About Us

Aims of the School
At Lambton Primary School we aim to provide a safe, happy, well ordered community in which children can be valued as individuals. We seek to provide an atmosphere in school where parents, staff, governors and children can work together in a spirit of cooperation.

The School aims to:-
· Provide an environment, which is stimulating and secure
· Encourage social, spiritual and moral development whilst promoting caring and co-operative attitudes
· Help children to become effective communicators
· Develop self-reliance, self motivation, self confidence and self esteem
· Help children achieve a wide experience and knowledge
· Learn to value and be valued as individuals
· Promote good behaviour within agreed and understood rules

School Code of Conduct
At Lambton Primary School we encourage children to develop self- discipline, understand the need for self control and show consideration for the property, well being, safety and security of others In order to achieve this we expect children to:-

· Be kind towards each other and treat everyone as an equal
· Be respectful to adults in school
· Show respect for each others property and the things that belong to the school
· Arrive at school with the necessary equipment for the day
· Make school a safe and pleasant place to be in.

Pupils are rewarded in school for following the code of conduct. This may be a word of praise, a sticker, class reward or school reward related to the golden book. There are regular reward assemblies where pupils are praised and receive recognition for their achievements. We have specific school initiatives designed to encourage children to follow the code of conduct.

We encourage pupils who do not follow the code of conduct to consider the effects of their actions, and where appropriate, punishment, including the loss of privileges or playtime will be used. In more serious cases or where there is a series of events, parents will be informed and asked to work along side the school to make sure that behaviour improves. The school may involve outside agencies to support children where necessary.

In addition to the school behaviour policy there is also an anti bullying policy. This policy sets out procedures for dealing with incidents of bullying that may happen in school.

Parental Involvement
Successful education depends on a strong link between home and school. Parents are always welcome to visit school if they wish to discuss any aspect of their child’s education, or school life in general. It may be useful to telephone the school first to make sure that someone is available to talk to you. If you are choosing a primary school we are always happy to show you and your child around and answer any questions you may have.

Admissions to the nursery class are arranged by the school. Parents can put their child’s name down for the nursery class any time after their second birthday.

Children begin in the reception class in the September after their fourth birthday.
In order to keep you informed of your child’s progress a written report is sent out each term. There is also a parents evening each term where you can discuss your child’s progress with the class teacher. The head teacher is always available on parent’s evenings. A crèche is provided. However, if at any time during the year you wish to discuss the progress of your child please contact school and an appointment can be made for you to see the class or head teacher.
Parents are encouraged to become involved in the life of the school by attending class assemblies and school productions, supporting school events such as book fairs, the summer fair, parties, curriculum, trips etc or attending information sharing sessions about curriculum related matters. Some parents help out in school on a regular basis. Your support and help is always valued.

Communications
We are always anxious to keep you informed about all aspects of school life. We will send out to you regular newsletters advertising school events and news. These will be sent out with the children. Copies of these letters can always be found in the foyer beside the office.
As part of the school’s work we will seek on a regular basis your views on school life, developments we may wish to make or views on how you think we are doing. Please fell free to express your opinions or make an appointment to speak to the head teacher.
We are also anxious to hear from you about anything that may affect your child in school. All information will be held in the strictest of confidence.

WHAT THE SCHOOL DOES WELL (extracted from OFSTED report 2000)

The school prepares pupils well for the national tests at age 11 and results are very good especially in English and science.

1. In the 1999 Key Stage 2 national tests, standards in English, mathematics and science were well above both the national average and the average for schools in similar areas. Most pupils attained Level 4 as expected for their age. In English and science, the good number of pupils who reached the higher Level 5 raised the school’s overall standard and placed it in the top five per cent of similar schools.

2. In this year’s (2000) national tests, the school’s results show that the high standards have been sustained in science. early all pupils reached Level 4 and six out of ten attained Level 5. In English, high standards have also been maintained but with an increased percentage of pupils reaching Level 5. In mathematics, there has been a slight dip in standards and pupils have not made the same gains in higher attainment as seen in the other two subjects.

3. Standards have risen considerably since the last inspection in 1997. This is due to more focused teaching, especially in Year 6, and amendments to the curriculum using information from an analysis of weaknesses in pupils’ performance. The acting headteacher confirms that revision periods and booster classes have been particularly effective in ensuring that pupils are aware of key information and are well prepared for the tests.

4. In 1999, standards at the end of Key Stage 1 were in line with all schools in reading and above in writing and mathematics. When compared with similar schools standards were high in all three subjects. In this year’s tests.

5. Throughout the school, pupils show good skills in expressing their ideas. They are fluent conversationalists and like performing. Year 1 and 2 pupils enjoyed taking the roles of the characters in “Chicken Licken”. Pupils’ easy use of language is also seen in their reading and writing. Many read with expression, enthusiasm and a good sense of the storyline. Pupils develop an appreciation of different authors such as Roald Dahl and R.L. Stine and their styles.

6. The pupils make good progress in learning the features of different types of writing and are quick to latch onto aspects such as bullet points. The work done in literacy hours has a positive effect. Pupils learn the key elements of formats such as reports, letters of complaint, character sketches and stories. Year 5 pupils’ reviews of “Harry Potter and the Philosopher’s Stone” gave a real flavour of the book and Year 6 pupils’ obituaries of footballers drew on
relevant clichés.

7. Pupils’ work is usually neatly presented and by the end of Year 6, pupils write legibly in a joined style, set out their work in paragraphs, spell most frequent words accurately and use appropriate punctuation

8. Pupils make good progress in dealing with the four rules of number both mentally and on paper. Year 6 pupils have a sound understanding of place value and many check their findings by applying inverse operations. They are familiar with ways to measure length, time, area and volume. Work in the numeracy hour is helping pupils to use a range of strategies to work out and apply numbers and also to help pupils explain their thinking. Year 2 pupils realised that
they could add 10 and subtract 1 when adding nine.

9. Pupils have good scientific knowledge. They remember well facts and appropriate scientific terms. Year 3 pupils used “repel” and “attract” when discussing work on magnets done the previous week. Pupils learn how to predict, to carry out investigations and how to record their findings. Year 2 pupils used tallies and block graphs to find out the most and least popular fruits in their class. More able Year 6 pupils explained well why using the same compost,
same size of pot and same amount of water constituted a fair test in their plant growth experiments.

10. The nursery and reception year teachers and nursery nurses have a good understanding of how young children learn. They have drawn on recently issued national guidance to reaffirm their practical approach to teaching and learning.

11. All the staff plan and prepare carefully. They observe the children and note evidence of their attainment and progress. They place high store on talking with the children, working with them and valuing their efforts.

12. As noted in the last inspection, a common strength is the highly effective way the staff promote the children’s personal, social and emotional development through good organisation of resources, well established routines and caring but firm management of the children. They set out to develop the children’ independence and self-reliance and have very high expectations of the children’s behaviour. All use praise, encouragement and example well to show the children what they expect.

13. The children find learning fun. They make good progress in all areas of learning but especially in language and literacy, mathematical development and personal, social and emotional development. Evidence from the inspection indicates that the good start in the nursery and the continued good progress in the reception year ensure that when they move into Key Stage 1 most of the children will have attained the standard expected for their age and many will reach a higher standard. They are quick to learn songs and rhymes, remember well characters and storylines, recognise numbers and show developing skills in handling tools and small pieces of equipment.

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