E Mills, Mrs C Kraus, Mrs M Dummer
Pastoral work with pupils: Mrs V Green
Office secretaries: Mrs A Bishop, Miss T Hardingham and Mrs K Woolley
Finance secretary: Mrs S Derrett
Business Manager: Mrs R Reid
Midday supervisors: Mrs L Ball, Miss L Broadhead, Mrs K Locke, Mrs W Thompson, Mrs T Barnett,
Mrs M Sharman, Mrs S Dixon, Mrs N Denison Smith, Mrs N Butcher, Mrs T Bell, Mrs C Eastwood,
Mrs D Thwaites, Mrs V Green, Ms L Pattenden, Ms K Byrne, Mrs M Dummer
Site manager: Mr S Kinsey
Cleaning staff: Mrs K Locke, Miss L Broadhead, Mrs K Petersen-Piper, Mrs D Thwaites, Miss K
Woodroffe
1:1 Teaching assistants: Mrs M Sharman, Mrs C Trunks, Mrs N Butcher, Mrs E Douglas, Mrs T Bell,
Mrs N Denison Smith.
BOSC (Bassingbourn Out of School Club) Main Contact: Linzi Cavanagh
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The Governing Body
The Chair of Governors is Dr Hilary Hodge
Her official email address is Chair@bassingbourn.cambs.sch.uk
Chair of Governors Message
The governing body of Bassingbourn Community Primary School is committed to steering school
improvement, through collaborative committee work and individual contribution of personal
knowledge and experience.
Role of the Governors
Bassingbourn Community Primary School has a strong and enthusiastic governing body whose
key roles are:
1. To provide a strategic view of where the school is heading. This is achieved by reviewing
policies and deciding the priorities for improvement, to be included in the school development
plan.
2. To act as a critical friend to the school. This involves supporting the head teachers and staff
and promoting the school in the local community, while at the same time questioning existing
practice in a constructively critical way.
3. To hold the school to account for the educational standards it achieves and the quality of
education it provides: setting targets for the school to achieve in the light of national and local
targets, and then formally evaluating outcomes.
How the Governing Body Works
The full governing body meets at least once a term, with the agenda covering a mixture of official
business - budgets, policy reviews and staffing and less formal business to do with supporting the
development of the school. Much of the detailed work of the governing body is carried out in two
main sub-committees which meet regularly to (within the remit of the sub committee terms of
reference): review and draft policies; monitor and review performance; prepare reports and
advise the governing body; plan and consult with the head teachers; ensure compliance with
school policy, legal and regulatory obligations; carry out initiatives to further the development of
the school under the school development plan.
Main Sub Committees of the Governing Body
Standards and Improvement is a committee which concentrates on the curriculum, new initia-
tives and special educational needs. Resources and Personnel committee is mainly about staffing
and improving communications with a wide range of stakeholders as well as covering finance and
premises improvements including all aspects of health & safety at school.
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Access to Information
Approved minutes of the meetings of the governing body are available via the school’s website, as
are the main school policy documents and more detailed information about named governors’
roles. Minutes and policies are also available, on request, from the school’s office. Information of a
personally sensitive nature is kept confidential.
Access to Governors
All governors are happy to be approached directly.
The Governing Body is a corporate body and as such individual governors are unable to make
decisions; however, governors will ensure that concerns are raised through the correct channels.
If you need contact details, please ask at the school office or correspondence may be passed via the
Clerk to the Governing body. Informal communications with a sub committee may be made via the
contacts page on the website.
8Admissions
Bassingbourn is a primary school (Reception to Year 6) with approximately 370 pupils. We have the
capacity to accept 420 pupils, with 60 in each year group.
All admission decisions, including children from outside the catchment area, are made following
consultation with the Schools Admissions Department at Shire Hall, Cambridge. Admission forms
can be obtained from the school office, on-line from the Cambridgeshire county council website on
https://www.cambridgeshire.gov.uk/residents/children-and-families/schools-&-learning/apply-for-
a-school-place/ or by calling the admissions office on 01223 699200/ 699662.
The LA Admissions Policy
The county policy is to admit children during the academic year in which they are five years of age.
Further advice can be found in Cambridgeshire Admissions document.
Admission into Reception Class
Children are accepted in the Reception class during the academic year in which they are five.
Children usually join us in September, staggering the intake, increasing from half days to full days.
We are very sensitive to the children's needs and realise that some children will take longer to
settle than others. To help in this process we forge strong links with our neighbouring preschools,
run an informative Open Evening for new parents (enabling parents to meet the Headteachers and
other key staff members), arrange half-day visits during June and visit Reception children in their
own homes during the first few weeks of the autumn term (when Covid permits). All of this eases
the transition into the primary setting.
Admission into other year groups
Children join us in all year groups and we want to ensure that they settle quickly. New children are
met with regularly by key staff to address any concerns and families are either invited into the
school or contacted by telephone, so that any additional questions can be answered. If we know of
children who are due to join us in the future, we are more than happy to create a buddy link before
children join us; a welcome email or postcard may help to make your child feel more happy about a
change of school.
9Meals
School meals are cooked on the premises and are served to the children by a cafeteria system.
A nutritionally balanced menu is on offer each day from which the children may choose either a
vegetarian or meat option amongst other choices. Each choice is given a colour code and children
use this to indicate their choice. All meals are cooked to order. Desserts are available for selection
at the counter. The children, including those who bring in a packed lunch from home, dine in the
main hall with their year groups on a rotational basis. Since September 2014, school meals have
been free for all children in Reception and Key Stage One. School dinners cost £2.30 per day for
children in years 3-6. Children of some parents on low incomes may qualify for free school meals.
Please speak to the office staff for more details.
Dinner money must be paid in advance. The families of pupils whose dinner money debt rises above
£10 will be asked to send their children into school with packed lunches until a positive balance is
restored. We track and monitor dinner money debt and will contact debt collection agencies or so-
cial care in line with our policies, if the need arises. We no longer accept cash or cheque payments.
All payments should therefore be made using our electronic pre-payment system, MCAS (My child
At School). Please contact our office staff for further information.
Children who forget to bring their packed lunch to school will be provided with a school dinner, and
payment can be made at a later date. Please note that school dinner orders need to be received by
10am each day. Children who arrive late due to dentist / doctor appointments, and wish to have a
school meal, may be required to order from a reduced menu, unless parents contact the office in
advance to pre-order their lunch preference. If your child has particular allergies / eating issues,
please ensure that these are communicated to the school. A doctor’s certificate will be required by
our catering service for children with severe allergies; these children wear an identifying silver wrist
band into lunch. Due to a number of children suffering from nut allergies, we request that packed
lunches, or contributions to school events e.g. cakes, do not contain nut based products.
Lunchtimes
At lunchtime, children are supervised by midday supervisors. Midday supervisors are allocated to
each year group and accompany the children from the playground to the hall etc. These midday
supervisors will liaise with class teachers about any incidents or concerns that arise and ensure that
all the other members of their team adopt an agreed response. They know the children very well
and are able to intervene to help support with eating difficulties or friendship issues where and if
they arise.
Milk
Milk is provided free of charge for children under the age of 5 and those children who are older and
in receipt of free school meals. KS1 and KS2 will have the option to purchase break-time milk on a
half-termly / termly basis when Covid restrictions allow.
10Uniform
We want the children to take a pride in their appearance, and feel that they are part of the
Bassingbourn Community.
Children in EYFS, Year 1 and Year 2
From September we ask that children wear clothes that permit them to do PE:
• Black, white or navy blue trainers to school each day (not plimsoles), these need to be water-
proof material e.g. leather not canvas. These need to be Velcro fastening (until children can
tie their own laces) and have as little other colour on them as possible.
• White, navy or black socks.
• Black leggings or black/navy blue jogging bottoms. Football shorts or cycling shorts (black) can
be worn during warmer weather.
• No skirts, summer dresses or playsuits.
• A plain white polo shirt
• The school sweatshirt, or a school cardigan / non-hoodie sweatshirt that is royal blue or navy
blue. No logos or hoods on sweatshirts unless it is the school logo.
Children in Years 3-6
On PE days they will need to wear:
• Black, white or navy blue trainers (not plimsoles). These should have as little other colour on
them as possible.
• White, navy or black socks.
• Black leggings or black / navy or dark grey jogging bottoms. Football shorts or cycling shorts
(black) can be worn during warmer weather.
• A plain white t-shirt.
• A non-hoodie sweatshirt that is royal blue or navy blue. No logos to be worn on sweatshirts.
On non- PE days they will need to wear:
• Black leather shoes.
• White, navy or black socks or tights.
• A charcoal grey/ black skirt, charcoal grey / black pinafore dress or charcoal grey/ black trou-
sers. In the summer charcoal grey / black shorts may be worn or a blue gingham school dress.
• A white shirt or polo shirt.
• The official school sweatshirt, or a royal blue / navy blue cardigan or plain sweatshirt (royal
blue / navy blue). No logos should be worn on sweatshirts.
• A coat suitable to the weather / season.
Some of these items are available from our uniform shop (online via the website) but most can also
be obtained from a wide variety of high street stores or supermarkets.
11Uniform continued
Children are advised to bring sunhats in the summer months.
We recommend that all uniform is named as we do not have storage facilities for ‘lost property’ and
it is therefore difficult to return un-named items to the correct owners.
Long hair must be tied back at all times with navy or black hair elastics (no big bows or highly
decorative hair bands). Hair should be a natural shade and we discourage decorative buzz cuts.
Small stud earrings can be worn, but children must be able to remove these themselves for PE /
swimming. Watches may be worn but no other jewellery. Please note that we do not permit smart
watches to be worn in school. Fake nails are not permissible in school and children’s own nails must
be kept short (not extend beyond the tip of the finger). Nail varnish and make up should not be
worn to school.
12School Values and Rules
Our school rules have been formulated alongside the school council and are designed to embed the
school’s values.
The things we really value:
1. Honesty - whatever the situation we’d prefer to hear the truth
2. Respect for others and their property
3. Good manners
4. Reliability and responsibility
5. Independent thinking
6. Standing up against injustice
7. Punctuality
8. Working in a partnership with home
9. Positive relationships between pupils
10. Self-discipline
What are our school rules?
1. Be thoughtful
2. Be caring
3. Be hard working
4. Be a good friend
5. Be a good listener
6. Be helpful
7. Be polite
8. Be honest
We have seven aims for our pupils to be:
1. Resilient problem solvers—developing perseverance, a flexible mindset and able to take risks
2. Achievers—aim high to reach their full potential, master skills and embed knowledge
3. Responsible citizens—develop respect for themselves, others and the world around them
4. Ambitious life-long learners—become independent, curious learners
5. Expressive communicators—be articulate, grow self-confidence and self-awareness
6. Mindful and healthy—build tools for well being, connectivity and healthy lifestyles
7. Inspired creators—through artistic expression develop new concepts and solutions
13Rewards
We believe in recognising and praising good achievement and effort.
• Staff are encouraged to write feedback in pupil books
• One child, per class, each week is chosen as a class representative for a Headteachers’ Award
in whole school assembly
• Class reward points / house-points are awarded for good work and behaviour
• Dojo points are awarded in KS2
• Phone calls or emails home may be made for particularly outstanding achievement
• The Headteachers enjoy seeing good work and encourage staff to send children to the office
for Headteacher stickers.
All children are members of a house (Vikings, Saxons, Normans or Romans) and their collective
house-points are totalled weekly. House points may be awarded for good work, behaviour, or an
outstanding contribution towards a particular focus e.g. sporting event. Termly celebration events
are arranged for the winning house.
Sanctions
Low level behaviours should be dealt with initially by the play leaders (lunchtime) or class teacher.
Informal reminders may be followed up by three more formal warnings, each accompanied by a
sanction e.g. moving a child’s seating position, offering time out, or requesting that work be
finished within a break time.
If a behaviour continues, the third warning will result in a slip being sent to the Headteacher and
recorded on the child's behaviour record (monitored by the Headteachers). Three slips will result in
parents being informed. Higher level sanctions (for receiving a behaviour slip) may involve the loss
of a break time, written letters of apology or additional lunch duties for older children.
Consistent poor behaviour will result in a behaviour plan and a risk reduction plan being created, in
liaison with parents and staff. Phone calls or emails between staff and parents may be suggested to
help improve communication and liaison.
Escalating concerns are dealt with by the Headteachers, or Assistant Headteachers, in consultation
with parents. Friendship / social skills groups may be arranged within school and additional support
or assessments may be requested from Cambridgeshire’s Specialist Teaching Team.
Our behaviour policy is available online or on request from the school office.
14Physical Intervention
Members of staff who work with particular children who have learning or physical disabilities may
need to use specific techniques routinely to manage challenging behaviour. Such arrangements will
be discussed with parents/carers in advance on an individual basis. All interventions will be
routinely recorded in accordance with county and school policy. We train key members of staff in
de-escalation strategies.
Bullying
A clear and consistent policy on bullying is in place. All staff are familiar with the policy and, through
assemblies and the annual friendship day, we ensure that pupils are equipped to respond to any
incidents that might occur. We believe that it is crucial that children understand what bullying is (as
opposed to friendship difficulties) and we encourage them to be good friends and to support each
other in speaking out if they feel they need to. Vigilance is constantly exercised and children are
always listened to if they express concerns. If any problems of this type should come to your notice,
please contact the school immediately, so that early action can be taken. Our Anti-Bullying policy is
available online.
Racist, sexist or discriminatory incidents
Schools are required to record and investigate all discriminatory incidents (sexist, racist, religious or
discriminatory) and to report them to the Local Authority on a termly basis. Any incidents that are
perceived to be discriminatory by the victim will be recorded and investigated, however minor they
may seem.
Parents/carers will be contacted if their child is involved in any way in an alleged discriminatory
incident and they will be kept informed of the progress and outcome of any investigation. Termly
reports of discriminatory incidents are logged on the local authority PRIDE website. Incidents of a
discriminatory nature are taken seriously and parents / carers will be contacted to assist the school
in investigating and allegations.
Prevent
Mrs Schofield (Headteacher) and Mrs Tyas (Assistant Headteacher) are the designated officers for
concerns regarding the promotion of extremist behaviour or radicalisation. As a school we promote
the British values of democracy, the rule of law, individual liberty, mutual respect and tolerance.
15Friends of Bassingbourn Primary School (FOBS)
FOBS is a voluntary group of parents who give us some of their free time to work alongside the
school to raise funds for our children. FOBS undertakes a range of fund raising activities to
raise funds for special projects that cannot be financed from formal financial sources.
FOBS have a very busy annual calendar with a wide range of events that include pub quizzes,
pupil discos, the Summer Fete, car boot sales and tea towel sales!
In the past few years, their contribution to the school has included:
• The provision of tea and coffee at numerous school functions
• Fundraising towards new playground markings on KS1 and outdoor breaktime
equipment
• Providing funds to enable laptops to be provided to families whose children were
remote learning without technology
• Providing refreshments to the children for sports days
• Providing calculators as a leaving present for our Year 6 Leavers
FOBS committee always welcomes new ideas for raising funds, whether it be an idea for a
fundraising event or an offer to contribute financially to one of our initiatives. Parents wishing
to become involved with the work of the FOBS should contact the Committee Chair via the
school office.
Parent Forum
Our Parent Forum was established in 2011 to enable a parental voice. The forum meets termly
to discuss topical issues. It contributes comment and analysis to issues that concern the Senior
Leadership Team, and raises issues on behalf of the parental body for the Headteachers to
consider.
The structure of the parent forum is reviewed annually to ensure that it continues to meet the
needs of our parental body.
16Parents and the School
We are keen to develop a successful and supportive home/school relationship. It is important that
the children know that the school and their parents are working closely together.
Parents and visitors are welcome to arrange an appointment with the office, to look around.
Parent/teacher consultations are available twice a year, in the Autumn and Spring terms (dates
advertised via the newsletters). You are warmly invited to attend the meetings when you can
discuss your child's progress with the teacher and view his or her work. The Headteachers are also
available during these evenings if you wish to raise any matters with them. At other times parents
are always welcome to contact the Headteachers or any other teacher with information which
might help us work together more closely. Class emails are featured on the newsletter. Alternative-
ly, appointments can be made via the office. Teachers are also available at their class doors from
3pm onwards, once all pupils have been collected. We always welcome feedback that might help us
to support pupils more effectively. If we are worried about your child at any time, we will contact
you to discuss our concerns.
If there are any problems which cannot be answered by the school, parents should know there is an
official complaints procedure. Complaints should be communicated to the class teacher in the first
instance. If this is not resolved, a complaint should be escalated to the Key Stage Leader and then to
the Assistant Headteachers, and Headteachers after that. If a complaint is still not resolved, then a
letter should be sent to the Chair of Governors (via the school office) outlining the concern. The
Complaints Committee will investigate and respond via a letter back to the complainant.
We have many parent helpers in school, who bring a wide range of skills and experience to enhance
our school life. Many help throughout the academic year e.g. with reading on a weekly basis, whilst
others assist with particular school trips or summer swimming. Without this assistance there are
many activities that would not take place. We run a parent helper induction course on a termly
basis, so that we can share our essential policies and procedures with you. This is a child friendly
session and pre-schoolers are welcome. We require parent helpers, or those wishing to attend
residential trips, to attend before they start working with us in school. This short 30 minute course
will cover expectations and answer any questions.
A DBS (Disclosure and Barring service) check lasts for the duration of time that a pupil remains with
us at Bassingbourn and therefore enables parental helpers to engage with any teacher-led or
unsupervised activity which might be required.
17Records / GDPR
Parents have the right of access to their children's records. This includes information such as pupils’
academic attainment and attendance records, also reports from teachers, local authority attend-
ance officers and employees of the Local Authority. This right of access extends to anyone known to
have parental responsibility for a child, according to the following terms:
• Requests for copies of information should be made in writing to the Headteachers
• The school will respond within thirty days
Some academic records are stored within the classroom and may be made available to any adult
working alongside a child. Other records are stored electronically on Target Tracker (data system)
and can be accessed by teachers or office staff. Confidential records e.g. child protection documen-
tation are stored securely by the designated Child Protection Officers. For more information about
our storage of pupil data, please see our Privacy Notice (on the website).
Written notice claiming an inaccuracy in the records will be considered by the Governors and if they
agree, the records will be amended. At the end of the school year, books will be sent home, unless
retained for Ofsted purposes. Academic records are forwarded to schools to which pupils transfer.
All parents receive a statement about their child’s academic progress (measured against expected
expectations) twice a year at the autumn and spring parent consultations. They also receive a
written report on their child at the end of the school year. The parents of Year 1 children are
informed in the summer term as to whether their child has passed the Year 1 Phonics Assessment.
The parents of Year 2 and 6 pupils receive examination results alongside their report. EYFS parents
are informed as to whether their child has met their Early Learning Goals.
SEND records
Children who are on the SEND (Special Educational Needs and Disability) register have additional
records which are kept on our school server to be accessed by future teachers or our SENCO
(special needs co-ordinator). Children who require support are included in booster groups or
interventions. Children at SEND level 4 may have individual education plans created in September,
and reviewed in March, containing small, attainable and realistic targets. There are SEND folders in
each class containing ongoing assessment records and work plans. Level 5 statemented children will
have additional records from Annual Review meetings, reports from additional agencies (e.g.
Speech and Language Therapists) and other assessments. All of these records are available on
request to anyone with parental responsibility for a child with SEND.
18Health and Safety
We make every effort to ensure that your child is safe while he or she is at our school. Children are
carefully supervised by designated adults in all areas of the school from 8.30 am to the end of the
school day. We complete annual risk assessments for every area of the school and for all activities
e.g. using indoor or outdoor apparatus or catching the bus home from school. Our governors make
regular checks of the buildings and grounds in line with the County regulations, and County audits
are also conducted. Termly fire and lock-down (back to base) drills are carried out according to es-
tablished protocols.
Safe Transport
Children living more than 2 miles from the school and within the catchment area are eligible for a
bus pass from the Local Authority. We encourage other pupils to travel sustainably wherever
possible. Scootsmart is provided to KS1 pupils and Bikeability training is offered to older pupils to
encourage them to cycle to school; alternatively wherever possible we would encourage families to
walk to school— or even park a few streets away and walk the last stretch so as to help reduce
pressure on the car parks. Parents are asked not to park in the staff car park but should use the
shared village college parking area. Alternatively, parents can stop and drop their children in the
layby from 8.30 am—when classroom doors are opened and the gate is supervised.
Safety Education
We follow Cambridgeshire’s Personal, Social and Health Education programme and are keen to alert
children to some of the hazards around them. These include such items as road safety, water safety,
dangers on farms or building and evaluating risks. We also have an annual e-safety day and regular
class assemblies which has a primary aim of equipping the pupils to keep themselves safe on-line.
Accidents
Accidents are dealt with immediately and you will be contacted if necessary. A medical log is kept in
the school which records all medical treatments. If a child receives a bumped head they will be sent
home with a sticker or wrist band / letter as they require additional monitoring. Medical assistance
may have to be called in matters of urgency and a member of staff would always accompany a child
to hospital were a parent not contactable. If your phone number or contact details change, please
ensure that the office is informed. The County Council offers insurance protection afforded by the
Authority's legal liability insurance policies. It is possible to insure pupils by means of a private
personal accident policy.
Medical Needs
An individual health care plan will be created and updated regularly, in liaison with parents and
other health specialists, for any child with medical needs to ensure that they are able to access all
aspects of school life and to plan for quality provision in all circumstances.
19Clubs and other activities
We conduct risk assessments for all school organised clubs and activities. If a club is delivered by an
external provider, on our site, we request a risk assessment, copy of liability insurance and DBS
certificates before a booking will be agreed.
School trips
Risk assessments are conducted for all school trips. These are recorded electronically on Evolve, an
on-line educational trips database which is monitored by Cambridgeshire County Council. All trips
are signed off by the Headteachers once all documentation has been received. Staff and pupil lists
are also uploaded. Staff attending trips take recently completed copies of emergency contact details
and medical forms for all pupils and adults, whilst additional copies remain at the school and with
the Headteachers. In the case of an emergency, we would follow our Critical Incident Policy.
Major incidents
Were a major incident ever to occur, we would follow our established policies. This might require us
to evacuate children to the nearby village college, or local church. Communication to parents about
the event will only take place once staff are assured that pupils, staff and the surrounding area is
safe.
Snow day closure
In the event of closure due to snow, information will be published on the school website:
http://www.bassingbourn.cambs.sch.uk or via our twitter feed. Updates are also available via local
radio stations (e.g. Heart and Radio Cambridgeshire) and via the Cambridgeshire County Council
website at:
http://www.cambridgeshire.gov.uk/childrenandfamilies/education/schools/schoolclosures/
If it is necessary to close the school during the day, parents will be contacted via school comms
(email service) or by phone. Staff would remain in school to ensure that all children are collected
safely. On snow days, we will always assess the school site to ascertain whether it is safe to allow
the children outside at break time. Please send them into school with waterproofs, wellies and
warm clothes.
Parental access to the school site
Whilst we welcome parental involvement, it is also necessary that we ensure the safety of all pupils.
Therefore all visitors need to enter the school via the front entrance and the school office where
they are signed in. We request that parents do not enter school with their children in the morning,
but that pupils are dropped off either at the school gate or the classroom door where they will be
met by a member of the class team. Parents wishing to see a class teacher can do so at the class-
room door at 3pm once pupils have been collected. Alternatively, appointments can be made via
the office.
20Illness
If a pupil is unwell, please contact the school before 9.00am, when registers officially close, to
inform us. A message can be left on our 24 hour absence line Tel: 01763 242460.
If we do not receive this message, the absence will be marked as unauthorised until we are able to
contact you to ascertain the reason for the absence. Please contact the school each day that a child
is unwell. If a child has sickness or diarrhoea, they should not return to the school until 48 hours
after the last episode. We will contact parents if a child is taken ill during the day and needs to go
home. Please contact the office if your child has an infectious disease e.g. chicken pox and we can
advise you regarding the recommended ‘stay at home’ period.
Medication
Please ensure that the office records are kept up to date regarding medical issues.
Inhalers
Inhalers should remain with a child at all times. Each class has a box which accompanies them to out
of class activities e.g. PE. Spare inhalers can be stored in the office.
Anaphylaxis
Staff are trained in dealing with anaphylactic shock. Epi-pens should be stored in the school office
(in a named plastic container with lid) where they are always accessible.
Medication
Children should not carry medication, or be asked, by parents, to take it themselves as this poses a
Health and Safety risk. We request that parents come to school to dispense medication to a child
who requires it.
Other concerns
If your child has an ongoing medical concern please contact the school as we will ensure that risk
assessments or training for staff can be arranged.
Allergies
We have a number of pupils at the school with allergies and will be happy to meet with you to
create an individual health care plan. Our catering staff are exceptional at creating meals for these
pupils; please do contact us with medical evidence of the allergy so that we can pass it on to the
catering team who will arrange for a personalised diet for your child. We do ask, however, that
packed lunches and food contributions towards events do not contain nuts, knowing that we have
children who are allergic to the slightest contact.
21Student Welfare
The class teacher is primarily responsible for the care and welfare of your child whilst in school.
They will be happy to arrange a convenient time to discuss any concerns you may have. Please do
contact them via email or request an appointment at the school office. If matters are not resolved
through these discussions, please do contact the Key Stage Leaders, Assistant Headteachers, or
Headteachers who will support further.
We run an established programme of social skills / friendship groups to support children who may
be finding some difficulties in building relationships with other pupils. These are run by our
Teaching Assistants, and are a proven way of resolving difficulties and allaying worries. We
encourage restorative justice and believe that often, by encouraging children to speak openly and
honestly about the concerns or issues that they have, in the presence of a mediating adult, matters
can be greatly improved.
New pupils are welcomed by existing pupils who will be on hand to show them the ropes and play
with them for the first few days until they find their feet.
If additional support is required to help a pupil, there are various channels that could be followed:
• Concerns, requiring the involvement of other agencies e.g. parent support advisers, more
active involvement from the school nursing service or specialist teachers can be accessed if
parents and the school complete an Early Help Assessment form.
• Our cluster of schools fund a counselling service, called Allyance, to which we can refer pupils
with more complex needs for play therapy.
We always seek to involve parents, pupils, class teachers and our support staff in discussions about
pupil welfare as we believe that additional needs are responded to most effectively, through a
uniform approach.
22Disability Access and Equality
Bassingbourn Community Primary School aims to be an inclusive school. We hope to make all our
children welcome and feel happy to look forward to their school day.
If your child has a disability, he or she will be treated no less favourably than other applicants for
admission. Our accessibility plan (available on our website) describes the arrangements we have
already made and the further proposals planned, to improve physical access to the school, access to
the curriculum and access to written information.
The school has a policy for supporting children with special educational needs or disabilities which is
revised every year. This policy is available on the website and in the school office. Our aim is for all
children to have access to all aspects of school life, as far as is reasonable and practicable.
We aim to prevent disabled pupils in our school being placed at a substantial disadvantage. We will
take all reasonable steps to ensure that people with a disability are not treated differently without
lawful justification. We will make reasonable adjustments for disabled pupils and we will know we
have succeeded when disabled pupils are participating fully in school life.
In order for effective partnership working between home and school to take place, we anticipate
that parents will want to:
• Inform the school at the earliest opportunity if their child has a disability and the exact nature
of it
• Provide the information school needs to plan effectively for the child to be a full member of
the school community
• Acknowledge that when deciding whether an adjustment is reasonable, one of the factors the
Headteachers must consider is the effect of the proposed change on all members of the
school community
• Recognise the importance of school and home working in partnership.
We also wish to ensure that reasonable steps are taken to ensure that we are accessible to all
parents:
• Parent consultations may be held on the phone or ipad, if it is not possible for a parent to
access the site
• Separated parents with parental responsibility will each receive copies of documentation (if
contact details are provided)
• Distributing documentation electronically so they do not have to be collected in person
• 1:1 support for adults who require support in completing paper documentation.
23Stonewall School Champion
Bassingbourn is a Stonewall School Champion with staff trained in equality and diversity awareness.
Through the resources we utilise and the attitudes promoted by staff, we aim to enable all staff and
pupils to be treated equally, whatever their race, religion, gender or sexual orientation.
Absence
Other than for illness, authorisation for absence will only be granted for ‘exceptional circumstances’
in line with our school policy.
Attendance is monitored closely by the Headteachers. We appreciate that pupils’ attendance can
drop during the winter due to periods of ill health, however pupils who fall below 95% attendance
will also be monitored by the Local Authority Attendance Officer and may be subject to a referral to
social care.
Holiday Requests
The school has a very clear policy in place that can be found on our website. Pupils are not
permitted to go on holiday during term time. Parents may be at risk of a fine from the Local
Authority Attendance Officer if children take holidays during term-time. Only under exceptional
circumstances may a holiday be authorised. Requests to take a child out of school should be made
in writing to the Headteachers.
24Child Protection
It may be helpful for parents/carers to know that the law requires all the school staff to pass on
information which raises concern that a child may be at risk from non-accidental injury,
radicalisation, neglect or emotional or sexual abuse.
This procedure is intended to protect children, and schools are encouraged to take the attitude that
where there are grounds for concern, it is better to be over cautious than to risk a child's safety.
They therefore have an unavoidable duty to contact Social Care.
Occasionally, this duty means that the Headteachers or Assistant Headteachers (as Designated Child
Protection officers) must risk upsetting some parents by reporting a concern which, on
investigation, proves unfounded. In these circumstances, it is hoped that parents /carers will
appreciate how difficult it is for schools to carry out this delicate responsibility, and accept that the
action was taken in good faith and in the best interest of the children.
Any parent who would like further information on this subject should consult the Headteachers,
who have the authority's manual outlining the procedures concerning child protection issues. The
Chair of Governors can also be consulted.
Under the Education Act 2002 (section 175), schools must “make arrangements to safeguard and
promote the welfare of children”. We will endeavour to provide a safe and welcoming environment
where children are respected and valued. The school will therefore be alert to signs of abuse and
neglect and will follow the Local Safeguarding Children Board (LSCB) procedures to ensure that
children receive appropriate and effective support and protection. The staff will seek, in general, to
discuss any concerns with the parent/carer, and where possible inform them of a referral to Social
Care. However, this will only be done where such discussion will not place the child at increased
risk of significant harm.
In accordance with local information sharing protocols, we will ensure that information is shared
securely and sensitively. Information will only be shared with other services where it is deemed
necessary and proportionate to ensure that children and young people are safe and receive the
right service.
25Organisation of Classes
Our class structures vary depending on the pupil numbers within each year group. We have a
PAN (pupil admission number) enabling up to 60 pupils to be admitted per year group. Where
mixed-age classes are necessary, the decision regarding which pupils are placed in each class may
be determined by a number of factors including:
• Friendships
• Academic strength
• Personality and confidence
• Boy / girl mix
At the end of each summer term, parents are given details of classes for the next academic year, so
that their children can experience their new class at Move Up Day (usually early July). Once class
lists are published, they are not changed. Currently we have 14 classes, six in Key Stage 1/ EYFS and
eight in Key Stage 2.
Class teachers are responsible for teaching all aspects of the curriculum. We believe that pupils are
best taught by their own class teachers, with whom they can develop excellent relationships. Any
additional interventions, or support can therefore also be arranged and led by their class teacher in
consultation with parents.
We appreciate that pupils learn in different ways, and attempt to adopt a variety of teaching styles.
We are also keen to encourage independence e.g. making maths support materials available for
children to access as / when they need them.
Whole staff meetings are held every week for staff training, or to discuss curriculum progressions,
whole school development issues, or monitor pupil work / assessments.
The school is organised into three departments. Early Years Foundation stage is led and managed by
the EYFS leader Mrs Jane Holcroft. Mrs Holcroft is also Key Stage 1 leader. KS2 is led and managed
by Mrs Nicky Marsh until Mrs Remington Davidson returns from maternity leave.
Staff within each team meet weekly to plan for their key stages, both in terms of the curriculum and
administrative matters.
26The Curriculum
Brief details of the curriculum of the school are given here but more detail can be found in our
Teaching and Learning Policy (and online). The New Curriculum (2014) has been adopted from
September 2014 for Years 1, 3, 4 and 5. Year 6 and Year 2 adopted the entirety of the new
curriculum in September 2015. The curriculum of the school consists of Religious Education, PSHE
and the subjects of the National Curriculum. Your child will be assessed on an ongoing basis against
the expected standard for their age-group. Year 1 pupils undertake a Phonics Assessment in June;
Year 2 and 6 pupils take national tests in May / June.
Special Needs
As a school we recognise that children may have particular educational needs at some time during
their school life. These may cover a range of physical, behavioural, emotional and learning
difficulties and may be for a short or extended period of time. We have a structured policy relating
to the identification of Special Educational Needs and the allocation of appropriate support. We
value early contact with parents and co-operation in implementing programmes so that your child
can fully benefit from the help available.
Most-able Children
The school works towards allowing all children the opportunity to follow programmes of study that
are suited to their individual needs and abilities. A formal plan will be developed in consultation
with the child’s parents and class teacher in October and March. The school keeps a register of all
its most-able students.
Curriculum Information
Information is published at the beginning of each term in a Curriculum Newsletter outlining what is
being taught in each year group during that term. The material is sent home via email and also is
available on our website. The school promotes the creation of cross-curricular links between the
foundation subjects to plan topic-based lessons which combine subjects, making learning relevant
and fun. Links are made to maths, English and science where possible, although these subjects are
also taught separately to ensure thorough coverage.
27Early Years Foundation Stage
The Early Years curriculum is broken down into seven distinct areas:
Communication and Language
The educational programme for Communication and Language focuses on the development of chil-
dren’s spoken language and promotes a language-rich environment.
Personal, Social and Emotional Development
Aspects of health and self-care are now included within the educational programme for PSED rather
than Physical Development. It includes building relationships with those around them along with
healthy eating and managing personal needs independently.
Physical Development
Both fine and gross motor skills are central to the educational programme for Physical Development.
It also includes a greater focus on development from birth to Reception.
Literacy
Within the educational programme for Literacy, there is now a greater emphasis on pre-Reception
literacy learning and also the link between language comprehension and later reading and writing.
Mathematics
The education programme for Maths is built around supporting children to develop a strong ground-
ing in number. It also includes greater detail on the importance of shapes, spatial reasoning and
measure as part of early maths learning.
Understanding the World
This section aims to guide children to make sense of their physical world and their community. It
includes wider experiences for children and promotes visits in the local area and from important
members of society.
Expressive Arts and Design
Expressive Arts and Design includes a wider variety of ways children can develop their creative skills.
The Early Learning Goals are defined as ‘the level of development children should be expected to
have attained by the end of the EYFS’. As in previous guidance, the goals should not be used as a cur-
riculum but instead used to support teachers to make holistic and ‘best-fit’ judgements about a
child’s development, and their readiness for Year 1.
At the end of the year, progress and attainment will be reported to parents in an Early Years
Foundation Stage report. Phonics is taught using Letters and Sounds as a basic starting point.
28Key Stage 1 and 2
English
Pupils are taught reading, writing, speaking and listening. The learning of reading comprises of two
strands - the fundamental acquisition of phonetic knowledge (linking up letters and sounds) and
also comprehension. Children progress through the Letters and Sounds phases in Key Stage 1, and
are supported with their ongoing development into Years 3 and 4 (or further if necessary). The
children experience a wide range of fiction and non-fiction texts to trigger discussion. KS1 children
are allocated phonically decodable reading books; KS2 children choose from our main library -
where texts are levelled according to difficulty/ length by a programme called Accelerated Reader.
The learning of writing comprises of three strands - handwriting (and letter formation), spelling,
and the creation of words, sentences and paragraphs which convey meaning. Grammar and punc-
tuation are also taught. Spelling progression is linked to the learning of sounds - as we believe that
children should be encouraged to apply the phonics that they have learned as well as appreciating
that there are certain ‘tricky’ words that must be known by heart. Speaking and listening opportu-
nities are encouraged in KS1 through show and tell, or through class council discussions and termly
opportunities to prepare a talk for the class in KS2.
Maths
Pupils are encouraged to embed the ‘non-negotiable’ building blocks for maths as early as possible.
During registration, every class focuses on their fluency, problem solving and reasoning skills by
answering questions and discussing misconceptions. This allows for the children’s knowledge of
number facts and times tables to develop and become embedded.
The four operations (addition, subtraction, multiplication and division) are taught progressively so
that a coherent approach is adopted throughout the school. We acknowledge, however, that
children all have preferred methods and make apparatus available in every room so that children
can access it independently when and where they feel the need.
Children are taught number and place value, addition and subtraction, multiplication and division,
measures, geometry, fractions and data in progressive steps with the more complicated elements
e.g. percentages/ratio and proportion or simple algebra being taught in upper Key Stage 2 once
the mathematical building blocks are secure.
Science
Some science content is taught throughout topic work, but other material (particularly towards
upper Key Stage 2) is taught in discrete science lessons. Children in Key Stage 1 have opportunities
to experience, question, investigate, comment and anticipate. Children in Key Stage 2 are
encouraged towards more formal and independent planning, recording and reporting on the
methodologies that they have used. Increasingly the children are encouraged to work scientifically.
29Foundation Subjects
Art and Design
We offer a curriculum that allows children to appreciate beauty and be aware how creativity
depends on technical mastery. Children will learn to draw, paint and sculpt as well as designing and
creating aesthetically pleasing objects in two and three dimensions. They will also learn about the
achievements of great artists and designers.
Computing
Children are no longer merely taught how to use software packages; instead they are being taught
how digital systems work, how they are designed and programmed, and the fundamental principles
of information and communication. Pupils in both key stages are encouraged to write and test
simple programs. They store, organise and retrieve data and consider how to communicate safely
and respectfully online.
Design Technology
Pupils are given opportunities to create, innovate, design, make and evaluate a range of well-
crafted products. They are also taught the technical skills and craftsmanship they required to carry
out these tasks. Pupils experience design in many areas including food, textiles, horticulture and
construction.
Geography
Children develop knowledge of the location of places of global significance and their defining
physical significance. They understand the processes that give rise to key physical and human
geographical features and develop the skills to collect, analyse, interpret and communicate
information.
History
The history curriculum is increasingly British in focus. It equips children to think critically, weigh
evidence, sift arguments and develop both perspective and judgement. It is designed to encourage
children to develop a coherent, chronological narrative of these islands. In Key Stage 2 children also
consider ancient civilisations including Egypt, Greece and Rome.
Languages
French is taught in Key Stage 2. Children are encouraged to express their ideas and thoughts in
these languages and to respond to speakers, both in writing and in speech. A specialist language
teacher delivers provision from Years 4 upwards.
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