Over Primary School - Prospectus 2021-2022
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Over Primary School Prospectus 2021-2022
Welcome to Over Primary School.
The information in this prospectus will give you an overview of the organisation of the school and the
curriculum. If having read it, any of your questions remains unanswered; please do not hesitate to
contact us.
We believe that children learn best through high quality teaching in a caring, supportive and secure
learning environment, and we are committed to the continual development of this in our endeavour
to provide the best possible education for the pupils in our care.
We aim to develop pupils who strive to achieve their potential in academic attainment, creativity,
physical activities, attitudes and personal conduct. We want our children to value effort as well as
achievement, and to develop self-awareness and sensitivity towards others in order to live
harmoniously within the school and wider community.
We look forward to working with you to ensure your child’s time with us is happy and fulfilling.
Mike Fish Simon Gentry
Headteacher Chair of Governors
“The school is a vibrant, happy place where pupils talk positively about their learning. In
lessons, pupils are keen to learn, are supportive of each other and respond well to the various
challenges they are set.”
Ofsted, June 2017
Over Primary School is committed to safeguarding and promoting the welfare of children and young people and
expects all staff and volunteers to share this commitment.
1
_______________CONTENTS______________
Page Page
SCHOOL VISION 3 Religious Education 22
LEARNING TO LEARN 4 Personal, Social, Health and Citizenship
SITE PLAN 5 Education
SCHOOL STAFF 6 PARENTS AND SCHOOL 23
GENERAL INFORMATION 7 Home/School Agreement
The Village of Over Friends of Over Primary School (FOPS)
The School Site and Buildings Parent Forum
School Organisation 8 Homework
The School Day Reporting to Parents 24
Communication with Parents/Carers FURTHER INFORMATION 25
Visitors Collective Worship
Teacher Cover Arrangements 9 Special Educational Needs
Travelling to School Disabled Access
Car Parking 10 Higher achieving pupils 26
School Security Extra-Curricular Activities
Health & Safety Additional Music at Over
Admissions Charging & Remissions Policy
Childcare Arrangements Assessment 27
Equality Statement 11 Recording and Reporting
Inclusion Teacher Assessment
Funding for families receiving benefits 12 Term dates
School Clothing TEACHER ASSESSMENT RESULTS 28
Lost Property 13 KEY STAGE 2 TEST RESULTS
School Meals HEALTH AND WELFARE 29
Breaktime Snacks 14 Attendance
School Fruit & Vegetable Scheme Illness and Absence from School
Snack Time Term Time Holidays
Water Injuries and Medicines in School
Secondary Transfer Behaviour 30
THE CURRICULUM 15 Bullying & prejudice related incidents
The School Curriculum Child Protection 31
Early Years Foundation Curriculum E-safety 32
English 16 Advice to Parents on Physical Intervention
Mathematics 17 Support Services
Science GOVERNING BODY 33
Computing 18 Membership
Design and Technology 19 Complaints Procedure
History Local Authority
Geography 20
Art & Design
Music
Physical Education 21
Partnerships
Swimming
Foreign Languages
2
Over Primary School
_____________ SCHOOL VISION ____________
At Over Primary School we aim for happy, confident children, who are
motivated to work hard to achieve their individual potential in a safe and
creative environment.
We recognise the value in involving the whole school community in this
vision and seek to empower all staff, parents, carers and governors to work
towards it.
We actively promote: Respect, Resilience, Resourcefulness, Relationships,
Reflection and Risk-taking in learning.
The 6 ‘Learning to Learn’ characters on the next page develop children’s
understanding of what each of these words mean.
At the beginning of each academic year, our school governors create a Raising Achievement Plan
(available on request) detailing the shared vision, aims and actions for the school.
Our 2020-21 Aims are:
To raise attainment in grammar, punctuation and spelling
To ensure good progress measures in maths
To ensure subject leaders can evidence clear intention, progression and retention of skills and
knowledge across the wider curriculum
Our Raising Achievement Plan also includes a vision covering the upcoming 3 year period. This
culminates with the following:
Leadership & management
The school is either in the process of joining a MAT, or remaining with LA, with future options clear.
Quality of Education
A wide range of monitoring activities show that teaching, and learning outcomes, across the curriculum
are consistently outstanding.
3
Over Primary School
_________ LEARNING TO LEARN __________
Children are encouraged to understand themselves as learners and develop their learning potential
by empathising with the following ‘Learning to Learn’ characters. They are often discussed in
assemblies, circle-times and when embarking on lesson tasks. We also actively encourage children to
adopt a ‘Growth Mindset’ based around the belief that abilities and talents are not fixed, but can be
developed through effort, acceptance of challenge and taking responsibility for one’s own learning
and development.
I have good
RELATIONSHIPS!
I am
REFLECTIVE!
I am
RESILIENT!
I am a
RISK TAKER!
I am
RESOURCEFUL!
I am
RESPECTFUL!
4
Over Primary School
Field, pond, willow maze & tunnel, tyre park, allotment,
adventure playground, outdoor stage, climbing logs,
Mobile classrooms +
forest and Iron-age roundhouse. Breakfast/ cloakrooms & WCs
Correct as of Playground after
Feb 2021 school
club
WC WC
Miss Scott Mrs Baker
Hummingbird Covered, heated
Ladybird swimming pool &
Y2 Y1 Mrs High Group
Robin room changing rooms
Early Years
Miss Burke
cloakroom
Red Admiral
WC &
Music
s
WC
Y6 room
Courtyard
WC
Mrs Wright
Dragonfly Miss Ramsdale
Y3/4 Squirrel
WC
Y6
Kitchen
Hall
WC
Miss Gray
Miss Gray
Bumblebee
Bumblebee
Y5 Meeting Staff
Y5 room toilets
Staff
room
Over Primary School
Head
teacher
LIBRARY
Playground
Car Park
Resource Miss Tracey
Fox
MAIN Site Plan
room Office ENTRANCE
Y3/4
WC WC
LONG FURLONG
5
Over Primary School
_________SCHOOL STAFF 2020/2021________
Staff, positions and responsibilities may change between and during school years.
Teachers
Mr Mike Fish Headteacher
Year 6 Miss Maria Burke Deputy HT
Year 6 Miss Amy Ramsdale
Year 5 Miss Aimee Gray
Year 3/4 Mrs Katherine Wright KS2 Leader
Year 3/4 Miss Nicole Tracey
Year 2 Miss Krissi Scott
Year 1 Mrs Kate Baker Special Educational Needs
Mrs Annie Jessey Coordinator
Early Years Mrs Karen High Early Years Leader
Mrs Elizabeth Street Teacher release cover
Teaching Mrs Jacqui Handley (HLTA) Administrative Mrs Nicki Ramsdale
Assistants Mrs Julie Morris (HLTA) Assistants Mrs Jeanette Speed
Mrs Ang King
Mrs Elizabeth Denton
Mrs Sue Gentry Admin staff Mrs Jeanette Speed
Mrs Sachiyo Sheath Mrs Nicki Ramsdale
Mrs Clare Friend Mrs Claire Thurgood
Mrs Abi DeSimone
Mrs Sam Willars Lunchtime Miss Zara Buchholzer
Mrs Debra Boam Supervisors Mrs Marion Buchholzer
Mrs Deborah Capes Miss Gemma Carroll
Mrs Caroline Goodchild Mrs Louise Mason
Mrs Deanne Swain Mrs Claire Thurgood
Mrs Janemarie Lawrence Mrs Liz Denton
Miss Emily Christmas Mrs Eileen James
Miss Megan Barker
Caretaker Miss Zara Buchholzer
Mid-day Mrs Marion Buchholzer Caretaker Miss Zara Buchholzer
Supervisors Mrs Eileen James
Mrs Louise Mason
Chef Mrs Karen Scutchings
Catering Assistants Mrs Karen Norris-Barton
Miss Rebecca Lemon
6
Over Primary School
________ GENERAL INFORMATION _______
The Village of Over
The original Victorian building houses offices, a
Over is situated 11 miles north west of Cambridge.
resource room, library and one key stage 2 class.
The village lies at the edge of the fens on slightly
The school hall, kitchen, staff room, computer
raised ground. The name Over has its origins in the
suite, 6 classrooms and 2 multi-purpose small
fact that the village is over, or above the fens. The
group rooms are in the main school building,
village of Over is within easy access of the M11
originally built in the 1970s and extended in 2000.
(links to London and the south), the A14 (to the
Adjacent to the main building, two further
East coast, Midlands and North West), and the A1
classrooms were also added in 2000. In the
(to the North East). The nearest railway stations
summer of 2012 a double mobile was installed to
are Huntingdon and Cambridge, both providing
accommodate 2 additional classes, plus
frequent services to London. Stansted Airport is
cloakrooms and toilets.
approximately 40 minutes drive away.
One of the Group Rooms is fitted out as a kitchen
Farming still forms a vital part of the village
and is used for the food technology aspects of the
economy, along with a number of healthy local
Design & Technology curriculum as well as for
businesses ranging from plumbing to floral
small group work. The other is used for
designers. Many villagers commute to Cambridge,
instrumental music lessons.
working in the areas of IT and Bioscience and also
with established employers such as
Every classroom and the library has networked
Addenbrooke’s Hospital and the University. Over
PCs and interactive screens. All classes also have
is a friendly village which has retained a sense of
access to iPad and Kindle Fire tablet computers.
community despite the inevitable expansion in
housing and changes in employment which
characterise this part of East Anglia. To find out
more about Over visit the village website:
www.overvillage.co.uk
The School Site and Buildings
The school site comprises 3 separate buildings, a
mobile unit with 2 classrooms, 2 playground areas,
a covered outdoor learning area for Early Years, a
large playing field with a fenced pond area,
adventure areas, forest and thatched roundhouse.
There is a 10m x 15m heated, covered swimming
pool which is used by all pupils between April and
October.
7
Over Primary SchoolSchool Organisation Communication with
The organisation within the school depends on Parents/Carers
pupil numbers in each year group. We currently
Most communication is sent home via email.
have about 230 pupils aged 4 – 11 years old,
Please ensure that we have up to date contact
organised into 8 classes.
details. If you need to receive paper copies please
As a Primary School we cover three phases: let the school office know. A whole school
newsletter is sent out half-termly.
Early Years (Reception) 4-5 year olds. During the
2020-21 school year we have 1 EY class with 30 We are happy to send out duplicate copies of
children. communications where parents are not living at
the same address. Please let the School Office
Key stage one (Years 1 & 2) 5-7 year olds. During know if this is the case.
the 2020-21 school year we have a Yr 1 and a 2
class of up to 30 children. You can also follow us at:
www.facebook.com/OverPrimarySchool and
Key stage two (Years 3, 4, 5 & 6) - 7-11 year olds. twitter.com/OverPrimary
During 2020-21 we have 2 mixed Yr 3&4 classes, 1
Yr5 class and 2 mixed Yr 5&6 classes. Visitors
Visits by existing or prospective parents are
Teachers assign children to classes for the welcomed. All visitors to the school are required
beginning of each new school year, taking into to report to the school office in order to sign the
account friendship groups and aiming for a spread visitors’ book. Any visitors remaining on the
of gender, ability, needs etc. premises, including parent helpers, will be
Due to the Covid-19 pandemic, our timetable for September looks required to wear a visitors' badge.
very different, with staggered start and end time. Please see our
Covid-19 risk assessment for more detail.
The School Day
8.45-8.50 School gates open
9.00 Registration
9.00-11.00 Teaching session 1
11.00-11.15 Break
11.15-12.15/30 Teaching session 2
12.15-1.15 EY & KS1 Lunchtime
12.30-1.30 KS2 Lunchtime
2.45-3.05 Assembly
3.15 End of school day
Once the school gates are open in the morning,
children go straight to their classrooms where
‘morning work’ tasks are waiting for them.
At the start of the year we ask parents/carers to
complete a form identifying who will normally
collect child(ren) from school. If for any reason
you are unable to collect your child(ren) at the
usual time, or if a different adult is coming to
collect them, please let us know as soon as
possible. We will always let your child(ren) know
of any change to their normal arrangements.
8
Over Primary SchoolTeacher Cover Arrangements Travelling to School
When making decisions about covering teacher We try to actively encourage walking and cycling
absence our key considerations will be: to school in order to improve health, confidence,
the extent to which continuity of learning can social responsibility and independence, while
be maintained; reducing pollution and traffic congestion and
the length of time the pupils would be benefiting the environment. Parents, carers and
working without a qualified teacher; pupils can learn about the benefits of walking or
the particular needs of the class concerned; cycling to and from school while being aware of
the skills and experience of the the dangers that exist. The safety and well-being
teacher/teaching assistant/supply teacher of the children is our priority. All Year six pupils
concerned. have the opportunity to undertake Bikeability
Short term absences will be covered by one or training during their final year before they move
more of the following means: on to secondary school.
employing a supply teacher;
Children should only travel to school by bicycle if
directing a Higher Level Teaching Assistant to
they wear a cycle helmet. There is a covered cycle
take the class;
store on the front playground, for the storage of
using a suitably trained cover supervisor
bicycles and scooters during the school day.
(Teaching Assistant);
re-organising the year group so that each class
is ‘supervised’ for part of the day and taught
Car Parking
During the school day the car park is for staff and
for the majority.
visitors only. If children are brought to school by
Medium and long term absences will be covered car, please park on the road, avoiding the zig-zag
by a qualified teacher. lines and nearby road junction. We also ask that
drivers are considerate towards the school’s
neighbours.
Parents are asked not to drive into the car park, to
turn round, collect or drop off children. This is
extremely hazardous, especially at the beginning
and end of the day.
9
Over Primary SchoolSchool Security 5. Children living outside the catchment area
who have been unable to gain a place at their
The front and side gates are opened between 8.45
catchment area school because of
and 8.50am and locked at 9.05am. The school site
oversubscription.
remains secure throughout the day until the gates
6. Children living outside the catchment area,
are unlocked at 3.00pm. The side gate and
but nearest the school according to the
playground gate is then locked at 3:30pm, leaving
shortest available travel route.
access only through the main gate.
Please see risk assessment on school website for
Our pupil admission number (PAN) is 30. In cases
alternative arrangements during Aut 2020, due to of equal merit, priority will go first to children who
Covid-19 pandemic. are looked after (i.e. in public care) and then to
children living nearest the school according to the
Health & Safety shortest available travel route.
In the interests of health and safety the Governors In the Summer Term there will be various
request that no-one visiting the school, including opportunities for parents and new pupils to visit
parents collecting or delivering children, bring the school and meet the staff. These include a
dogs onto the site, including the car park. Also, in series of weekly ‘Getting ready for School’
the interest of safety, cycling (other than during sessions in the second half of the term.
Triathlon club), scootering, skateboarding and
roller skating are all prohibited in the school At the beginning of the school year children
grounds. attend Early Years in the morning for the first
week. This builds up to full time over the first two
Parents/Carers must take full responsibility weeks, according to age and readiness. The Early
for all children in their care in the periods before Years class teacher will be happy to discuss the
and after the school day - closely supervising them needs of any particular child with parents.
at all times.
In-year admission requests for children moving
The school operates a ‘Smoke Free’ policy in the schools must be directed to Cambridgeshire
school buildings and school grounds. Admissions Team
www.cambridgeshire.gov.uk/residents/children-and-
Admissions families/schools-&-learning/apply-for-a-school-place
The school year runs from 1st September to 31st 0345 045 1370. The website above details
August. All children are entitled to start school in application and oversubscription processes.
the September following their fourth birthday.
Childcare Arrangements
In order of priority, school places are offered by
There is usually before and after school childcare
Cambs Local Authority to:
available, based in the mobile on our school site.
1. Children with an Education, Health & Care Please contact the school office for more info as
Plan (EHCP) which names the school or for we are currently between providers.
whom this is the only school that can meet
Click here for Cambridgeshire County Council
their long term medical needs.
childcare directory.
2. Children living in the catchment area with a
sibling at the school at the time
of admission.
3. Children living in the catchment area.
4. Children living outside the catchment area
who have a sibling at the school at the time
of admission.
10
Over Primary SchoolEquality Statement • race & religion, so that different cultural
backgrounds are recognised and prejudice
We welcome our duties under the Equality Act
fought against;
2010 to eliminate discrimination, advance
• sexual identity, so that equality is promoted.
equality of opportunity and foster good relations
in relation to age, disability, gender, marriage & All staff are expected to:
civil partnership, pregnancy & maternity, race, • promote an inclusive and collaborative ethos
religion or belief, sex and sexual orientation; and in their classroom;
we welcome our duty under the Education and • respond to prejudice-related incidents in line
Inspections Act 2006 to promote community with the school’s Prejudice Related Incidents
cohesion. Policy;
• plan and deliver curricula and lessons that
We recognise that these duties reflect
reflect the principles above;
international human rights standards as
• support pupils in their class for whom English
expressed in the UN Convention on the Rights of
is an additional language;
the Child, the UN Convention on the Rights of
• keep up-to-date with equalities legislation
People with Disabilities, and the Human Rights
relevant to their work.
Act 1998. In fulfilling these legal obligations, we
are guided by nine principles: We foster positive attitudes and relationships and
• Everyone is of equal value; ensure the principles above apply to the full range
• We recognise and respect diversity; of our policies and practices.
• We foster positive attitudes and relationships,
and a shared sense of cohesion and Equality Objective
belonging;
To promote the values of democracy, tolerance
• We observe good equalities practice in staff
and respect through increasing children’s
recruitment, retention and development;
awareness of a range of cultures and beliefs.
• We aim to reduce and remove inequalities
and barriers that already exist;
• We consult and involve widely;
Inclusion
• Society as a whole should benefit; We aim to be an inclusive school and to make all
• We base our practices on sound evidence; our children feel welcome and happy, looking
• Treating people equally does not necessarily forward to their school day.
involve treating them all the same. If your child has special educational needs and/or
Our policies, procedures and activities do not a disability (SEND) he or she will be treated no less
discriminate, but nevertheless take account of favourably than other applicants for admission.
differences in life-experience, outlook and We make reasonable adjustments to ensure that
background, and in the kinds of barriers and pupils with disabilities are not placed at a
disadvantages which people may face, in relation substantial disadvantage. Our Accessibility Plan
to: (annexed to our Equality & Diversity Policy,
• age, so that job applicants and staff are available on our website) describes the
treated equitably; arrangements and proposals to improve physical
• disability, so that reasonable adjustments are access to the school, access to the curriculum
made for pupils; and the needs of all adults in (especially Physical Education) and access to
school are considered; written information.
• gender, so that the different needs and The school has a policy and ‘school offer’ for
experiences of girls and boys, and women and supporting children with special educational needs
men, are recognised; as well as those of and disabilities, which are reviewed every year.
people whose gender is non-binary; These are available in the school office and on our
website. Our aim is for all children to have access
11
Over Primary Schoolto all aspects of school life, as far as is reasonable However, this support will only be received if
and practicable. eligible parents/carers inform school office staff or
the headteacher (in
We will take all reasonable steps to ensure that confidence). This
those with SEND are not treated differently will also enable you
without lawful justification. We will make to claim free school
reasonable adjustments for them and we will meals for children
know we have succeeded when all pupils are in keystage 2.
participating fully in school life.
In order for effective partnership working School
between home and school to take place, we Clothing
anticipate that parents will want to: School uniform for primary age children is not
inform the school at the earliest opportunity compulsory, but we do strongly encourage it as far
if their child has special educational needs or as possible. Items with the school logo can be
disabilities and the exact nature of these; bought online at:
provide the information school needs to plan overprimary.gooddies.co.uk but plain items
effectively for the child to be a full member of bought elsewhere are also acceptable. Please
the school community; choose from the following:
acknowledge that when deciding whether an
adjustment is reasonable, one of the factors Skirts/pinafores/trousers/shorts – grey or black
the headteacher must consider is the effect (no jeans or cargo trousers).
of the proposed change on all members of Shirts/blouses/polo shirts – navy or white (with
the school community; or without school logo) jade (only with school
recognise the importance of school and home logo) (no sleeveless tops).
working in partnership.
Jumpers/cardigans/sweatshirts – navy, with or
without school logo (no hooded tops).
Funding for families receiving
benefits Summer dresses – blue checks only.
The school receives significant Pupil Premium
Sun-hats – very important in hot weather!
funding to support the learning of children whose
parents/carers are in receipt of any of the Footwear – sensible, dark coloured shoes or
following: trainers – (no high heels or backless footwear).
Income Support Good quality sandals are acceptable in the
income-based Jobseekers Allowance summer, but parents/carers must accept the
income-related Employment and Support increased risk presented by exposed toes. Plain
Allowance boots are acceptable during winter months and
support under Part VI of the Immigration and children are also encouraged to bring in a pair of
Asylum Act 1999 wellies so that they can go on the field during
the guaranteed element of State Pension breaks.
Credit
Jewellery (except for wristwatches) should not be
Child Tax Credit (provided you’re not also worn to school. Children with pierced ears should
entitled to Working Tax Credit and have an only wear small studs, if necessary, and not at all
annual gross income of no more than on PE days.
£16,190)
Working Tax Credit run-on - paid for 4 weeks P.E. Kit
after you stop qualifying for Working Tax All children must have a change of clothing for P.E.
Credit as follows:
Universal Credit Indoors – black or navy shorts; plain T-shirt/polo
shirt in your child’s house colour (bare feet).
12
Over Primary SchoolOutdoors – As for indoors, plus plimsolls/trainers, School Meals
dark-coloured jogging bottoms and
School lunches are cooked from fresh in our own
jumper/sweatshirt for very cold weather. If your
kitchen, run by our fantastic catering team. There
child would like to wear football boots, please
is a varied selection of healthy main courses and
discuss this with their class teacher. Girls wearing
desserts, inc. fruit, each day, plus a baguette/wrap
tights for school will need a pair of socks to
option. The menus, which follow a 5 week cycle,
change into for P.E. Early Years children may not
are available under the School Meals tab on the
make use of plimsolls and jogging bottoms in the
school website so that you can help your child
first term but it is still useful for them to have this
select. Children in Early Years and KS1 are
change of clothes in school.
entitled to free daily meals (hot or cold).
In accordance with Local Authority KS2 meals must be paid for in advance
Health and Safety guidance, earrings using the online ParentPay system - £2.30
may not be worn during P.E. lessons. a day.
As we are not allowed to take out or
Hot school meals are ordered by noon on
put in children’s earrings, it is
a Friday for the following week, via
advisable for you to send your child to
parentpay.com (payment will only be
school without earrings on P.E. days.
requested for KS2 children). School
Studs in newly pierced ears must be
packed lunches can be ordered on the day
covered with protective tape;
by children during registration time. If
however, we recommend that any
your child has an appointment in the
piercing be done at the beginning of
morning and will miss registration, but will
holidays so that this is not an issue.
be back for a school packed lunch, please
P.E. kit should be brought in a named drawstring let the office know so they can order one for
bag as cloakroom space is limited and sports bags them.
are not easy to store.
Free school meals for KS2 children are available
Swimming – One piece swimming costumes for families in receipt of Income Support, an
/trunks, towel and plastic bag (armbands if your income–based Job Seeker’s Allowance or other
child normally uses these). Earrings must not be eligible benefits. Please ask for details at the
worn for swimming in any circumstances and long school office. For both you and your child this will
hair MUST be tied back or a swimming cap worn. be dealt with sensitively and confidentially.
Polo shirts, sweatshirts and waterproof fleeces, Children may bring packed lunches to school.
with or without the school logo are all available Lunch boxes should be clearly named to avoid
through the school office. confusion. Please be aware that we do not have
refrigerated storage for packed lunches and so ice-
Lost Property packs should be included during warm weather.
Lost property is stored in a unit off the main hall, A drink is essential but in the interests of safety,
near the packed-lunch storage. From time to time please do not send these in glass bottles. Water is
this will be laid out after school and what remains available in the dinner hall, classrooms and from
will be disposed of. Mislaid valuables are kept in water-fountains in warmer months. It is very
the school office. Naming all personal property, helpful for younger children to have fruit peeled
especially items of clothing, significantly and cut into manageable pieces.
increases the likelihood of things being returned Our School Food Policy which complies with the
to their rightful owner! Order forms for name School Food Standards, does not allow sweets,
labels are available at the school office. chocolate and fizzy drinks at break or lunchtime,
so please do not include these in packed lunches.
A chocolate biscuit (e.g. Kit-Kat) is acceptable as a
dessert. Products containing nuts should not be
13
Over Primary Schoolbrought into school at any time, as some children bottle which may be kept in the classroom for
are allergic to these, even in trace quantities. easy access during lessons, subject to the
following –
Break-time Snacks all bottles must be named
Children can bring a snack of fresh or dried fruit plain water only
or vegetables for break-time. If this is not no sharing of bottles
sufficient to keep them satisfied through the no drinking when the teacher is talking
morning, particularly if they are attending a drink quietly, without a fuss
before-school club, they can bring a cheese or
carbohydrate based (e.g. breadsticks or crackers) Secondary Transfer
snack in a small named plastic container. No
Children transfer to secondary school in the
chocolate please. We ask that children do not
September following their eleventh birthday. A
bring snacks in wrappers as this creates a litter
booklet setting out transfer arrangements will be
problem. Snacks should not be inside packed
sent to you during your child’s final year at
lunch boxes as children do not have access to
primary school. Most children from Over Primary
these before lunch time.
School transfer to Swavesey Village College. Staff
from the village college visit us to talk to staff and
National School Fruit and meet with the children prior to transfer. Children
Vegetable Scheme in Year 6 transferring to the village college take
Each child in Early Years, Year 1 and Year 2 is part in various transition activities in school and
entitled to receive a free piece of fruit or
at the village college, towards the end of the
vegetable each school day.
Summer Term. These include:
Snack Time curriculum visits to Swavesey Village College;
Reception and Key Stage 1 classes have snack time visits to school from key members of SVC
before morning break, to encourage more staff;
children to eat their snack, leaving them free to 3 consecutive induction days at the end of the
use break-time for playing. year.
Water Information about Swavesey Village College can
We are aware of the positive effects regularly be found on their website at:
drinking water has on health and well-being. www.swaveseyvc.co.uk
Children may bring water to school in a sports
14
Over Primary School____________ THE CURRICULUM ___________
The School Curriculum
The latest Primary National Curriculum, for Early Years Foundation Stage
children in Years 1 – 6, states: ‘Every state-funded Curriculum
school must offer a curriculum which is balanced The curriculum for the 4-5 year olds in our Early
and broadly based and which: Years classes is based on the Early Years
promotes the spiritual, moral, cultural, mental Foundation Stage (EYFS). The EYFS sets out what is
and physical development of pupils at the expected for most children to achieve by the end
school and of society, and of Early Years, prior to their move into Key Stage
prepares pupils at the school for the 1.
opportunities, responsibilities and experiences
of later life.’ The Early Years Foundation Stage Curriculum is a
predominantly play-based curriculum comprised
of the following areas:
Curriculum Implementation
How the National Curriculum is organised as part of Prime areas of learning:
our wider School Curriculum is detailed under the • Communication and language
Curriculum tab of our website. • Physical development
• Personal, social and emotional development
Our school curriculum includes the following
subjects: Specific areas of learning:
• Literacy
Core
• Mathematics
English
• Understanding the world
Mathematics
• Expressive arts and design
Science
Non-Core Learning characteristics:
Design and technology • Playing and exploring
Computing • Active learning
History • Creating and thinking critically
Geography
Art and design
Music
Religious Education
Physical, Social, Health & Citizenship Education
Physical Education
15
Over Primary SchoolEnglish
The National Curriculum for English ‘promotes
high standards of language and literacy by
equipping pupils with a strong command of the
spoken and written word, and to develop their love
of literature through widespread reading for
enjoyment.’
Achieving fluency and competency in speech,
reading and writing is a fundamental aim for all
our pupils. Competence in language develops large groups and as a class, joining in with
through the interaction of listening, talking, discussions and making relevant point. Pupils will
reading and writing, within a wide range of learn how to listen carefully to what other people
contexts. Pupils need to acquire a broad skills set are saying, so that they can build on the
in order to express themselves with confidence contributions of others. They learn to use
and clarity. language in imaginative ways and express their
We aim to provide a structured programme for ideas and feelings through role-play, drama,
the development of understanding and skills that presentations, debates and discussions.
will enable pupils to become thoughtful, critical, Key Stage 1
responsive, reflective and confident users of Reading: Pupils’ interest and pleasure in reading is
language. developed as they learn to read confidently and
All pupils take part in a daily English lesson. There independently, as well as listening to a range of
is also much cross-over into other areas of the texts beyond what they can read independently.
curriculum, providing relevant content through They work out the meaning of straightforward
which pupils can develop their skills. texts and participate in discussions about different
texts.
English in the Early Years Foundation Stage is
identified within the prime area of Writing: Pupils develop their writing for a
‘Communication and Language’, under the purpose, understanding the needs of their
headings: ‘Listening and attention’, audience. They learn to communicate meaning in
‘Understanding’ and narrative and non-fiction texts and to spell and
‘Speaking’. The National punctuate with increasing accuracy. Pupils will
Curriculum provides learn to write passages dictated by the teacher.
statutory objectives and Handwriting will be frequently and discretely
detailed non-statutory taught.
guidance around which Spelling: Spelling is part of the progression in
we build our learning phonics and links closely to learning to
programmes of study read. Pupils are taught patterns for spellings and
for teaching spoken learn ‘exception words.’
language, reading,
writing and spelling, Key Stage 2
punctuation and Reading: Pupils read enthusiastically a wide range
grammar. of books and poems. They reflect on the meaning
of and comparison of texts, by participating in
Spoken language: Each year will build on skills discussion. In Upper Key Stage 2, there is a focus
taught in preceding years. We aim to support the on applying own knowledge to digest new words
pupils in developing their spoken language, so that and comprehend texts.
they are able to listen and respond in different
situations. They will work in pairs, small groups,
16
Over Primary SchoolWriting: Pupils develop an understanding that calculation skills and use these confidently in
writing is both essential to thinking and learning, different settings. They learn about shape and
and enjoyable in its own right. They learn standard space through practical activity which builds on
conventions of written English and continue to their understanding of their immediate environ-
explore how the English language can be used to ment. They begin to grasp mathematical language,
express meaning in different ways. They use the using it to talk about their methods and explain
planning, drafting and editing process to improve their reasoning when solving problems.
their writing.
During key stage 2 pupils use the number system
Spelling: The National Curriculum has word-lists more confidently. They move from counting
for Year 3/4 and Year 5/6. These are statutory and reliably to calculating fluently with all four number
are a mixture of words that pupils often misspell. operations. They always try to tackle a problem
Pupils are taught spelling patterns. Spelling, with mental methods before using any other
punctuation and grammar are taught during short approach. Pupils explore features of shape and
sessions and within teaching units. space and develop their measuring skills in a range
of contexts. They discuss and present their
Mathematics methods and reasoning using a wider range of
Mathematics in Early Years is identified within the mathematical language, diagrams and charts.
EY curriculum. The area of ‘Mathematics’ is
divided into ‘Numbers’ and ‘Shape, space and
measure’.
The National Curriculum for Mathematics is
organised into the following areas of study:
Number
Ratio & Proportion (Y6)
Measurement
Geometry
Statistics
It provides statutory objectives and non-statutory
guidance, matched to each year group, which
forms the basis of our mathematics curriculum.
Science
Science stimulates and excites pupils’ curiosity
about phenomena and events in the world around
them. It teaches them a logical approach with
which to satisfy this curiosity and investigate
answers to their questions. Through practical
investigative work children will acquire an
understanding of key
scientific concepts and
pro-cesses that they
will be able to apply in
unfamiliar situations.
During key stage 1 pupils develop their knowledge
They will develop the
and understanding of mathematics through
skills of scientific enq-
practical activity, exploration and discussion. They
uiry, including syste-
learn to count, read, write and order numbers to
matic observation and
100 and beyond. They develop a range of mental
17
Over Primary Schoolmeasurement, making and testing hypotheses, demonstrate and explain how to keep
planning and carrying out investigations themselves self when using technology in
competently and safely. school and elsewhere.
The National Curriculum for Science is divided into by the end of KS2, all pupils:
the following coverage:
have a practical understanding of the principles
Years 1 & 2: involved in programming a range of devices,
Working Scientifically using a variety of coding languages;
Plants are creative and effective users of IT,
embedding this in wider learning;
Animals, including humans
have a well-grounded understanding of what it
Everyday materials
means to be a good digital citizen, making safe
Seasonal changes and responsible choices.
Living things and their habitats
The objectives set out in the National Curriculum
Years 3 & 4: can be grouped under the following headings:
Working Scientifically
Plants Understanding Technology
Animals, including humans At key stage 1 this includes recognising common
uses of information technology beyond school.
Rocks
At key stage 2 this includes understanding how
Light computer networks, the internet and search
Forces and magnets engines work.
Living things and their habitats
States of matter Programming
Sound At key stage 1 this includes understanding
algorithms as sequences of instructions that can
Electricity
be implemented, as programs on digital devices.
Years 5 & 6:
At key stage 2 this includes writing programs that
Working Scientifically
accomplish specific goals; using repetition and
Living things and their habitats variables in programs; generating appropriate
Animals, including humans inputs and predicted outputs to test programs and
Evolution and inheritance correcting errors in algorithms and programs.
Properties and changes of materials
Earth and space Digital Literacy
At key stage 1 this includes organising, storing,
Forces
manipulating and retrieving data in a range of
Light digital formats.
Electricity
At key stage 2 this includes using a variety of
Computing software on a range of digital devices to
The intent behind our Computing curriculum is to accomplish given goals, including collecting,
ensure: analysing, evaluating and presenting data and
by the end of KS1, all pupils: information.
recognise the need for precision and logic E-safety
when using technology; At key stage 1 this includes communicating safely
enjoy, and make purposeful use of, a range of and respectfully online, keeping personal
devices and software, with the basic skills to information private.
support learning and IT use in KS2;
18
Over Primary SchoolAt key stage 2 this includes using technology making activities. They think about what products
safely, respectfully and responsibly; recognising are used for and the needs of the people who use
acceptable /unacceptable behaviour and them. They plan what has to be done and identify
identifying a range of ways to report concerns what works well and what could be improved in
about content and contact. their own and other people’s designs. They draw
on knowledge and understanding from other
Across the curriculum areas of the curriculum and use computers in a
Teachers use their judgement to decide when it is range of ways.
appropriate to make use of technology to support
children’s learning across the curriculum and History
when there are good opportunities to teach
History leads pupils to consider how the past
computing skills within other subjects. iPads,
influences the present, what past societies were
Kindle Fires and PCs are used within all
like, how these societies organised their politics,
classrooms. Children are encouraged to make
and what beliefs and cultures influenced people’s
increasingly independent decisions about when
actions. As they do this, pupils develop a
these are of use in their learning. Our suite of 16
chronological framework for their knowledge of
PCs is used by classes throughout the week for
significant events and people. They see the
both the teaching of specific computer skills and
diversity of human experience and understand
to support learning in other areas of the
more about themselves as individuals and as
curriculum.
members of society. What they learn can
influence their decisions about personal choices,
Design and Technology attitudes and values.
Design and Technology is concerned with the
development of the knowledge, understanding In history, pupils find evidence, weigh it up and
and skills that are involved in the designing and reach their own conclusions. To do this they need
making of various products. This will include the to be able to research, sift through evidence, and
ability to organise, plan and make their design argue for their point of view - skills that are prized
using appropriate materials and processes. Testing in adult life.
and evaluating the design will be an important
part of the process as will learning appropriate During key stage 1 pupils learn about people’s
health and safety principles. lives and lifestyles. They find out about significant
men, women, children and events from the recent
National Curriculum objectives are organised and more distant past, including those from both
under the headings: Britain and the wider
Design world. They listen and
Make respond to stories
Evaluate and use sources of
information to help
Technical knowledge
them ask and answer
During key stage 1 pupils learn how to think questions. They learn
imaginatively and talk about what they like and how the past is
dislike when designing and making. They build on different from the
their early childhood experiences of investigating present.
objects around them. They explore how familiar During key stage 2 pupils learn about significant
things work and talk about, draw and model their people, events and places from both recent and
ideas. They learn how to design and make safely more distant past. They learn about change and
and could start to use ICT as part of their designing continuity in their own area, in Britain and in
and making. other parts of the world. They look at history in a
During key stage 2 pupils work on their own and variety of ways, for example from political,
as part of a team on a range of designing and economic, technological and scientific, social,
19
Over Primary Schoolreligious, cultural or aesthetic perspectives. They the classroom, in doing this they ask geographical
use different sources of information to help them questions, and use geographical skills and
investigate the past both in depth and in overview resources such as maps, atlases, aerial
using vocabulary to describe events, people and photographs and ICT.
developments. They also learn that the past can
be represented and interpreted in different ways. Art & Design
Art and design stimulates creativity and
Geography imagination. It provides visual, tactile and sensory
Geography is concerned with the relationships experiences and a unique way of understanding
between people and places. It develops and responding to the world.
knowledge of places and environments Pupils use colour, form, texture, pattern and
throughout the world, an understanding of maps, different materials and processes to communicate
and a range of problem-solving skills both inside what they see, feel and think.
and outside the classroom. Children will learn to
understand how the geography of a region plays a During key stage 1 pupils develop their creativity
part in the culture that develops. They will also and imagination by exploring the visual, tactile
become aware of the changing world in which and sensual qualities of materials and processes.
they live and of the various factors that influence They learn about the role of art, craft and design
the environment. in their environment. They begin to understand
colour, shape and space, pattern and texture and
During key stage 1 pupils investigate their local use them to represent their ideas and feelings.
area and a contrasting area in the United Kingdom
or abroad, finding out about the environment in During key stage 2 pupils develop their creativity
both areas and the people who live there. They and imagination through more complex activities.
also begin to learn about the wider world. They These help to build on their skills and improve
carry out geographical enquiry inside and outside their control of materials, tools and techniques.
the classroom. In doing this they ask geographical They increase their critical awareness of the roles
questions about people, places and environments, and purposes of art, craft and design in different
and use geographical skills and resources such as times and cultures. They become more confident
maps and photographs. in using visual and tactile elements, materials and
processes to communicate what they see, feel and
During key stage 2 pupils investigate a variety of think.
people, places and environments at different
scales in the United Kingdom and abroad, and
start to make links between different places in the
world. They find out how people affect the
environment and how they are affected by it. They
carry out geographical enquiry inside and outside
Music
Music is a powerful, unique form of
communication that can change the way pupils
feel, think and act. It brings together intellect and
feeling and enables personal expression,
reflection and emotional development. The
teaching of music develops pupils’ ability to listen
and appreciate a wide variety of music and to
make judgements about musical quality. It
20
Over Primary Schoolencourages active involvement in different forms During key stage 2 pupils learn new skills, find out
of amateur music making, both individual and how to use them in different ways, and link them
communal, developing a sense of group identity to make actions, phrases and sequences of
and togetherness. It also increases self-discipline movement. They enjoy communicating,
and creativity, aesthetic sensitivity and fulfilment. collaborating and competing with each other.
They develop an under-standing of how to
During key stage 1 pupils listen carefully and succeed in different activities and learn how to
respond physically to a wide range of music. They evaluate and recognise their own success.
play musical instruments and sing a variety of
songs from memory, adding accompaniments and
creating short compositions, with increasing
confidence, imagination and control. They explore
and enjoy how sounds and silence can create
different moods and effect.
During key stage 2 pupils sing songs and play
instruments with increasing confidence, skill
expression and awareness of their own
contribution to a group or class performance.
They improvise and develop their own musical
compositions in response to a variety of different
stimuli with increasing personal involvement,
independence and creativity. They explore their
thoughts and feelings through responding Partnerships
physically, intellectually and emotionally to a We buy into the South Cambs School Sports
variety of music from different times and cultures. Partnership and support from a specialist PE
teacher from Swavesey Village College. We also
Physical Education use a specialist dance teacher. This support aims
Physical education develops pupils’ physical to embed high quality PE and School Sport and is
competence and confidence, and their ability to achieved through staff training, specialist coaching
use these to perform in a range of activities. It and by organising a wide range of inter-school and
promotes physical skilfulness, physical intra-school tournaments and sports festivals.
development and knowledge of the body in
action. P.E. provides opportunities for pupils to be Swimming
creative and competitive and to face up to A FOPS (Friends of Over Primary School) funded
different challenges as individuals and in groups structure covers our pool and changing rooms.
and teams. It promotes positive attitudes towards Swimming lessons to take place as part of the P.E.
active and healthy lifestyles. Pupils learn how to curriculum during the Summer term and first-half
plan, perform and evaluate actions, ideas and of the Autumn term.
performances to improve their quality and
effectiveness. Due to the Covid-19 pandemic, we are not yet sure
whether the pool will open during 2021.
During key stage 1 pupils build on their natural
enthusiasm for movement, using it to explore and
learn about their world. They start to work and
play with other pupils in pairs and small groups. By
watching, listening and experimenting, they
develop their skills in movement and co-
ordination, and enjoy expressing and testing
themselves in a variety of situations.
21
Over Primary SchoolForeign Languages This programme helps to give pupils the
The learning of a foreign language in primary knowledge, skills and understanding they need to
school provides a valuable educational, social and lead confident, healthy and independent lives and
cultural experience, while also laying the to become informed, active, responsible citizens.
foundation for future language learning. Children It provides a vital foundation for the personal
develop linguistic competence, extend their development of young people in preparing them
knowledge of how language works and explore for adult life and can equip young people with the
differences and similarities between the foreign skills and attitudes needed to react positively to
language and English. the pressures of modern life.
All key stage 2 pupils have a minimum of one half- A wide range of activities and experiences will give
hour French lesson each week. Pupils learn to pupils opportunities to contribute fully to the life
understand and respond to a limited range of of the school and community. Through these they
personal enquiries. Next, they talk about their learn to recognise their own worth, work well with
immediate environment, find their way around a others and become increasingly responsible for
town, and give directions. Then simple structures their own learning. They will reflect on their
and phrases are introduced so they can speak the experiences and understand how they are
language at mealtimes, when shopping and when developing personally and socially, tackling many
playing games with their peers. of the spiritual, moral, social and cultural issues
that are part of growing up. They also find out
Learning in French is intended to be fun, with
about the main political and social institutions
children playing language-based games, singing
that affect their lives and about their
songs and enjoying role-plays. In this way pupils
responsibilities, rights and duties as individuals
will quickly learn some basic structures of French
and members of communities. They learn to
and a key vocabulary. There is a strong focus on
understand and respect our common humanity,
speaking and listening with reading and writing
diversity and differences so that they can go on to
becoming more important later on.
form the effective, fulfilling relationships that are
an essential part of life and learning.
Religious Education
Religious Education is planned according to the Sex & Relationship Education
Cambridgeshire Agreed Syllabus. The syllabus is Sex and relationship education is an important
essentially Christian in nature but also includes the part of children’s learning. We aim to help
study of other major world religions. children grow up with a clear understanding of
how their bodies work and how their bodies
The Agreed Syllabus has two Attainment Targets: change as they grow older. We aim to help them
Enquiring into, investigating and understanding understand their relationships, their feelings and
religions and beliefs; the feelings of others. In this way we hope that
Questioning, exploring, reflecting upon and they will be able to establish and maintain positive
interpreting human experience in the light of relationships, develop self-respect and treat
religions and beliefs studied. others with respect. Sex & Relationship Education
Parents have a right to withdraw their children is taught as part of the schemes of work for PSHCE
(wholly or partly) from religious education (RE) and science. We use a range of teaching strategies
and collective worship. Please put any such including group discussion, question & answer
request in writing to the headteacher. sessions, circle time and DVD clips. Parents have a
right to withdraw their children from the aspects
Personal, Social, Health and of sex education that are not part of the science
Citizenship Education curriculum. Please put any such request in writing
The foundation of our PSHCE curriculum to the headteacher. A copy of the school policy on
throughout the school is the PSHE Cambridgeshire Sex & Relationships Education (and all other
Personal Development Programme. subjects) is available on our website.
22
Over Primary School_________ PARENTS AND SCHOOL _________
Home/School Agreement
Our Home/School agreement (see website)
summarises the school's responsibilities towards
its pupils; parents' responsibilities and what the
school expects of its pupils.
Parents and children will be sent the agreement at
the beginning of each school year to indicate an
understanding of the values and principles
expressed in this prospectus and a commitment to
Parent Forum
The Parent Forum provides an opportunity for
developing children to their full potential and as
parents to come together, share ideas, and put
valued members of the community.
forward their views to the Head-teacher and
governing body. Parent Forum meets each half-
Friends of Over Primary School term and has the following aims:
(FOPS)
FOPS aims to promote good relationships between To give parents a voice and increase their
home and school through a range of social and active involvement in decision-making,
fund-raising activities. Members of the Friends’ fostering a culture of ownership and
Committee work tremendously hard organising a participation;
wide range of events to support the work of the To develop a partnership between the school
school. The proceeds from these events make an and parents/carers in order to support and
important contribution to school funds. Over promote the pupils’ learning and bring about
recent years FOPS has been able to provide a new change.
lining, filtration system and all-weather cover for
the swimming pool; an enormous quantity of If you are interested in joining this group, or would
books; musical instruments; an all-weather like more information, please contact the school
adventure play area with astroturf; playtime office, or Mr Fish. Alternatively you are welcome
games equipment; equipment for Early Years; a to attend any Forum meeting – see the
tyre park and class cameras. noticeboard outside the main hall for dates and
times.
We are ever grateful for the efforts of parents
who give very generously of their time to organise Homework
events and to those who support the events The setting of homework is one means by which
through their contributions and attendance. All we aim to help our pupils develop the skills and
parents and staff are members of the Friends but attitudes they will need for successful,
ultimately its success depends on a body of independent lifelong learning. We believe that
volunteers who serve on the committee each regular homework can contribute to a pupil’s
year. The committee is elected at the Annual progress by:
General Meeting held in the Autumn Term. FOPS
is keen to develop an active programme of events reinforcing and extending the work being
throughout the year and appreciates the ideas, carried out in lessons;
suggestions and support that it receives. Please encouraging pupils to work independently;
give serious consideration to supporting the work providing an opportunity to share learning
of the school in this way. with parents and providing a regular home-
school link.
Homework differs across each phase of the school
and is set regularly each week. The work over
23
Over Primary SchoolYou can also read
