From self-confidence to achievement

From self-confidence to achievementThe annual report and brochure of West Drayton Primary School 2008

TeachersNursery Kerry McCarthyReception Victoria Brownrigg and Gayle HughesY1 Priti Vadher and Tenielle Baskett (Tracy Sanders)Y2 Rachel Howard and Jade RobsonY3 Eva Taggart and Joy RushtonY4 Lloyd Alexander and Kate McClellandY5 Nick Harding and Aoife ShorttY6 Julie Fellows and Richard DanielsSpecialist Teachers Sam Brind, Liz Elgridly, Kate McClelland,

Maree Riley, Louise Martin‘Our Space’ Manager Carole NorquoyDeputy Headteacher Richard YatesHeadteacher Adrian InghamNursery Nurses Jane Warren, Judy Fisher and Debbie Spicer,

Michelle McCullough, Nusrat Hussain, Kavita Sharma

Teaching Assistants(Main School) Gaynor Pereira, Rodell Kenny, Sandy Wickes,

Faith Brown, Jackie Parfitt, Maria Mansfield, Maria Krstev, Debbie Mooney, Jackie Godwin, Tracy Todd, Mandy Buckland, , Lesley Brewster, Sandra Goodspeed, Amanda Walker, Charlotte O’Sullivan, Nina Pope, Amanda Horan, Lisa Caves, Naghmana Naseem, Scott Taylor, Sharon Woodcock.

EAL TA Sidikka Mustafa, Claire Morgan, Aneta MazurPlay and Social Skills Leader Scott TaylorTeaching Assistants (Our Space) Lisa Collings and Jackie GodwinLearning Mentors Dawn Cox, Amanda Oates, Joanne Wichelow,

Georgina McDonaldWelfare Assistants Amanda Oates, Georgina McDonald and

Amanda WalkerAttendance Officer Georgina McDonaldSite Manager Tomasz MazurOffice Administrator Myra MughalFinance Officer Penny HarperResource Assistant Vanessa PerguseyCleaners Sue Brill, Tracey Hayes, Anita Smith and

Johanna BrillSMSA’s Helene Wear, Brush Samrai, Susan Robinson,

Sandra O’Brien, Maria Jones, Sharon Woodcock, Sam Wright, Elaine Marks, Alison Fisher, Shaista Yunis, Debra Goldfinch

Staff List 2007-2008

With thanks to GlaxoSmithKline and BAA Printed by gpex.co.uk

The annual report and brochure of West Drayton Primary School 2008

Staff List 2007-2008 2Chair’s report 3School mission statement 4Alice’s Adventures in Wonderland 6What is the Foundation Stage? 7Inclusion: how we work to ensure success for all children 8Need a friend? 10Credit Union WDPS Savings Club 10After-school and lunch-time clubs 2007-2008 10Wrap-around childcare services at West Drayton Primary 11Radio Stars! 11Health and fitness week 2007 12Ponds and forests: transforming classrooms 13Display for a purpose 13Observing lessons 14A first year in teaching: what is it like? 15Joy and learning to love learning: A National Strategy for Primary Schools 16

Next steps for the wilderness 17Courage born of tragedy 18Packham trophy 19One Thousand and One Arabian Nights 20Around the world in 80 days 21What is special about Reception? 22From the West Drayton art gallery to Tate Modern? 23Healthy School Status 24Healthy Eating 24Keeping healthy 24Skip2Bfit 25Netball 2007-2008 26Sanjeev: speaker extraordinaire! 27‘Anyone for Croquet?’ 28Seven Little Penguins 31Through the eyes of the children… 32Keeping up with the children and family learning 33Why do adults say this is a very special school indeed? 36‘Oh, stop messing about’ 38

Cooking from around the world 38Making the ugly beautiful 39Pupil attendance (2006-2007) 40Supporting vulnerable children 41Learning Mentors 41What do teaching assistants do? 41Maths Challenge: Our Experience 42Need to cool down? 42Royal Shakespeare Company Festival 43High-quality financial management 44School Terms & Holidays 2008-2009 44Finance Statement 45Ofsted News 46Results 46Hitting the headlines 48Members of the Governing Body 49Why assemblies matter to us 50Hands around the world 52Community Music Performance 53Only one Graham Penrose 55All about Christmas 56Need Year 6 SATs be a blight? 57

West Drayton Primary School Annual Parents’ Report 2008 1

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In preparing to write my report to you, I try to take a little time to reflect on the past year and look for a theme that might reflect our experiences. As we reach the end of this school year, the one quality that I would like to acknowledge is courage.

Courage in all its forms, personal and collective has strengthened us and made us more determined than ever to pursue our vision. We know now, more than ever that what we are achieving and striving for in the heart of West Drayton, for the children of West Drayton, is not for the short-term but a legacy for future children and their families.

This endeavour will not happen automatically, nor will it be easy. It means we must have the courage to stand up for what we believe to be best, sometimes challenging routines that are commonplace in other schools. We do not, for example, submit our children to the enormously damaging stress of constant revision for their exams in year 6. The approach of the teachers throughout the school, but in particular by the year 6 teachers is not to compromise the rights of pupils to be interested and engaged in learning. If we are to be true to ourselves, we cannot let them believe that they may ‘fail’ at the end of their primary education.

What I have found so thrilling is that our approach to creating a unique and tailor-made curriculum has found favour not only with the children but also with professionals at the highest level. What makes our school different? Firstly the high standards teachers and pupils expect from themselves and each other. Look at the displays and compare them with other schools you visit. Look and listen to the class assemblies that continue to be high-class productions, achieved by total commitment. The productions at Christmas and Easter (and I am sure this summer) fill me with optimism. Here we see examples of children who struggle at school and in their lives generally, acting and singing like angels for our delight.

Many families struggle in our community. We acknowledge their courage. I know that you as parents believe in this school, have entrusted your children to us and have supported your children and our school magnificently over the year.

We see individual acts of courage among the children that are quite breathtaking. Imagine standing up in front of a room full of parents and children and speaking with such eloquence and passion that you are judged the best speaker there! Staff who are new to teaching, not giving up when it gets tough but having the courage to dig a little deeper.

At close hand I have witnessed the work of Mr Ingham this year. He has been faced with professional and personal challenges. His courage and quiet dignity must be acknowledged here. He brings back from his work in Brazil stories of great courage and hope in the face of adversity that I know sustain and inspire him.

Much has been achieved this year and I am proud to lead a team of governors who contribute so fully in all aspects of school improvement. The variety of skills they bring to the school from their working lives is invaluable.

Sometimes one is overwhelmed by the courage of others and doubt whether personally you or your family could find such reserves of strength. Richard Daniels, who lost a beloved boy last August has been our guide this year. Remarkable people work and learn in our school and we in turn learn from them lessons no teacher could ever teach.

Chair’s report

Penny MorganChair of governors


The values of West Drayton Primary School

We believe:

•education is of great importance and is to be taken very seriously;

•everyoneshouldbevalued and understood;•weshouldalldemonstraterespect for one

another, in language and behaviour;•therelationshipbetweenschoolandthe

local community is very important;•everyonemusttakefullresponsibility for

their own actions and behaviour;•everyonemakesmistakes and we will

support one another when they are made;•everyoneshouldbeinvolvedindecisions and

support them when they have been taken; •educationisnotjustperformanceontests;•childhood is precious and to be protected;•respectfortheenvironment is essential;•schoolsuccessincludesthehappiness of

everyone, together with clear progress in their learning and achievements.

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N to maintain the qualities identified in the OfSTED inspection at the outstanding levels they have been shown to have reached;

N to continue the process of introducing modern foreign language teaching to Key Stage 2;

N to give music a high profile and seek to improve singing and music-making;

N to make sure that over 70% of all lessons are judged to be good or better in observations;

N to maintain the successful and enthusiastic use of the new library by all members of the school community;

N to continue to recruit new pupils so that the school budget is as generous as it can be;

N to play a leading role in local networks of schools;

N to maintain the widely recognised ethos and atmosphere of our warm, welcoming, achieving school;

N to maintain the wealth of activities available to pupils and their families outside school hours;

N to make our pupils confident and adventurous users of information, communications technology, with facilities that are the best we can afford;

N to strive to improve standards of attainment and levels of attendance and punctuality through use of data and target setting;

N to continue to develop our highly creative curriculum so that children remain excited and fascinated by the learning they are offered;

N to ensure that our unique school resource areas are used regularly and systematically by all classes;

N to strengthen even further our internal systems for evaluating the quality of work undertaken in the school so that our shared view of our strengths and areas for improvement is constantly being improved.

What are our aims for the coming months? We have many, but the most important

ones include the determination:


Chapter One ‘Alice opened the door and found that it led into a small passage, not much larger than a rat-hole: she knelt down and looked along the passage into the loveliest garden you ever saw. How she longed to get out of that dark hall, and wander about among those beds of bright flowers and those cool fountains, but she could not even get her head through the doorway; “and even if my head would go through,” thought poor Alice, “it would be of very little use without my shoulders. Oh, how I wish I could shut up like a telescope! I think I could, if I only knew how to begin.” For, you see, so many out-of-the- way things had happened lately, that Alice had begun to think that very few things indeed were really impossible.’

Like Alice, ‘Impossible’ is not a word we like to hear in our school! When you start with the belief that all things are possible, it is astonishing what you can achieve!

As the summer term begins to emerge and SATs are put to sleep, the Andrew Lloyd Webber factor begins to emerge. How do you solve a problem like… in this instance, Alice?

Talent was in abundance during the auditions. How on earth could we choose? Spoilt for choice indeed, we would have not one, not two, but three Alice’s! The performance is only the end stage of the project; it is the work that the children do in the lead up to the performance that has equal importance. Every day they could be seen reading the book, watching extracts of the film, making salt dough cakes and savouries for ‘The Mad Hatter’s Tea Party’, drawing and painting beautiful pictures, in the style of Sir John Tenniel, producing an animated version of Alice’s Adventures in Wonderland, for the rest of the school to watch, designing and building a house for the Duchess, making invitations, learning to play croquet, making props and scenery, as well as daily rehearsals!

We believe our children can achieve what others may think of as ‘impossible’ – they never cease to astonish and amaze us. Each and every one of the children shone on the stage but for me the most personal highlight was Samantha Armfield. I know she won’t mind me saying how nervous she was about being in Year 6; her fears began before the end of Year 5! She sometimes found it a little difficult to make friends and some of the work was often hard for her.

Anyone who saw her ‘illuminate’ our school stage as the mouse, singing, dancing and performing ‘A Mouse’s Tail’, were witnessing a transformation of metamorphic proportions, before their very eyes! Having moved on to secondary school, she immediately auditioned for a part in ‘The Grinch’ and was successful!

That is why we believe all things are possible here, every minute of every day!

Julie Fellows

Alice’sAdventures in Wonderland

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Victoria Brownrigg

Alice’sAdventures in Wonderland What is the Foundation Stage?

Like the foundations of a building the foundations of a child’s education are the starting point for future educational success. A strong, secure base is essential before any further work can be carried out on top. By fostering an intense love of learning we believe that children will continue to be inspired to question, challenge and research.

In an educational setting, the ‘Foundation Stage’ refers to the Nursery and Reception years. These two years are very closely linked and follow the same curriculum and assessment procedures. Holistic development - the development of the ‘whole’ child is the key for good foundation stage practice, concentrating not only on the educational elements of literacy and numeracy but appreciating the importance of personal, social and emotional development.

We firmly believe that children learn best by doing what they enjoy. Learning through play is an essential component of the Foundation Stage curriculum and the opportunities to extend their play are limitless. Recently the Reception teachers observed the children’s interest in ‘flying machines’, particularly rockets. Once one child begins to express their knowledge it very quickly influences the interest of others. Taking this child-initiated interest, the teachers dedicated a half term’s work to the investigation of space. Based around the fiction book ‘Whatever Next’ we were soon constructing rockets of our own – making close investigations of non-fiction texts to learn what components were needed, planning and making models using appropriate materials, tools and techniques and using sharing and turn-taking skills as we worked in small groups.

Engaging boys in writing and encouraging them to initiate writing for a purpose has always been a challenge with Reception-aged

children…although once our classroom had received a postcard from an alien…we were inspired and challenged to write back. Creative work was based around the same theme, dancing like an alien, making ‘space’ music with instruments and constructing our own 3D planets. The enthusiasm and motivation shown by the children extended this topic in ways that we hadn’t even expected or planned for but proved once again that following the children’s interest is the way to ‘excite’ them about their learning. We aim to see that ‘bubble-up’ enthusiasm in each and every child.

Foundation Stage children in West Drayton Primary School are so fortunate to have all-day access to the most wonderful outdoor areas. Exploration and investigation opportunities just outside the door! When so few children have access to a garden at home we believe that children should be able to choose where they learn – inside or out.

One of the true benefits of the Foundation Stage is the large number of trained and qualified support staff. Every class has a Nursery Nurse who is as important to the children as the teacher herself.

Their dedication to education, classroom presentation and the children is never overlooked and we feel so, so fortunate to have them as a permanent basis in our classrooms. Along with the Nursery Nurses we have a large number of teaching assistants specialising in developing language for those children who have started school without

speaking English, supporting some with speech and language difficulties or emotional and social challenges or just providing a little extra support in their learning. How lucky we are. Providing children with an excellent base to their learning, encouraging them to continue to add educational building blocks and to develop high self esteem is what we are aiming for in our Foundation Stage.

‘Every child is a competent learner from birth who can be resilient, capable, confident and self-assured.’

Early Years Foundation Stage


Historically, ‘integration’ was the term used in the 1980s, but this came to be seen as involving the ‘placing’ of disabled children in a mainstream setting, without providing the support they required and ‘allowing’ them to be there as long as they were able to fit into the existing systems and cultures. Thankfully, practices mature. Once the disabled child is in a mainstream setting, there should be an expectation that the school will change as a response to the contribution and participation of the child. Through careful planning and skilled application, our physically- and sensory-impaired children are flourishing.

Twelve months have passed since a once painfully timid girl, one of only two fully integrated blind children in the borough, cried through her first three weeks in nursery. She now beams a welcoming smile on hearing familiar voices, claps continually through class assemblies and willingly recites her Braille letters. This year we have promoted disability equality, ensuring interventions stretch the learner and not used as a short-term fix.

Inclusion incorporates learners with special educational needs. At West Drayton, these children are assessed and work towards individual education plans. Children with similar requirements are grouped together in smaller numbers and receive additional, specific interventions. Our children love to succeed, they desperately want to improve - we have an inclusion team of teachers who help them. Careful monitoring ensures that girls and boys, children from different countries and ethnic origin, have an equal opportunity to improve.

Social inclusion cares for children who are marginalised and feel disenfranchised. The Learning Support Unit (Our Space), an early years nurture group (Launch Pad) and Learning Mentors re-engage those who require nurture to access the curriculum. Outside agencies, such as the Hillingdon Improvement Partnership, empower parents to empower their children, helping families under stress.

Care, support, strength, flexibility, guidance, willingness surround our school…inclusion.

Richard Yates

how we work to ensure success for all childrenInclusion:

‘Inclusion’ should always be seen as a journey where no school has arrived: it involves the constant scrutiny of procedures and practices to guarantee that no groups are underachieving, being marginalised or excluded. For those responsible in facilitating children’s well being and progression, inclusion is an innate state of mind, a belief that all children should be delivered their appropriate education.

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“Poetry is the rhythmical creation of beauty in words.”Edgar Allan Poe

Music and poetry are powerful mediums to communicate thoughts and feelings. January heralded the opportunity for children to express their ideas in words and in sound. In every class children crafted their words, composed their rhythms and, in year 2, children were given opportunity to design and make their own musical instruments.

Children’s compositions were celebrated every day during assemblies where children sang, danced, performed and recited with enthusiasm.

A highlight of the week was the opportunity for children to meet Tony Mitton, a poet and author. Many children drew inspiration from his visit and were able to create their own beauty in words by composing raps.

Joy Rushton

Hey, everybody, let’s write a rap.First there’s a rhythm you’ll need to clap.Keep that rhythm and stay in time‘Cause a rap needs rhythm and a good strong rhyme.Tony Mitton

At West Drayton Primary School we want learners to be successful, confident and enjoy their learning. In order to achieve this we arrange powerful learning experiences to inspire children and broaden their horizons.

During Rap and Write Week the children were able to sit at the feet of Tony Mitton, a poet and author. Tony took the children on a literary journey as he read poems about places he had visited and people he had met. The children were given advice on how to write their own raps.

His visit motivated many children to write poetry. We hope that his inspiration will have a long-term impact as children continue to play with words for the rest of their lives.

RAP& WRITE WEEK

An audience with Tony Milton


Lunchtime clubs Over the past year a variety of lunch time clubs were organised for key stage one and key stage two. The clubs were organised to encourage sporting participation, whilst providing enjoyment of being active to develop sporting skills and knowledge in specific activities, which are not regularly played. Twenty children per year group were given the opportunity to take part. Each group was given an early lunch pass so that their lunch would be digested in time start the chosen activity. Children took part in Football, Basketball, Cricket, Volleyball, Fitness and Cross Country. The Cross Country club was organised to boost our chances in the Uxbridge and Harlington championships. The children showed great commitment to their training and were rewarded with some excellent placings. One child in particular was Christopher Nairns in year 6. He achieved the 4th place which was an excellent result for the school and Christopher was selected for the borough finals.

After-school clubsThe idea behind these clubs was to encourage and support children who have difficulty accessing clubs outside of school and children who love to be involved in sport. Some of the after-school clubs - gymnastics, martial arts, and multi-ball skills are run by outside agencies. There are clubs that are run by our staff: cricket, handball, girls’ football, athletics, circuit training, volleyball, tag rugby. The success of these clubs is due to the team effort of staff sending out letters to make sure that a member of staff is there to make sure a child goes home with their parents. We would like to thank parents for their support and welcome future help with transport as many after school clubs lead to sporting events against other schools.

Scott Taylor

After-school and lunch-time clubs 2007-2008

How many of you can say that you save regularly? Well, here at West Drayton Primary School up to 25% of our children are regular savers and together they have already saved £1000!

A government initiative ‘Every Child Matters’ encourages schools to promote economic well being in children. As a result, during the Summer term of 2006, we had the opportunity to meet with Mr. Graham Tomlin from the Credit Union bank, to discuss the prospect of starting a Savings Club at our school. We received a small amount of sponsorship to purchase resources, including games and literature that enabled teachers and children to talk about money! We had representatives from the banking industry visit every classroom in the school, in preparation for starting a Savings Club in the Autumn term.

During the Autumn term, we held a special assembly for all the children and their parents, to announce the launch of the Savings Club. Each week in assembly, the class who have had the most regular savers, receives the Money

Bear and Mr. Tomlin also awards prizes each half term to the children who have saved regularly.

The children bring the class savings folders to Mrs. Todd each Friday, where she adds up all the totals and sends the money off to the Credit Union. Our member of the Greater London Assembly, Richard Barnes, made a visit to our school when we achieved our £1000 target. We are currently working with the Credit Union, in order to promote the Savings Club in secondary schools.

Saving for the future is a valuable lesson to learn and we thank everyone for their ongoing support in helping us to improve the economic well being of children. If you wish to make an application on behalf of your child, please speak to their class teacher who will be more than happy to give you a form.

Julie Fellows and Tracy Todd

Credit Union WDPS Savings Club

Need a friend?We are not the kind of school that pretends that everything here works perfectly. Far from it. But we do make every effort to address our shortcomings. We accept, for example, that bullying occurs from time-to-time – although it is a word used far too loosely by some grown-ups – and we work very hard to talk about it, and to prepare children in how to deal with it and to prevent it. We also help those who bully others to learn from their mistakes.

We have thought hard about our playgrounds over the years, and we believe that they are pretty good compared to most others we have experienced. The fact remains, however, that the playgrounds can be quite hostile places for many children. They don’t like the size, or the number of people all together at one time. We try to reduce their worries in a number of ways, and this includes the use of teams of Playground Friends. These volunteer pupils are trained by our learning mentors to share games, or to talk to any child who may be looking for company, or be feeling low at a particular time. They wear yellow caps – when they remember to! – and can usually be seen in the playground offering ideas to others at playtime. So, if you need a friend, you know who to look out for!

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The Holiday Club and After School Club – West Drayton is operated by Once Upon a Time Day Nurseries, who have been providing quality childcare in the boroughs of Hillingdon and Hounslow since 1989. We are an inclusive setting, taking children aged from 4 to 11 years from a wide range of multicultural backgrounds as well as abilities. We can provide your child/ren with a warm, safe and stimulating environment; giving you increased flexibility and a sense of security in the knowledge that your child will be safe and happy whilst in our care.

We aim to assist your child’s development through the medium of play; by involving the children in the planning and implementation of their activities We believe that play should empower children; affirm and support their right to make choices, discover their own abilities and to play and develop at their own individual pace.

We have an open-door policy, which recognises your right as a parent/carer to talk to us with your concerns, issues or to become more involved in your child’s day at school. We welcome parental involvement and believe it enhances children’s’ sense

of security as well as boosting their self esteem. Our qualified and experienced staff are always available to offer advice and information about the Clubs.

The After School Club - open from the end of School ‘till 6:00pm.

A variety of teas are provided with plenty of fun activities to choose from. We also care for children from Heathrow Primary, Cherry Lane Primary, Harmondsworth Primary, St Catherine’s Primary and St Matthews Primary Schools during term time.

The Holiday Club - open 8:00am – 6:00pm Monday to Friday during school holidays (closed bank holidays and Christmas Eve).

Children are offered a broad variety of fun and stimulating activities with a strong emphasis on physical development through play and sports. We offer both full and part-time places. Hot nutritious meals are provided during sessions which are included in the price. Facilities include: outdoor play area; arts and crafts; construction toys and games; Playstation; DVD movies; imaginative play; quiet activities; cooking

experiences; visits/outings. The Holiday Club is open to any and all who register with us for holiday care.

We look forward to welcoming your children into our setting as well as forming a solid partnership with you to enhance your child’s play, experience and future development.

• We are Ofsted-registered and approved.• School pickups/drops; car parking;

funded children; childcare vouchers accepted.

www.onceuponatimedaynurseries.co.uk for more details.

Uzma Fray – Play ManagerTelephone 0782 818 4316 for details

Wrap-around childcare services at West Drayton Primary

Radio Stars!

Hayes FM is not my radio station of choice – but it certainly was before Christmas! They chose us to be their ‘cool school’ of the week and they interviewed children from years 3, 4, 5 and 6. Congratulations to Julia, Owen, Yasmin, Jarvis, Rohit, Alfie, Billy, Ella and Luca who represented the school magnificently and really did make the school sound ‘cool’. (When I told Billy afterwards that I had heard him on the radio, he answered, quick as a flash, ‘Something else to cross off my list of things to do before I die!’ Amazing.)

Adrian Ingham

Environmental distinction: three years in four!The Mayor of London (now the former mayor) has run for a few years a competition for London schools to show how well many of them are addressing questions of environmental improvement. We are delighted that the work to ‘green’ West Drayton Primary School has received repeated recognition in this competition.

In 2004, 2005 and 2007 we were awarded ‘distinction’. In 2006, the judges clearly decided that other schools deserved a chance!

For the 2008 competition, we have entered our work to create a garden along the nursery footpath. The transformation to this area is startling and has impressed everyone who has seen it. Will it impress the judges enough?


West Drayton Primary School’s Health and Fitness Week was another milestone in the educational calendar for the pupils of the school. The enthusiasm of the children and staff during the week’s events was exceptional. There is a sneaking suspicion that even more children were out and taking part than last year. Des, from Flex Lifestyles Health Club, sponsored our school for a second year ensuring that every child was given a bottle of water. Des also kindly sponsored our school banner, which was situated above the entrance.

We had the pleasure of Michael Fellows to open this year’s Health and Fitness Week. He is currently coaching at Reading football club in the Premiership. Michael gave an excellent speech from the heart to share with the children why it is so important to exercise regularly.

Anita Asante, from Arsenal Ladies and the England women’s football team, was on hand over several days to share her valuable experience with the children. The children were also given the opportunity to take part in the 4X4 system designed by Riako of Last Man Standing fame. The children used their water bottles as weights and completed various exercises.

Justin Dixon came along for his second year to throw Mr Alexander around in an excellent display of Judo. Yes, you guessed it: the scene was set for a re-match between Miss Howard and Mr Alexander. Unfortunately, it was not Mr Alexander’s day and he was defeated for a second time by Miss Howard executing a flying arm-lock. After much consideration Mr Alexander has decided to hang up his belt and accept defeat gracefully.

The children took part in the various sports: volleyball, fencing, hockey, basketball, cricket, football, rugby, street dance, playground games, Brazilian football, tennis and gymnastics. I would like to say a big thank you to the coaches, in particular, Anita Asante who balanced coaching and preparing for the Women’s football world cup. Michael Fellows for his support during the week and for giving the children an insight into his character. Luke Wichelow and the gang from Harlington Sports Academy, Middlesex Rugby Football Union, Kaye-Marie from Harlington Sports Partnership, Stockley Academy and Rijako for giving the female staff something to think about!

Lloyd Alexander

Health and fitness week 2007

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The transformation of the year 2 classrooms was based on the theme of ‘habitats’. In class the children learnt about the different animals and plants that belonged in the local environment. During their study they visited different areas of the school: such as the wilderness, the field and inside school, to discover which plants and animals lived where. The children were also making various objects to go in the classrooms (insects, fish, trees and pondweed) and costumes to go on themselves!

2H had made excellent pond creature hats and 2R made insect costumes using headbands and materials. The night before the room change there were many adults helping the classes transform their habitats: 2R into a forest and 2H into a pond. Both classes looked amazing.

When the children came in the next morning, their faces lit up with joy. After the children had put their costumes on it was complete and the children took on their roles as the different animals. Both classes invited the rest of the school to come and see their new classrooms and their literacy work. Each child had written an information booklet about their classroom’s habitat, and they were very keen to show them off. This was a magnificent achievement for me personally, but it was a great team effort!

Jade Robson

Ponds and forests:

What a delight to know that our school attracts visitors because it is known for its excellent displays of children’s work! What an even greater pleasure that children repeatedly mention displays when we ask them what they like about the school!

The fact is that we believe that children deserve to be surrounded by beauty: we like it as adults and we believe that children deserve the same quality of environment in which to learn. We trust that the example of respect for their own and other children’s work will stay with them in the future.

If a school shows little regard for the work its children produce, it is unlikely that the children will rise to the challenges they will always face as they grow up. If, on the other hand, they are encouraged to be proud of their achievements and to celebrate what everyone in the school does well, the recipe for success is helped enormously.

Our school benefits from having countless adults who are able to magic very special displays whenever they are needed. To walk round the school is to observe high standards and respect for children oozing from the displays on view.

We celebrate the countless successes of our marvellous pupils, and we simultaneously give thanks for the tireless efforts put in by the staff to show off the successes to good effect!

Adrian Ingham

Display for a purpose

transforming classrooms


Every day, teachers are used to visits to their classrooms by the headteacher, the deputy and other members of staff. These informal visits help us maintain a good sense of the school’s progress, and they are complemented by more formal observations which take place throughout the year.

At times, we use an approach similar to that used by Ofsted which involves detailed comment on lessons, and may involve more than one observer, including, very often, someone from outside the school, such as the Hillingdon school improvement partner, Gavin King. Three times a year he undertakes a review of the school’s progress and writes a report. In this year’s report, Mr. King said:

‘A major focus for the school recently has been to ensure that recent improvements in pupils’ achievement in writing are sustained and handwriting and presentation improves so that standards in English match those in mathematics and science.

‘There is evidence of this as soon as you enter the foyer. There is an excellent display of children’s work on, ‘The Secret Garden.’ The school is using its ‘Novel Ideas’ approach to inspire writers. For example, Year 2 created a pond and forest environment in their classes and invited others to visit. Work of a similar nature has taken place in years 3, 4 and 5. Children have also produced their own personal portfolios of writing and are very proud of these.

‘In addition, the school feedback policy has been reviewed, marking keys are on display. The marking keys develop as children progress through the school. Children assess their own work against success criteria and teachers mark against them.

‘Another focus is to ensure the quality of all teaching and learning is in line with the best. The school has found that teaching is 100% satisfactory and at least 70% is good or better. Feedback to pupils is good. Success criteria are used by children to self assess their work. Teaching assistants are used effectively. Partner talk (children discussing their work with a partner) is well used. The school is focusing on improving teaching judged as ‘satisfactory’ to ‘good’ and is focusing on specific subjects.

‘In addition to the Secret Garden work mentioned above, there has been a performance of ‘The Secret Garden’ and a whole half term of themed work. Similar themed work has taken place on, ‘Around the World in 80 Days’ and ‘Arabian Knights.’ The Qualifications and Curriculum Authority have also visited to look at creativity in the curriculum. The Headteacher states that a visiting professor of early years from Oxford Brookes University couldn’t believe the behaviour of the children.’

In a more recent series of classroom visits, the headteacher has undertaken ‘appreciative enquiry’, which is an approach to classroom observation which gives the class teacher the chance to choose the focus and share aspects of the class work which may have a distinctive and original flavour. And so it is that the head has experienced being in the jungle with nursery children, a garden centre with Year 1, the Wilderness with Year 2; he has seen children helping each other to improve their writing with ‘two stars and a wish’ in Year 2, and how they write poems and use wall displays to help with their writing in Year 3 and 6! Fascinating.

Adrian Ingham

Observing lessons

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A first year in teaching: what is it like?

Observing lessons

My first year of teaching has been one of mixed emotions. There have been many brilliant times, such as the fantastic Key Stage 1 Christmas show, the many themed weeks and classroom transformations. There have also been times when I have found things difficult, especially with the end of Key Stage 1 assessments. However, I have been supported extremely well by Rachel Howard, who has taught me a vast amount throughout the year. As well as her,

there are other members of staff who are always ready to help, no matter how big or small the problem. I never hesitate to ask for help it I need it.

The biggest highlight of my year has to the Christmas Show. I hadn’t really been involved in such an incredible thing before and I was a little apprehensive that it would turn out well. However, I work with a fantastic team in Key Stage 1, and we all

worked really hard to produce an amazing show. The children worked really hard as well, and many of the children had to learn some large amounts of lines and solo songs! As a result of the Christmas Show many children became a lot more confident and began to let their personalities shine. It is a memory that not only I will remember forever, but the children will too.

Jade Robson

My first year at West Drayton Primary School has flown by. I have thoroughly enjoyed teaching here and have been made to feel welcome and supported by all members of staff. I have been teaching year 1, which has been an exciting experience where I am always facing new challenges.

The school has been extremely supportive of my development and have sent me on several courses, one of which was about the transition between Reception and Year 1. This course inspired me to continue using the concept of ‘learning through play’ which is heavily reflected in Reception and Nursery. This helps the children develop social skills they need and practise what they have learnt. Within the classroom I have maintained a home corner, which has changed according to a main topic area, for example, a tent with torches and glowing pictures during our topic

on light and dark for science and similarly a garden centre for growing. In year 1 we have also encouraged the use of the outside area, which offers a wide range of play and educational experiences. For the first term I used the carousel process, whereby groups of children spent one lesson on each activity and moved to the next activity the following day. This allowed for focused planning, teaching and assessment.

Year 1 provides children with the opportunity to learn through careful, structured planning, teaching and play as well as helping develop their social and emotional skills through these methods. I look forward to another year at West Drayton Primary School and the challenges that await me.

Priti Vadher

I was just qualified, proud as a peacock with my degree tucked under my belt and about to embark on my chosen carer. This was my first school, I didn’t know what to expect; would the children like me, would the other staff take to me, would I fit in and become part of the team? All these things were rollicking around in my head; what about my Irish accent, did I speak too fast, would the children understand me? The night before school commenced I didn’t sleep a wink thinking of the ordeal in front of me. That morning on my way to school I couldn’t help remembering the little poem I was taught in primary: ‘There goes wee Hughie, and him not four, you could see the fright in him, as he left the door.’

However, my fears were soon alleviated as I entered the school: everyone was so helpful - it was such a welcoming environment. The children were lovely and after a while I began slowly to fit in. It was certainly no picnic at times; preparing lessons plans, leaving home early in the morning and home late at night, but it was all so worth while when I saw the progress some were making. On my birthday the little presents arrived from some of my children. This was an indicator that I was thought of with affection and was accepted. That pleased me immensely and I hope to be thought of in the same way next year. In conclusion, I think wee Hughie has gone and Miss Shortt has appeared to take on greater challenges in such a great, supportive school.

Aoife Shortt

Who would have thought that one of the best years of your life would turn out to also be one of the most demanding, stressful and emotionally draining? They say that you will never experience a more challenging year than when undergoing a PGCE (Post-Graduate Certificate in Education). As the end of my first year as a newly-qualified teacher rapidly approaches I can firmly say I disagree.

I started out at West Drayton Primary as an inexperienced but keen placement student, and after only a few days I’d been bitten by the bug! I knew this was a school and a team that I would love to become part of, so I was thrilled when I joined the staff as a Year 3 teacher.

Indeed, it has been an exhausting and eventful year - with many mistakes made and lessons learnt along the way. However, I have had such a rewarding year where my creativity has been allowed to blossom and experienced members of staff have offered an abundance of support and encouragement at all times. It has been said that while a pupil may forget what a teacher has said, he/she will never forget how a teacher has made them feel. Indeed, I won’t forget how both staff and pupils have welcomed me and made me feel valued. I am proud of what we have achieved as a team and I wait excitedly to see what the next year brings.

Eva Taggart


‘This is fun! I really like it when I learn by doing things with my hands.’

This was the exclamation of a Year 3 pupil when set the challenge of investigating how many different net shapes he could make from a cuboid. His desk was littered with Clixi and he was eagerly trying out different possibilities. His enjoyment of learning is something that all teachers try to capture and recreate every time they teach.

Why does it matter that children love learning? How do we learn? What are we trying to achieve as teachers? How do we organise our learning? These are important questions. In May 2003 the Secretary of State for Education and Skills launched the Primary Strategy with the following words:

‘Excellent teaching gives children the life chances they deserve… Enjoyment is the birthright of every child… Children learn better when they are excited and engaged – but what excites and engages them best is truly excellent teaching, which challenges them and shows them what they can do. When there is joy in what they are doing, they learn to love learning.’ 1

Since this launch the Department for Children, Schools and Families (DCSF) has been hard at work reviewing teaching and learning, publishing reports, providing teachers with renewed frameworks for literacy and mathematics and setting out a 5-Year Strategic Plan. The vision behind the reports and research is to raise standards through a rich, varied and exciting curriculum.

What has been the impact of the National Strategy on primary schools like ours?

1. It has empowered us to take control of our curriculum and be more innovative. Year 6 children have been able to live and breathe The Arabian Nights and travel Around the World in 80 days. Years, 3, 4 and 5 pupils have entered The Secret Garden and made a magic of their own. Year 2 children have recreated their own pond and woodland areas. Reception children have been launched into space. And so we could go on describing the many learning experiences created in the past year.

2. We have been able to trial a new approach to teacher assessment at Key Stage1where tests underpin teacher assessment. Teachers have met together to talk about learning, assessment and planning.

3. We have been encouraged to network with other schools and share good practice. It is common place for visitors to come to our school to find out about our curriculum. Members of staff frequently accept invitations to provide training at other schools too. Partnerships with parents have been strengthened and wider links with the community made.

4. We have introduced the Primary Frameworks for literacy and mathematics. These documents offer support with planning so that learning is systematic, providing real experiences and opportunities to develop key skills such as problem-solving and reasoning.

The vision is for excellent teaching, enjoyment, excitement and engagement. All these can be found in the corridors of West Drayton Primary School. But the vision is an ever unfolding one. What lies in the future? Douglas Adams said, ‘the best way to predict the future is to build it.’ At West Drayton Primary School we are involved in building our future so that all members of the school community experience the joy of learning. The Qualifications and Curriculum Authority are currently reviewing the curriculum. We will continue to shape our curriculum to ensure that we produce successful learners, confident individuals and responsible citizens. Personalised learning opportunities will be created so that every child receives an education ‘that gives them strength in the basics, stretches their aspirations and builds their life chances.’2 Building on the successes of Key Stage 1 teacher assessment, we will introduce a similar approach in Key Stage 2. There is still a great deal to be done and we continue to build the future knowing that:

‘Children love learning and are extremely good at it.’3

Joy Rushton

1 Charles Clarke, launch of Excellence and Enjoyment – A Strategy for Primary Schools, May 2003

2 Leading on Intervention, The National Strategies Primary, presentation on personalisation, 2006

3 How Children Learn, John Holt, 1967, page 297

Joy and learning to love learning: A National Strategy for Primary Schools

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Next steps for thewildernessThe wilderness has now matured into a highly productive area teeming with wildlife. Our ponds have become well established and are full of fascinating creatures. Reception took some of our frogspawn into class to watch the tadpoles develop. We did lose many tadpoles through frost but this hasn’t impacted too heavily on the ponds. Newts, damselflies, larvae, water mites, water boatmen and pond skaters also reside there.

During our planting day in February, six children from each year group spent time organising their boxes. The borders contain a variety of onions, potatoes, beans and flowering bulbs. There’s also a hazelnut plant, parsley, lettuce and ‘love in the mist’ thriving in the boxes.

Next for the Wilderness is the removal of the Japanese Knotweed - although it was treated many years ago, this virulent weed has survived. Once removed, a large area of land could be cultivated. We have therefore employed a specialist to eliminate it.

The final project for this year is to build an outdoor classroom – this will enable children to continue their work outside, even when the weather is poor. The building will be a large wooden structure capable of housing a complete class. It will have a watertight roof, sliding doors and a guttering system to collect rainwater.

Mr. Penrose spent many hours working in the wilderness with groups of children.

When he retired he left the school a generous donation to spend on the area. The children were asked to make suggestions as to how they would like to spend the money. A Year 1 pupil suggested planting blueberries along the fence, five plants are now in place thanks to the children attending Our Space. They did a fantastic job of planting them and they are planning to check on them regularly. The suggestion by a Year 3 class to have an archway with pretty climbing plants was also chosen. There is a now a new archway as you enter the Wilderness housing passionflower, Honeysuckle and Clematis. We hope that Mr. Penrose will be back to see our purchases soon.

Rachel Howard


For primary school teachers, one of the greatest times of the year is the moment that children return after the summer holidays full of the fun of the previous weeks, dressed in their best school clothes, and eager, for the time being at least, to learn anything we have to offer. It is a time when we welcome back all children to our school, and we hope fervently that the previous few weeks have, indeed, been fun-filled.

For many of us in the school community, the return in September 2007 was accompanied by very mixed emotions, for it had not been the summer of sun and dreams we might have hoped for. August brought tragedy to our midst when the son of Mr. Richard Daniels died very unexpectedly. Jacob was just two and a half years of age and had carried, undetected since birth, a problem to his diaphragm. The unrevealed problem became life-threatening very suddenly and this gorgeous boy was unable to be saved.

Those who ever had the privilege of seeing Richard Daniels with Jacob will have seen the pure joy that parenthood can bring. They will recall the look on Richard’s face to see his son beaming his unique smile and dragging his willing father to do whatever he wanted him to do.

I have seen hundreds of father-son relationships over my time in schools and rarely have I seen such a natural

relationship as that shared by Richard and Jacob. Fatherhood, like so many other fine human attributes, came very naturally to Richard.

My memory is seared with images of the two – not forgetting Helen, Jacob’s mother and Megan, Jacob’s beautiful younger sister – and we are able to rejoice at least in the knowledge that Jacob’s cruelly short life was lived in an atmosphere of undiluted love.

Richard and Helen achieved the near-impossible in the funeral service for Jacob when they embraced the shock and agony of his loss with a determination to remember him with a smile on their lips.

Our admiration for this extraordinary couple rose to unequalled heights as we heard their words of love for their son. Hearts broken, but determined to rejoice in unending love for their blond boy…

The following weeks and months for Helen and Richard Daniels were to be unreal in many, many ways. They knew that our affection, our understanding and our willingness to help would be undimmed in those potentially dark times. They knew, too, that the warmth of the whole school community – wonderfully expressed in the attendance of over forty staff and governors at the funeral – would continue to be alongside them in the long days ahead.

Childhood is more than a preparation for adulthood. Every day that our children live brings new experiences and discoveries, new wonders to behold, and as we stand before them now, with Jacob’s image still strong in the memory, we remain resolutely determined to make these days of childhood very special indeed, and to cherish the special moments we share, because they are too few, they end too soon. Far too soon.

Our celebration of school success this year is tempered by the shadow that this unbearably tragic event will continue to cast for a very long time.

Adrian Ingham

Courage born of tragedy

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Packham trophy

(Featuring…Christopher Nairns, Erick Jupp, Sam Pergusey, Kane McGinty, Ihor Stepchuk, Tyler Sanis, Steven Stavers)

A crisp Saturday morning, the aroma of strong coffee from the urn, nets being attached to the goal frame, expectant parents, official-looking officials, excited children, teachers discussing final tactics. The scene was set for the annual Packham 5-a-side tournament, this year held at Colham Manor Primary.

It was a slow start, with one win, one draw and one loss from the three league matches, West Drayton weren’t ‘setting the pace’ in the competition! The team limped through to the knockout stage. Confidence then grew, shoulders broadened, results followed – we progressed through the quarter final into the semi finals with increasing ease. West Drayton was now a team who believed they could win the tournament.

West Drayton dominated the semi final yet were unable to score - blocked by a defensive sliding tackle, thwarted by a wonder save or frustrated by their own inaccuracy. The game would be decided by a ‘golden goal’...the first team to score would progress through to the final. With seconds remaining, a penalty was conceded and converted – a most unfortunate ending.

Weekend football tournaments, one example of additional activities offered by West Drayton, are remembered and recalled well beyond the children’s transition into secondary school. They complement the academic.

Richard Yates


‘A book is a garden carried in the pocket’ Arabian Proverb

The tale of Sheherazade and her epic battle to save her life entranced and enthralled the whole of Year 6 during the second half of the autumn term 2007. The idea behind using this particular text was because the book is a series of short stories, filled with both familiar and unfamiliar stories. We always aim to involve every child in what we do but we particularly wanted to get the boys excited about literature; the tales are filled with battles, twists and turns at every corner and adventures.

We read the tale of Sinbad the Sailor; The Jinnee and the Lamp (Aladdin); Ali Baba and the Forty Thieves and The Fisherman and the Jinnee. Each story appealed to different children in a number of ways and they all managed to fill a whole A4 sized writing book in 5 weeks! They made pots

to sell goods in at an Arabian Bazaar; drew and painted fish, for The Fisherman and the Jinnee story; made and decorated jewelled boxes, candles and glass bowls, to raise funds for School Journey. They were totally immersed in what they were doing.

The Year 6 classrooms began to evolve daily, transforming gradually at first, filled with all of the children’s hard work and then, as if by magic, overnight, all of the adults worked together to transform the whole space, for a two-day Arabian extravaganza. Aromas of scented candles filled the room; jewels and baubles hanging down from the ceilings; rich coloured fabrics adorned the walls; music and dancing echoing around everywhere; children hailing passers by to purchase their goods; Sheherazade telling her stories to the Caliph; the Fisherman could be seen in his boat telling his tale and Ali Baba and his men, hiding their jewels in a hidden cave.

Over two days, Year 6 worked exceptionally hard to create a wonderful environment for the rest of the school to come and visit. Each of the children and the adults too, were adorned in the most wonderful costumes. They were absolutely thrilled, to see children from the nursery visiting their rooms. To see the children feeling so proud of all of their hard work was pure delight! It is an experience that none of us will ever forget, I am sure!

An old Arabian Proverb reminds us ‘Every day of your life is a page of your history’. What a page! What history!

Julie Fellows, Richard Daniels, Tracy Todd, Gaynor Pereira,

Vanessa Pergusey, Mrs Bennett

One Thousand and One Arabian Nights

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Around the world in 80 days

Coming back to school after the excitement of the Christmas holidays can sometimes prove difficult for children – unless, that is, they have an adventure to go on. That is exactly what the Year Sixes did this January – they participated in an adventure: a trip around the world with Philias Fogg and his servant, Passepartout.

The children’s journey began with the daily reading and analysis of the classic text by Jules Verne. Along the way children learnt, not only the story, but used the internet to locate and study many of the localities on Mr Fogg’s route. They also researched modes of transport that were used during that era (including riding elephants!).

The novel inspired many forms of writing – from diary entries from the perspective of some of the main characters, to the creation of passports containing the characters physical descriptions, to letters from the characters describing their adventure. Other curriculum

links were also made, such as: the RE study of Hinduism that tied in with the characters’ travels across India; in art, collage elephants were made, and in DT, papier-mâché hot-air balloons created.

By the time they had finished reading the novel they were very familiar with, not only the storyline, but also the personalities of the various characters and this all culminated with the children giving an extremely high-quality performance of the story to the rest of the school.

Phileas Fogg achieved his goal of travelling around the world through thorough planning, determination and his optimistic approach towards life. The Year 6 staff have worked hard at instilling these qualities in the children this year and these will hopefully allow the children to achieve many of their goals in life.

Richard Daniels


The early years of a child’s life are ones of rapid growth and development. In Reception, we recognise and value individuality and are committed to building on what children already know and can do prior to attending full time education with us. Our dedicated team of staff offer a broad and balanced Foundation Stage curriculum which fosters their intellectual, emotional, physical, spiritual, moral and social development. This curriculum underpins all future learning by supporting, nurturing and promoting the child’s development in all six areas of learning:

• Personal,socialandemotionaldevelopment• Mathematicaldevelopment• Communications,languageandliteracy• Physicaldevelopment• Creativedevelopment• Knowledgeandunderstandingoftheworld

We recognise that children learn in different ways and plan activities with the child’s development in mind. Children benefit from a stimulating and exciting indoor and outdoor area where they can learn through a healthy mix of free play and planned activities.

By the end of Reception, we want children to become confident and enthusiastic learners, able to develop skills, attitudes and understanding appropriate to their stage of development, whilst preparing them for a smooth transition into Key Stage 1.

When asked ‘Why is our reception class special and why do you like it?’ here are some of the children’s responses:Nicola: ‘It’s pretty’Chloe: ‘We get to put lots of our work up on the wall’Joshua: ‘We have grown up’Jennifer: ‘We get new friends’Ryan: ‘It’s sparkly and it looks like the fairies have been when we tidy up!’

Gayle Hughes

What is special about Reception?

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Displays have been a forte of ours for a long time at West Drayton Primary School and it is the high standards and often stunning visual displays in the entrance hall and corridors that people comment on when visiting our school.

As a staff we believe that all children should have the opportunity to have their work displayed properly as it raises self esteem and gives children great pride in the work they have put so much effort into.

It was for this reason that myself and the Creativity team decided to set up an Art Gallery during the last two weeks of May. Teachers were asked to choose two children from each class who they thought had produced a particularly outstanding piece of art work that term.

And what wonderful work we saw! From collages and models of fire engines in the Nursery to abstract pieces from Year 6 depicting how the children felt a week before taking their SATS tests. The range was wide and the quality was high and the pride on those children’s faces was evident as they dragged their parents down to the entrance hall to have a look at THEIR very own work in West Drayton’s very own Art Gallery.

We plan to set up the Gallery again in six months’ time when a set of different children’s art work will be displayed for everyone to see.

And who knows – one of these budding artists might have their work on show in a more famous Art Gallery one day.

Remember, you saw their work here first!

Louise Martin

From the West Drayton art gallery to Tate Modern?


Our recent Healthy Eating Week was a tremendous success and we are grateful to the teachers, and staff from DS Catering who organised the week. Children in class had the chance to meet head cook, Kelly, and learn more about unusual fruits and vegetables, and there was a brilliant food tasting opportunity in the school gym. Particular thanks go to Lloyd Alexander for his time and effort to make the week a success – and for dragging so many parents in from the playground to taste food! Lloyd has also worked very hard indeed to ensure that the school gains in every way it can from opportunities in the world of school sport. His work has resulted in the award for the Active Mark. Well done!

Keeping healthy

The promotion of healthy eating amongst school children has been a government priority as a means of combating childhood obesity so that our children lead long and healthy lives. Our catering staff have ensured that the school provides healthy food options, with extra salad and water to accompany meals.

There has been a recent ‘Healthy Eating Week’ to promote awareness in school of the benefits of a healthy diet. There were healthy options workshops and we have also made it a priority to focus on the need to provide a balanced meal within a packed lunch. It is a real challenge to discourage children from asking parents to provide crisps, fizzy drinks and sweets but we seem to be winning the battle, with parental support!

Carole Norquoy

Healthy Eating

One subject that has become a major government priority is the health of the nation. As with most things, schools are seen as the key instrument in changing things. A national policy called ‘Every Child Matters’ has been developed and has significant importance.

As a school, we recognise and adhere to the agenda for our children to ‘stay safe; be healthy; enjoy and achieve; make a positive contribution and to develop their economic wellbeing’. It is an agenda that covers almost everything we do.

School were encouraged to seek the status of ‘healthy schools’ and we were not slow in setting about providing evidence that West Drayton Primary was entitled to the accreditation – and not just at the basic level, but in the ‘excellence’ category. A staff working group started on the lengthy road to accreditation by providing evidence of all the work being undertaken on these issues within school.

The award covered different areas:, Emotional Health and Wellbeing; Healthy Eating; Physical Activity; and Physical Education. To gain the excellence category of award in each area we provided mounds of evidence.

For Emotional Health and Wellbeing we showed how we identify vulnerable individuals and groups and establish appropriate strategies to support them and their families. There was evidence of clear leadership to manage a positive environment which enhanced the emotional health and well-being in school and there were clear, planned curriculum opportunities for pupils to understand and explore their

feelings. We have excellent pastoral support systems in place, equal opportunities are a priority and diversity is celebrated. We have clear and effective policies on bullying and building confidence and self esteem is a priority.

Our approach to Healthy Eating was recognised as excelling. Our catering staff are trained and aware of the required nutrition standards and the health and fitness week re-inforced this for the children. The parents, staff and children were involved in ensuring that the whole school food policy is effective and relevant and the eating environment encourages the positive social interaction of the pupils. The menus are varied and offer healthy choices.

We have a rich and varied programme of Physical Education which, thanks to the enthusiasm of so many members of staff, offers a high quality curriculum during the day.

Physical Activity refers to opportunities for all pupils to participate in a broad range of extra-curricular activities that promote physical activity. Few schools can have as many after-school clubs as we have and this category almost wrote itself.

Having achieved ‘excellence’ in terms of the Environment category three years ago, we were proud that we achieved equal success in all the other categories.

Now it is official: we are an excellent, healthy school! (But we have to re-new the exercise in 2009!)

Carole Norquoy

Healthy School Status

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In our quest to give the children in our school a range of new experiences, the school was invaded by enthusiasm, participation and fun, (and that was just the staff). The Skip2Bfit road show, which is sponsored by Sainsbury’s, was here to show how skipping can be fun and a great form of exercise. The children from Reception to Year Six took part in skipping workshops throughout the day. The aim was to show the children how to skip and how to use a skipping rope with a counter meter.

In each workshop the children were given a small box of blueberries. John explained nutritional value and how using the box more than once would help the environment. Also during each workshop, children and staff took part in a Skip2Bfit challenge. This culminated in a skip-off between the child with the most skips and the staff member with the most skips. The winner of the skip-off was a child in Year Five.

It was brilliant to see so many children and staff enjoying themselves and keeping fit. Skipping ropes were on sale and children bought ropes to use during lunch and playtimes.

A comment from the Skip2Bfit organiser, (whose name was John), “This is a great school, the children and staff were brilliant. Everyone took part and I have really enjoyed being here.”

Lloyd Alexander

Skip2BfitWest Drayton Primary School Annual Parents’ Report 2008 25

This year netball has been a great success! Approximately 30 children regularly attended the netball sessions - half of which are boys – and throughout the year, for many reasons, we have recruited many ‘stars’ who have saved the day! West Drayton Primary has two netball teams, a ‘girls only’ team and a mixed team. In the league, the girls team finished second and the mixed team finished in the middle of the table.

As well as playing in the leagues, the West Drayton Primary School netball teams have participated in three rallies, two at Swakeleys School and the other at Ruislip Gardens. In the mixed rally, the team unfortunately didn’t get past the qualifying round. However, the girls team did get through to the quarter finals coming second in their group. In the boys’ rally, the team also go through to the

quarter finals after winning their group. Unfortunately, they also lost by one net scored in extra time. All of the rallies were thoroughly enjoyable and we were grateful for the lovely weather this year!

During netball sessions it is nice for us to work with children we don’t normally get to work with. It is also nice to see such committed children. A number of children rarely miss training sessions and some can often be seen practising their skills at lunchtime!

Jade Robson and Eva Taggart

Netball 2007-2008

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We have done remarkably well in borough-wide speaking and listening competitions over recent years. Charlie Lever and Nathan Humphries both distinguished themselves when they were in Year 2. This year, we were represented in the competition for Year 3 and 4 by Sanjeev Devarajan. The finals took place in the Council Chamber of Uxbridge Civic Centre.

There were ten children in the final and Sanjeev took ‘music’ as his subject. His presentation had been worked on very hard with his class teacher Kim Hague, but was still beautifully spontaneous in his lively presentation. The great news is that the three judges gave Sanjeev first prize! A wonderful achievement for Sanjeev, and a tribute to Miss Hague’s (and Mrs. Devarajan’s) unflagging efforts to help him succeed.

*****

Hello! My name is Sanjeev and I like music and specifically piano. I am a bit good at it, but I am still only on Grade 2 in the Associated Board of the Royal Schools of Music. I really like playing it in front of everybody, but didn’t expect this to happen: I got picked for the speaking and listening competition, which was organised across schools in the Hillingdon Borough.

Miss Hague and I choose MUSIC as my topic. I really like music and did you know that, the famous composer of music Beethoven was deaf!! He composed a number of world-famous pieces. I always feel that the music is everywhere, like when there is heavy rain, the drops sound like drums.

I was really excited and a bit scared initially in the first round, but successfully got to the second round. When I did my act, my mum and Miss Hague were really scared. I was too!!!. When they said the five who made it to the final, they told my name last, so I thought I was really lucky.

In the finals, I was the last presenter and the situation was very tense. Every presenter was good and the competition was very close and challenging. When the judges announced the winner, I was very happy to be named as the First Prize winner!!!.

I won a medal and two trophies (one for me and one for the school). But I could never have won it without Miss Hague, my mum and full support from the school.

Sanjeev Devarajan

Sanjeev: speaker extraordinaire!


Context‘The atmosphere of excitement and enthusiasm is tangible from the moment one walks in the door.’ OfSTED 2007.

‘Sumptuous’ isn’t usually the first word that springs to mind when visiting a school, but ‘sumptuous’, ‘plush’ and indeed ‘spectacular’ did come to mind when I visited West Drayton on a rainy, dark December afternoon recently. West Drayton is a larger than average urban, multi-ethnic primary school situated in a large estate of mixed housing in an area of high deprivation. The proportion of pupils eligible for free school meals and those with learning difficulties and disabilities is higher than that found nationally. The percentage from ethnic minority groups and those whose first language is not English has increased over the last few years and is very high. The school was in special measures in the late 1990s but was recently named as one of the most successful schools in OfSTED’s outstanding providers list being rated outstanding overall and in almost all areas. This statement stands out in that report.

‘The outstandingly rich curriculum is one of the main reasons why pupils do so well academically and personally.’

What is the School Trying to Achieve?

The school’s motto reads ‘From self-confidence to achievement’ and there is a tangible and shared belief that every child at West Drayton is capable of achieving and succeeding. ‘I start with the belief that they are all going to be able to do it’ said one teacher and it appears, sometimes against the odds, that this is exactly what happens. The headteacher is committed to sending confident children to secondary school who want to learn and this is a vision that is shared by all. The school has focused on raising standards by engaging children more in their learning and by developing a range of skills that underpin it.

How has the school organised learning? I met with one of the Year 6 teachers who has additional responsibilities for creativity, a sign of the emphasis the school places on innovation. The class was coming to the end of a 4 week block of work on Arabian Nights which had led to a transformation of the classroom that we spoke in. The block’s main focus was literacy but incorporated art, RE, PE and dance, DT, maths, music and IT.

Several years ago the school had taken the decision to go back to the National Curriculum and refocus on key skills. Linking these with some of the cognitive and learning skills from Excellence and Enjoyment including Social and Emotional Aspects of Learning, the school then gave teachers the freedom to create their own schemes of work. The school has a vision for improving writing across the school and books play a large role throughout Key Stage 1 and 2. Every year, each year group studies 3 books in depth and in each case, this leads to a particular outcome, the first to a change of environment, the second to an assembly and the final one to a production, stunning photographs of which decorate the school.

‘Anyone for Croquet?’

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The block that I had the privilege of observing had led to a ‘change of environment’ which the Year 6 children had proudly shown to the rest of the school that morning. Both classes had displayed the results of the previous weeks work by creating an abundant Bedouin tent (developed as the block of work progressed.) that took over the entire learning space. Children were in costume and spoke enthusiastically about their studies whilst the teacher spoke of the importance of valuing their work. ‘The children have created all the elements but the staff create that little bit of magic’

Planning was extremely detailed. The teacher explained that as many areas as possible were taught through the theme but stand alone lessons also existed to ensure full coverage of the curriculum.

I met C, a child who had previously only managed 30% attendance rates as he lay on a lavish bed being fanned by another child. ‘C is one of the children you want to get to’ said the teacher ‘but working this way excites the children, they want to be challenged and this way is fully inclusive.’ The teacher also emphasised the fact that the inclusive environment extended to staff as well allowing non teaching staff to play an active role. This was important, the teacher stressed, as people were seen to be contributing thus creating aspirations for all.

Previous terms had seen children studying Scrouge, Charlie and the Chocolate Factory, Midsummer Night’s Dream and Alice in Wonderland. This final book had resulted in a performance given to parents at the end of term. On leaving the school afterwards, the staff were surprised to find parents still playing croquet on the grass outside the school – another example of the positive way the local community supports the schools and, importantly, enjoys its work.

Learning also extends into the many opportunities for learning children have outside the school day including wide ranging clubs such as Entrepreneurs Club. The school makes excellent use of visits and visitors, making learning experiences real and further engaging pupils interest.

What impact has this approach had on learning?

Many children start their school life at West Drayton below average in terms of attainment. By the time they leave they have made, in OfSTED’s words, ‘outstanding progress in developing their personal skills, particularly their confidence and willingness to try things out, which helps them achieve so well.’ Standards have risen sharply over the last decade from a very low base until this year, mathematics results for level 5 fell in the top 5% nationally and West Drayton had a value added score of 101.9. Attendance, at one stage deemed unsatisfactory, has improved to almost national levels. The journey from special measures to outstanding cannot be underestimated.

What do you think makes this school special?

This school is passionate about the children and their entitlement to success. The headteacher’s commitment to every child succeeding is evident throughout the building and in everything he does. Staff speak of being encouraged to take risks, they want to make a difference and the headteacher enables this to happen. A great emphasis is placed on the children enjoying learning and the richness of the curriculum offered is stimulating and exciting.

Next Steps

At the moment the approach to learning described above is used in many of the classrooms. From September, the school has adopted the approach throughout the school using the expertise of some teachers to support others.

Susan DouglasLeadership Adviser, Schools, British Council


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Christmas this year took Key Stage 1 on a wonderful adventure to the Antarctic where

they met some inspirational characters. There were beautiful fish, an enormous blue whale,

dancing icicles and snowflakes with a cheeky snow fox and seven extremely entertaining penguins!

Prior to the show, the children had the opportunity to get to know the characters during their literacy lessons. This

story inspired wonderful written work including character profiles, letters and invitations. The children also enjoyed

drawing pictures for the performance programme.

The children became very fond of the different characters and could be found acting out the different parts in the playground. Goggles,

one of the seven penguins, was a favourite – this role was brilliantly performed by Marie Cullen in 2R. She learnt her lines and actions very

quickly and was able to sing her solos with confidence. Each of the seven little penguins adeptly took to their role and shone.

The talent on stage was astounding. Every Key Stage 1 child had opportunity to appear on stage. Having such different personalities on the same stage only

added to the entertainment.

The Year 2 costumes were designed and organised by Miss Robson and the children couldn’t wait to wear them. In Year 1 the teachers and assistants

worked tirelessly to ensure excellence, every last detail carefully planned from the intricate face painting to superb dance routines.

Rachel Howard

Seven Little Penguins


I’ve only been at West Drayton a couple of months but I’ve really noticed a big difference in my attitude towards learning; I think it’s because the teachers make learning fun. I have also made many friends of all ages: the other thing that I liked was how relaxed SATs were - that really helped me.Jessica Malcolm 6D

The first reason this school is so special is because all the great friends I have made along my huge journey through primary school. I have overcome many obstacles and I couldn’t have done it without all my friends and all the great support from all the teachers - especially Mrs Pereira: she never gives up on anyone and without her I wouldn’t be so good at sketching. Charlie Walker 6D

I enjoy the school plays because there are many adventures that take place on the stage and what makes it so special is that you feel like all the people in the world are watching you and also cheering you on - most of all you feel special. The teachers are very kind and helpful trying to make the children more creative in their lives; the wilderness is so lovely with all the trees, flowers and the ponds created by one of the wonderful teachers.Hazel Murape

I really love West Drayton for many reasons, but the most special things are the loving teachers and the things they have provided us with.

When I was in year 4 (Miss Hague’s class) I didn’t think I was good at maths, but Miss Hague told me to never give up and to keep trying and that I would gain confidence and believe that I can do it - I have over the last two years and now I find I’m better at maths than I was.

The second most loving thing is what the teachers provide for us. Mr. Alexander provides us with amazing sport activities from out of school and people come in to help us with that. Miss Howard provided us with a lovely wilderness with lots of wildlife and amazing sites.

But I still love my school and place here at West Drayton Primary School.Emma Howard 6D

I find West Drayton Primary special because the old computers were old and slow and now we’ve got brand new ones that are brilliant.

The Isle of Wight was a brilliant experience after the SATs. it was the best! And when I go to Year 7 I am going to miss this school and I can’t wait until the Year 6 production.

And some people say SATs are scary but at West Drayton they are fun! It is the way they just make it ready because of the mock SATs are practice so the normal SATs feel like mock SATs .Sam Webb

Our assemblies are special because the whole class gets to take part and they are really nice. Ramneek Kang

Our school is special because people care about us. Sevilay Dinc

Because we learn more now than in the olden days. Ravideep Soni

Our school is special because I like learning maths. Sameer Aziz

We have Golden Time because we’ve been good. Drew Reed

We learn to be clever. Daniel Agius

There are lots of books. I like reading Kelise Parr

My mum can see the assembly and take pictures of me and my friendsBoris Spirov

Because we draw plants in our diaries as they grow.Hayden McQueen

Because there are monkey bars in the little playground. Jay Wiggins

I have lots of friends outside that I can play with. Yan Mazur

Our home corner is fun and I like playing there. Chloe O’Neill

The class does puppet shows and it is so fun!Robert Marshall

The classrooms are superb! Miss Robson and Mrs Naseem have worked hard to make Zebras classroom brilliant. Did you know that our shows are fantastic shows? I liked the Seven Little Penguins show because I was one of the main characters and I supported Marie because she was the main character. My friends are really nice to me and I appreciate that. In the playground I always play with my friends.Nicole Delderfield 2R

Through the eyes of the children…

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There are wonderful playgrounds! We play lots of games and have fun. The classrooms are great and have wonderful reading corners and computers in each classroom. Every Friday we have Golden Time and choose to do different activities. I always enjoy Golden Time because it is fun.Farhana Motlib 2R

I like colouring when it is wet play time. Also the displays are colourfull. My favourite one is let’s go to the sea side. I think the two head masters are brilliant because they are very friendly. We have made tie dye T-Shirts with great patterns on them. It was fun making them would like to come to our school?Mitchell Reynolds 2R

West Drayton Primary School is so special because the classrooms are superb! Miss Robson and Mrs Naseem have worked hard to make Zebras classroom brilliant. Did you know that our shows are fantastic shows? I liked the Seven Little Penguins show because I was one of the main characters and I supported Marie because she was the main character. My friends are really nice to me and I appreciate that. In the playground I always play with my friends.Nicole Delderfield 2R

West Drayton Primary School is so special because the teachers appreciate the children a lot. I think the teachers have tried hard to make the school look nice and I really appreciate it. The teachers put themselves out to make the children happy. I like the way the teachers look after us. I think the teachers are very kind.Rianna White 1B

For three or four years we have had a close relationship with Hillingdon Adult Education Service and have held weekly courses in the school building. The most frequent courses have been designed to help parents and children work together on aspects of mathematics or English. To see parents and children working closely together is very satisfying and the benefits are obvious to see.

We also hold sessions which are designed to help parents to brush up on their personal knowledge of English or mathematics. Many parents have even sat tests to gain qualifications as a result of attending the courses.

The sessions are always fun, and designed to raise the self-confidence of parents as much as children. Keep an eye out for the next round of lessons. You won’t regret it!

Keeping up with the children and family learning


‘Friendship, belief in oneself and the power of nature come together to make magic in the Secret Garden.’

These words appear in the blurb of one edition of The Secret Garden. Following the Spring Show, the words could be rewritten to say, ‘friendship, belief in oneself and the power of nature come together to make magic at West Drayton Primary School.’

For five weeks the children in years 3, 4 and 5 had studied the book in a cross-curricular way. In science children had examined habitats and how plants grow. They had drawn plants, animals and created secret gardens in art and design. Friendship and self-belief had been discussed in PSHE lessons. RE had provided opportunities to study Easter, seasonal change and life cycles. Music and drama were the threads that brought all the learning together as children and teachers created their own production of the story. Reading The Secret Garden provided an opportunity for staff to implement ideas from the Primary Framework for Literacy where active approaches to reading were exemplified. As a result, children created their own reading journals incorporating diary entries, character studies, art work and stories. Children were also able to share their learning at home as they were encouraged to read the book with family members. In Year 3, 89% of children reported that they had read the book for homework.

The Secret Garden project was a magical experience. In children’s evaluations the majority of children reported that they had enjoyed reading the book. Highlights of the project included: singing, dancing, acting, dressing up, wearing face paint, writing poems and diary entries, watching the DVD and art work. Many children also commented on the story itself. They identified with the main characters and were intrigued by the mysteries described by the author.

Not only was The Secret Garden a magical experience it also became a magical place as the entrance hall was transformed with examples of writing and artwork. Every available space was taken up in celebration of children’s achievements.

The show itself was a great success. The final words belong to the literacy adviser for Hillingdon who said,

‘I was completely blown away by the performance of year 3, 4, 5: the professionalism of the children, the obvious attention to detail of every aspect of presentation and the enthusiastic involvement of the audience.’

Joy Rushton

Making Magic in ‘The Secret Garden’

34

Making Magic in ‘The Secret Garden’


West Drayton is what every primary school should be; a safe, stimulating and exciting place for each child to learn and achieve their potential, while equipping them all with a lifetime of positive memories and the confidence to meet the challenges of the future.Angela Doherty, manager of Hillingdon Improvement Partnership

Both I and my Deputy recently visited West Drayton Primary School on separate occasions. We both came away feeling that West Drayton is the school we want to aspire to at Leamore. Adrian and his team have created something very special. I have worked in, and visited some very good schools but have seen nothing as wonderful as West Drayton. It must be a joy to be a child there and pleasure to work in. The infrastructure of the school is amazing. The learning environment is rich, colourful, diverse and interactive. The displays were works of art. It is the model school.

The very creative curriculum is exciting, enjoyable and geared to children’s needs and because of this West Drayton children succeed. During my visit the children seemed to be thoroughly engaged and enjoying the work they were doing. I was so impressed by what I saw that I have put on our Ofsted Self-Evaluation Form as a key priority that we aim to develop a similar creative curriculum based on the West Drayton model. I cannot believe there is a better primary school in England. It is genuinely inspirational.David Brownsword, headteacher, Leamore Primary School, Walsall

The thing that stands West Drayton Primary out from the crowd for me is the atmosphere as you walk into and around the school. Everything has a sense of organisation and purpose. You can see on the walls and feel from the children and staff, the positive foundations that underpin the school. It is not better by accident but by design.Ian Jones, Hillingdon Improvement Partnership

Mark Twain said that he never let his school interfere with his education; I believe neither did West Drayton Primary School through ‘those years’ (when the school was in some difficulties). It carried on taking its young charges on a valiant journey of discovery while itself recovering and gaining strength. The teachers imparted that quality of education that belied the status of their institution. My children and I owe a debt of gratitude to West Drayton Primary school.

Now, my youngest is about to fly the warm, safe and nurturing nest of West Drayton Primary school. I believe that the colossal building of my children’s present and future achievements are and will be the result of the solid foundation laid down by the teachers at West Drayton Primary school. Grateful is a small word; I offer my most sincere best wishes and prayers to this great school.

West Drayton Primary has proved that ‘greatness’ like happiness must not be a destination but the journey itself. With much love…Uzma Fray, Parent and school governor

West Drayton never fails to inspire - the school has an ambition to do the best for its pupils and they seem to respond in kind, whether by staging a full scale moon landing in a classroom, performing a thrilling Midsummer Night’s Dream or simply by being unfailingly polite when you meet them in the corridor. But the high spot of many years of visits to the school still has to be arriving to meet the head in his gorilla outfit, about to do yet another school assembly that the children will probably remember for the rest of their lives.Simon Foxell, school architect

All the classrooms are so vibrant and exciting. The children were asking and answering lots of questions. We have visited eight schools before coming to West Drayton and this is the most impressive we have seen!Singapore visitors‘We are the parts of the body Every person belongingAll of us just as the important as the other one.’

Our school is a special place because the beliefs and values about people are worked out in practice. Every effort is made to include every child, find engaging ways to help them learn and nurture them to fulfil their full potential. The same is true for all the other members of the school community.Joy Rushton, teacher governor

I’m completely and utterly enchanted by your beautiful school and all the people in it, little and big, who make it such a special place…passionate, courageous and ingenious. Be very proud and get lots of joy, because you all deserve it.Avril Newman, headteacher, Sir William Burrough School, Tower Hamlets

This visit has given us the best in-service training we have ever had (in twenty years). We have always been committed to high quality, but this has been a leap in expectations.Deputy headteacher, Darryl Primary School, Richmond

Education at West Drayton Primary School has a vibrancy that is rare in primary schools today. Children are confident and independent learners, creativity – both of adults and children – flourishes, and learning is purposeful and irresistible.Julie Fisher, early years adviser, Oxford

Why do adults say this is a very special school indeed?

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Truly inspirational - and not just the stunning environment! What really struck me was the happy, hard- working atmosphere. What a great combination of talented staff and motivated children!John Ayres, headteacher Grangewood Special School

It was truly inspirational to see the excitement of both pupils and staff in developing the children’s love of learning. The sense of purpose and belief in the children’s ability to achieve at such a high level is extraordinary!Helen Anastasi, assistant headteacher, Wood End Primary Schoool

When I spoke after the carols I was being quite sincere that these were the best behaved and the finest singing pupils we have ever had on one of our developments and are a credit to your school.Ian Dobie, managing director of St. George

As a new governor, I am delighted to be associated with a school which delivers excellent teaching and encourages children to maximise their potential and opportunities in an environment which is visually stimulating and demonstrates the artistic and imaginative work of the children.Janice Morrison, school governor

Thank you for an inspiring and uplifting visit. I came away knowing that respect for one another is at the heart of West Drayton School – and a great self-belief by all, pupils and adults. The eagerness to learn was almost tangible. An unforgettable visit!Maria Penicud, former teacher

I visited for the first time in many years. I was enormously impressed with the transformation that has taken place since my last visit. The ‘outstanding’ OfSTED result is the external accreditation of this but perhaps more importantly the atmosphere of the school and obvious commitment of the staff is clearly making a huge contribution to the lives of the children who attend the school.David Simmonds, Education Cabinet member, Hillingdon Council

Our staff came straight back and started using some of the ideas they saw. We thoroughly enjoyed the visit and were quite awe-inspired by the classes we saw.Deputy headteacher, William Byrd School

West Drayton Primary is a special place because what was once a black spot is now a treasure chest.Gavin King, Senior School Improvement Officer, Hillingdon

Children from many different cultures learning and playing together…a headteacher who really knows the children and wants the best for each one of them…a welcoming atmosphere from staff and students (especially your lovely Myra at the front office)…teaching assistants working alongside teachers and students to create a rich learning environment…an involved and committed leader who values staff, parents, students and community.Anne Poole, headteacher, Sydney, Australia

I have always found West Drayton Primary School to be a vibrant kaleidoscope of dedication, enthusiasm and positive energy. It inspires and motivates me on a personal level, because I see an academic environment that stimulates both intellectual and practical creativity through the opportunities (both inside and outside the class room), that are offered to the children in order to help them reach their potential. It is a colourful, enticing and exciting world to view.Karen Witt, volunteer reader from National Air Traffic Services

What makes our school special? Well, the visual treat around every corner, the light shining passionately in children’s eyes when they perform and learn. The creativity of the teachers and their belief that children should enjoy their education, love it and be enthralled. We share, governors, staff, parents and children a common goal, clear vision and a sense of what is right. I am so very proud to be a part of this outstanding school.Penny Morgan, chair of governors


Children have the most wonderfully short memories. Things that happen today are miraculously forgotten tomorrow amidst their eagerness to move on to the next experience. This can be a shame if we are trying to persuade them to remember the essential facts of science or mathematics, but it can be a blessing in disguise when it comes to the annual staff pantomime! It is equally helpful that we often have a good number of teachers in our school from Commonwealth countries where the delights of the British panto don’t seem all that well understood and it is therefore easy for us to convince our guest teachers to dress up and fool about with the rest of us.

Most useful of all is to have enthusiastic youngsters who are keen to impress and, despite the zero rehearsal time, throw themselves into the annual Christmas show with absolutely gay abandon.

The real problem lies with the older teachers who actually believe they are good at this larking around in tights! The example comes from the top, of course, and there are no real excuses. The chance to wear make-up and be insulting is just never resisted, and the crowd keeps calling for more…

Christmas 2007 saw a beautiful Cinderella, a gorgeous Prince Charming, and ugly sisters who seemed to have invented the word ugly. Will the crew return again in 2008? It will be hard to stop them.

Adrian Ingham

‘Oh, stop messing about’

The school has tried various ways to bring the community into the school and at last we have found an answer!

A band of eager parents have visited our school every Wednesday to share their culinary skills. They are not trained chefs, they just love to cook and share their wealth of knowledge. We have invited professional chefs to run sessions which has been an insight into how skilled the parents are in West Drayton Primary. Mr. Da Silva, Anais’s dad has been brilliant in showing very simple and quick

dishes, which the group can take home and cook for their families. Mrs Tompkins, Charlie’s mum, has also popped in on occasion to share her culinary skills with the group.

Our very own Mrs Mustapha was able to be released from class to share the delights of Indian cooking. We have also found another aspiring chef who works in our school. Tony, from the after-school club, has given the group a chance to taste and cook food from Brazil.

A big thank you must go to the PTA for funding this project. Also, a big thank you to the group who have diligently moved forward and showed commitment to this project throughout the year. If there are any budding chefs who would like to share their skills, please feel free to contact Mr Alexander.

Lloyd Alexander

Cooking from around the world

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Standing outside the school with teachers and assistants in September 2007, I couldn’t help but agree that the appearance of the school on the outside fails to give a clue to the gems that lie inside. We resolved to do something about this. We were determined that the outside should begin to show some of the gleams of wonder that radiate from all sides on the inside.

Fortunately, we have seen some wonderful improvements over the past few years, and especially the last two years. Once people enter the front door, they are almost always astonished by how a school design that is basically lacking in imagination has been transformed by the imagination and creativity of the school team.

The major additions of 2006 were the glorious library and the reception playground. When the Gazette called the library the ‘smellgood, feelgood library’ they couldn’t have been more accurate. It sits alongside the reception playground and forms a noble advertisement for what can be achieved for children if the determination and the vision are there.

When families returned to school after the summer holiday in 2006, they could barely believe the transformation that had been achieved to the rear of the school. And the sense of expectation remains: after each

holiday, children walk to the rear of the building and run towards the wonderful play structures which have been waiting for their return.

Our children deserve to be surrounded by beauty, and these changes were a powerful addition to the overall picture – getting more beautiful by the month.

Let the light shine inOur upstairs corridor suffered until recently from being gloomy – despite the work of teachers to display children’s work as attractively as possible at all times. It is now light and airy and is an ideal place to house our children’s excellent work. It also benefits from the up-graded back stairs, unused for a decade, which now lead to the library in a journey which has ‘high class’ written all over it!

As I take guests up the main stairs to the Key Stage 2 classrooms, I now wait with bated breath for the gasps as they see the beauty of real wood, the warm atmosphere created by the light walls and the subtle lighting, and the stimulus of our attractive displays. Proud, indeed.

The lesson of these projects was the same as that of many other recent projects: we must never accept second-best for the wonderful children of West Drayton!

We have now turned our attention to the outside. A new boundary fence has been installed in an attractive green, to reflect the school colour. To the relief of many parents, the footpath leading to the nursery and to reception classes has been re-surfaced, and, most recently, a garden area has been created adding beauty to what has always been something of an eyesore. Miss Howard has co-ordinated a team of design experts (the children), builders (Mr. Mazur and children), painters (Mrs. Pereira, Mrs. Pergusey and children) and the result has drawn gasps from all who have seen the result.

What next? We wish to replace the cladding to the front of the building and install a large school sign to announce to the world a little more clearly who we are! We wish also to create a canopy outside the two Year 1 classrooms similar to that at the rear of the building.

When we look at the school from the outside in the future, we want to be able to hear people say: ‘What an interesting-looking building!’ Goodbye ugliness, hello beauty.

Adrian Ingham

Making the ugly beautiful


(LEA = average for all Hillingdon schools)

In the past there was a considerable gap between levels of attendance at West Drayton and other schools in Hillingdon. We are proud that the work of Mrs. McDonald on attendance and learning mentors on punctuality have reversed the position. Now, other schools ask us how to improve attendance!

Pupil attendance (2006-2007)

2003-4 2004-5 2005-6 2006-7

Total attendance 91.5% 92.1% 92.6% 94.5%

Georgina MacDonald keeps in touch with parents whose children have low attendance and her work has helped us to improve our figures very considerably. The current attendance (June 2008) is 94.7%.

The school dayStart: 8.50a.m. Finish: 3.15p.m.

Morning Break: Key Stage 1: 10.40-10.55a.m.Key Stage 2: 11.20a.m.-11.40a.m.

Lunch: Key Stage 1: 11.55-12.55p.m.Key Stage 2: 12.35-1.25p.m.

Afternoon break: Key Stage 1: 2.00-2.15p.m.

Reception: 8.55a.m.-3.15p.m.

Nursery (morning): 8.55a.m.-11.25p.m.Nursery (afternoon): 12.40-3.10p.m.

12

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West DraytonLEA

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A society is judged by how it supports the vulnerable members of its community and at West Drayton Primary our headteacher has ensured that this support is effective within our school community. Our school is at the centre of the local community and as such we feel that we have an important role to play in supporting our children and families.

The Launch Pad within the nursery offers some very young children the chance to

mature and to develop their social skills in a small scale and caring environment within the nursery. This was initiated and was run successfully by Mrs Brownrigg and her team, encapsulating the principles of the Nurture Group Movement and Miss McCarthy and her staff have ensured that it continues to be a valuable asset in supporting the youngest members of our school community and their families.Our Space is a Learning Support Unit which offers a short-term placement for children

who are having difficulty engaging in their learning. We care deeply about all our children and we are privileged to have been able to support and help many vulnerable children and to help them to achieve well.

Carole Norquoy

Supporting vulnerable children

Learning Mentors offer additional support to a child either on a one-to-one basis, or in a small group setting. We work as part of a team with teachers and parents to help break down barriers and support the children with their emotional, social and behavioural issues that sometimes prevent them from achieving their full potential.

As learning mentors, we aim to build good relationships between home and school. We help the children to develop respect for themselves and others around them. We also help the children build their confidence by raising self esteem and extending their social skills.

Dawn Cox

And the children say…

Learning mentors are good because… ‘when I am upset I can talk to Mrs. Cox’ (Kirsty); ‘they have paid attention to me, they are fair and have helped me with my anger problems and helped with situations’ (Paul); ‘she gives me confidence to do my school work and helps me when I have problems at home’; ‘she has made me more confident and helped me to express myself’.

Learning Mentors

Teaching assistants have been referred to as the ‘eyes and ears of the teacher’. They work with teachers, helping with classroom organisation, supporting children with their work and assisting with administrative tasks. West Drayton is blessed with a team of teaching assistants who, whilst working tirelessly towards these four categories, freely contribute towards enhancing the whole school experience. Nothing is too much, everything is possible.

Today is Thursday, a regular Thursday afternoon in May - I have decided to find out ‘what our teaching assistants do’.

Upstairs, there seems as much activity in the corridor as in the classrooms. Sandwiched between a gifted maths group and a

phonics group, I hear the whirring sound of machines emanating from the food technology room – costumes of varying size, shape and colour are being produced for the forthcoming Year 6 production of Peter Pan. I proceed. Children reading independently, a child with learning difficulties being patiently nurtured and a social group discussing the pitfalls of rolling in damp, freshly cut grass! Each activity is led by an assistant.

I cross another assistant on the stairs - she is sodden, shoeless and smiling…I am encouraged to view the new garden that welcomes our nursery parents. She has helped to sculpt a tranquil garden, painting imaginative scenes on a once drab wall. Downstairs, I see more groups of learners.

One assistant is signing with a child; another is testing letter sounds and blends; a third is discussing colour. The BBC website suggests that being a teaching assistant involves photocopying and mixing paint – I’m sure this happens but I didn’t see it.

We ask teaching assistants to administer interventions with children of differing levels of ability, to oversee individual education plans for children with special needs, to take care of the upset child.

Our teaching assistants take pride in their work, take pride in the children. They are the backbone, they are invaluable.

Richard Yates

What do teaching assistants do?


After we finished the challenging maths booklet, Sean and Tyler embarked on a journey to the Civic Centre in Uxbridge at 6:30 on the 26th of March 2008. We were directed into a fascinating room called The Council Chamber. It was huge!

Then the WDT (West Drayton Team) had to go to their designated, leather seats and listen to some very important people talk about nothing in particular. It was finally over and we were half-asleep.

Let the challenge begin! We were dominant in Round 1 as we scored 17 points out of a possible 20. Task 2: we fell behind in Task 2 as we couldn’t solve the puzzle (or a list of instructions). After some drooling tasks we couldn’t solve this question:

How many rectangles in this square (dimensions 9x3)? Draw a picture in your head. If your answer is 36, you’re correct. However, we put 32.

So then basically, we were redirected to The Council Chamber and had to listen to Mayor of Hillingdon praise everyone for their efforts. Towards the end, everyone was awarded a maths puzzle (do not ask about them). Finally, the awards ceremony. “Drum roll please!” BANG BANG BANG that was Tyler doing his best to do a drum roll. In third place, Glebe Primary School! In second place, Botwell House RC Primary School! And in first place…

Breakspeare Primary School! So, we did not win and that taught us a lesson: if you’re not as smart as Breakspeare, don’t turn up for the challenge (unless you’re Stephen Hawking).

Tyler ‘Joel’ Sanis and Sean Walsh 6D & 6F

Maths Challenge: Our Experience

A few years ago, we had the unenviable record of excluding children quite often for bad behaviour. Four years have now passed since we last excluded a child even for a single day. What has happened?

A key change has been the growth in staff numbers. We are now blessed with a large number of staff and it is rare to find a class working with just one teacher in charge. We have more teachers, we have more teaching assistants, and we have more learning mentors. We also have more adults overall who are of high calibre.

The result of this expansion of staff numbers is that we are able to intervene early if there are ever signs – and there still are – of children becoming fraught, angry, or, just as important, sad or lonely. It is blissfully rare for the headteacher to be called into action for things of a serious nature these days. My, how things have changed for the better!

We feel deeply gratified to have structures in the school which are designed to help children over temporary blips in their social, emotional or behavioural lives. We have The Launch Pad in the nursery, Our Space for children in Years 1 and 2, learning mentors and The Tranquillity for older children, and family workers to liaise with any families in the school. It is a powerful network of support which draws positive comment whenever we have visitors.

The Tranquillity was formerly a dank cubby-hole, a dumping ground which was doing nothing useful at all. It is now a place of beauty and calm since being subjected to the considerable creative gifts of our two teaching assistants, Mrs. Pereira and Mrs. Pergusey. They listened carefully to our ideas for the space - and made it magical and enviable.

We wanted to help those of our children who occasionally become steamed up about something and need time – and a decent space – in which to calm down and become ready for learning once again. The idea of a tranquil place was born, and the result of our colleagues’ magnificent hard work is now another outstanding feature in the school. A cubby-hole or dump no more. This is now a vital place where our mentors and assistants can do some of their most effective and supportive work.

Adrian Ingham

Need to cool down?

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Romeo and Juliet – Act 1 Scene 5

‘Welcome, gentlemen! ladies that have their toes Unplagued with corns will have a bout with you. Ah ha, my mistresses! which of you all Will now deny to dance?’

Who would have thought at the start of the year, our children would be performing alongside and in front of Royal Shakespeare Company directors – but they did!

I was asked if we would like to be involved in the festival, in October 2007. Simon Ackroyd, Head of Drama at Swakeleys School, had spoken to me previously and knew all about our ‘love of the Bard’! I remember forwarding the e-mail to Mr Ingham, to ask if he thought we should get involved in the festival; you can imagine the enthusiastic response, something like “Yes, fantastic!”

I had to attend a day’s workshop, where my acting skills were put to the test (not something I feel totally comfortable with) and the project began in earnest.

The children were told about the project, and twelve of Year 6’s finest thespians were ready and willing to perform. We spent several weeks writing a script, designing decorations for their costumes and making masks. The children regularly came along

to rehearsals (well, almost everyone) and they even gave up a Saturday to practise! The project was not a simple one, children had to link pieces of Shakespearian language to a modern day theme. Our children chose to highlight the theme of ‘Transition to Secondary School’. The ideas flowed and the play was based around a Leaver’s Ball, it therefore made good sense to base most of the Shakespearian language, on Act 1, Scene 5 of Romeo and Juliet.

The children performed their play at Swakeleys School in Hillingdon; they were the only primary school in the borough to do so and we were all so very proud of each and every one of them. They were mesmerising on the stage; the atmosphere was electrifying and the audience, made up of guests and pupils from Swakeleys and Abbotsfield, were supportive beyond any of our expectations.

I won’t ever forget the experience and I am sure that the children won’t forget it either; such a true sense of pride.

Julie Fellows

(The cast: Clarissa Neale, Georgia Mattingley, Darcey Pergusey, Shanelle Shoy, Paul Ogunfolaju, Sean Walsh, Christopher Nairns, Rachael Umorok, Tyler Sanis, Ella Tivney, Charlotte Brown, Olympia Belfon-Brown)

Royal Shakespeare Company Festival


When we heard that, together with all other schools, we would be required this year to show in very great detail that we manage our finances well, our finance officer, Penny Harper, became very pale indeed!

Penny has to administer a budget of over £2 million and to find detailed evidence that we spend every penny wisely was a major undertaking. I, however, refused to become pale. If anything, I became redder than ever in the face at the excitement of seeing Penny sail through the exercise with flying colours!

Penny is one of our unsung heroes, working in the upstairs office and never failing to provide us with accurate, swift information whenever we need it. She and Myra Mughal provide the school with a quality of office management that has few equals in Hillingdon and it was a delight to see us awarded the kite-mark for good financial management in near record time. Well done, Penny!

High-quality financial management

Autumn Term 2008

Training Days Tuesday 2nd September Wednesday 3rd September 2008Term Starts Thursday 4th September 2008 Half Term Monday 27th – Friday 31st October 2008Term Ends Friday 19th December 2008

Spring Term 2009

Term Starts Monday 5th January 2009Half Term Monday 16th – Friday 20th February 2009 Term Ends Friday 3rd April 2009

Summer Term 2009

Training Day Monday 20th April 2009Term Starts Tuesday 21st April 2009May Day Monday 4th May 2009Half Term Monday 25th May – Friday 29th May 2009

European Thursday 11th June 2009 (School Closed)Elections

Term Ends Friday 17th July 2009

School Terms & Holidays 2008-2009

Admissions and School Policies

• The school adopts the local authority policy

on admissions to the school. Copies of this are

available from the school office. Parents interested

in sending their children to the school are free to

visit at any time. Please telephone the school office

to arrange this.

• Policies covering all aspects of school life are

approved by the school governing body. These

include religious education (R.E.). The school

follows the policy of the Hillingdon Standing

Advisory Council on Religious Education in terms

of parental rights in relation to R.E.

• The governing body has an agreed statement on

the school curriculum. Please ask at the office if

you would like a copy.

44

INCOME £ Delegated Budget Share 1,373,060 Devolved Standards Funds 222,110 SSG-Pupil focused 75,072 SEN funding 127,626 Ethnic minority funding 15,423 Capital income 50,854 Other income 12,890 TOTAL INCOME 1,877,035 EXPENDITURE Staff Costs 1,579,057 Maintenance and improvement of premises 72,994 Other occupancy costs 28,831 Educational supplies and services 41,125 Other supplies & services 120,413 Capital projects 43,758 TOTAL EXPENDITURE 1,886,178 Excess/deficit of income over expenditure -9,143 Balances brought forward from 2006/07 Delegated budget 164,562 Devolved formula capital 1,675 Other capital balances 11,533 Standards funds 0 Balance carried forward to next period 168,627 Carried forward balance is made up of:- Delegated budget 148,323 Devolved formula capital 9,189 Other capital balances 11,115 Standards funds 0

168,627

Notes Planned capital projects include a new canopy and replacement cladding at the front of the school. The gym windows will also be replaced using funds obtained via a grant. The delegated budget carried forward figure will be used to pay outstanding items from the 2007/08 year and maintain a contingency fund for emergencies.

Finance Statement for the year ended 31st March 2008


Key Stage 1 (Year 2)Tests of children’s progress are undertaken regularly by all teachers, but some of the tests are given more attention than others. These tend to be the ones taken towards the end of Year 2 and Year 6.

Originally, the government used the measure of the number of children achieving Level 2 overall as its yardstick, but now the government asks schools to aim for the higher level, 2B, when looking at performance in Key Stage 1.

Below we show the percentage of children attaining Level 2B over the past few years. We always issue a ‘health’ warning with figures like these because so many factors go together to produce the final percentages.

Level 2B and above 2001-2008

2001 2002 2003 2004 2005 2006 2007 2008

Mathematics 81% 84% 46% 75% 96% 81% 79% 85%

Reading 68% 71% 60% 45% 78% 77% 76% 90%

Writing 54% 49% 52% 43% 77% 60% 64% 76%

120%

100

80

60

40

20

0maths

1998

reading writing

1999200020012002200320042005200620072008

Results

OfSTEDWhen envelopes marked ‘OfSTED’ come through the letter box, the heart tends to skip a beat! The latest news was not about another inspection, but said that we are entitled to use a special ‘logo’ following the March 2007 inspection. In 2002 and 2003 we were awarded the ‘school achievement award’ and it is wonderful to have recognition now with the OfSTED ‘outstanding school’ award. Well done, everyone.

46

More about resultsNational newspapers carried articles about the Year 6 results from summer 2007. We are really happy about how well our children did, particularly the figures showing the progress (value added) which children made between Year 2 and Year 6. On this measure, we were the third school in the whole of Hillingdon. Our result for improvement put us in the top 5% in the country! An astonishing performance.

As we work with many children who have learning difficulties of one kind or another, our total score will never be the best of all. But when it comes to the progress children make, this year was a phenomenal one for West Drayton. Congratulations to all concerned, especially Mr. Daniels, Mrs. Fellows, Mrs. Todd, Mrs. Pereira and Mrs. Pergusey. Brilliant.

Value added 2007: Key Stage1 to Key Stage2Hillingdon’s top ten schools

Holy Trinity CofE 102.2

Guru Nanak Sikh VA 102.0

West Drayton Primary 101.9

Hayes Park 101.8

Botwell House RC 101.4

St Mary’s RC 101.4

Whitehall Jnr 101.3

Breakspeare Jnr 101.3

Heathrow 101.1

Whiteheath Jnr 100.9

Targets

Targets for 2008 and 2009All primary schools are required to set targets for Year 6 tests. Below are the targets set by the governing body for attainment in English and mathematics at Level 4 in mathematics and English and for 2009 for the children who will attain Level 4 in both subjects:

Year

English

Mathem

atics

English +

Mathem

atics

2008 69 75 -

2009 82 86 78

Key Stage 2 (Year 6)Tests at the end of Year 6 should reflect the full primary school experience of children. In a school like ours, many of the children have joined us at some point during their primary schooling and their results in part reflect experiences elsewhere.

Below, we show the percentages of children attaining Level 4+, the desired level for children aged 11, and for the much higher Level 5.

Key Stage 2 (Year 6) Level 4+

2002 2003 2004 2005 2006 2007

English 59% 77% 79% 81% 81% 86%

Mathematics 70% 79% 64% 80% 85% 84%

Science 83% 87% 82% 84% 94% 93%

Key Stage 2 (Year 6) Level 5

2002 2003 2004 2005 2006 2007

English 17% 28% 11% 29% 21% 25%

Mathematics 26% 38% 41% 34% 48% 47%

Science 27% 43% 29% 38% 48% 49%

%100

70

90

50

20

30

40

60

80

10

0English Mathematics Science

199920002001200220032004200520062007

60

50

30

10

%

40

20

0English Mathematics Science

200220032004200520062007


In the newsIn March 2007, the school’s inspection was a triumph, with top ratings for almost every measure. This represents a complete turnaround in the school’s fortunes over the past decade and it was noticed at all levels in the country’s education service.

The chief inspector of England’s schools writes an annual report on the 20,000 schools in the country, and we feel delighted that this year she included our school in her report which highlights the sixty schools in the whole of England which have made the most progress. It feels very pleasing that we are one of only seven schools from London to be included in this prestigious report. (The London Evening Standard sent a photographer to snap our ‘outstanding school’ but clearly preferred an attractive blonde from inner London to one of our ageing blond from Hillingdon!)

Hitting the headlines

48

Name Category Appt/ Elect until

Penny MorganChair

Community 11/2010

Adrian Ingham Staff - Head Teacher

Carole Norquoy Staff-teaching 11/2010

Joy Rushton Staff-teaching 06/2012

Vacancy Staff-non teaching

Mike Cousins Parent 3/2011

Uzma Fray Parent 11/2010

Marie Ashley Parent 11/2010

Harinder Kang Parent 11/2010

Lyn McLaughlin Parent 2/2011

Louise Williams Parent 2/2011

Chris Williams Community 11/2010

Roy Mapplebeck Community 11/2010

Catherine Mulcahy Community 11/2010

Vacancy LA

Stuart Roderick LA 4/2011

Janice Morrison LA 4/2012

Mary Heath Clerk

Richard Yates Deputy HT, Assoc 1/2011

Senthilkumar Devarajan Parent Associate 6/2012

Myra Mughal Office Manager

The chair and clerk may be contacted via the school office. The full governing body meets six times per year and the headteacher writes a report for each meeting.

Much of the work of the governing body takes place in committees. Each of these meets six times per year. The work of the committees is considerable and is referred to throughout this report.

Members of the Governing Body


Why assemblies matter to us

50

When I joined the school in November 1999, I introduced a simple motto: ‘From self-confidence to achievement’. Nothing very fancy. Actually, pretty obvious. But, at the time, it seemed the one essential without which this school would never flourish in the way it deserved to. Unless our children develop self-confidence to face the world of challenges that lies ahead of them, they will be unlikely to enjoy success.

One of our key roles, even with our youngest children, is to nurture in them a sense of pride in what they do, and a belief that they can succeed at a vast array of things they meet both inside school and in the wider world. This kind of positive, optimistic, and essentially happy approach to life does not come automatically to all children or all families. Some have to struggle to make ends meet, and being optimistic takes considerable effort. It is the school’s job to try to add some of the optimism that may not come naturally.

A key element in building our children’s self-confidence has been the expectation that they will all have frequent opportunities to appear on our wonderful stage with their class mates in front of what is more often than not an audience of over three hundred.

Children who join us in the nursery and stay until they are eleven years of age will have twenty or twenty one opportunities to perform in a class assembly or major production. It is a major part of our over-riding strategy to raise expectations and raise achievements in the school. Any parents who join us on these occasions – and scores of them do - will surely agree that they fulfil their ambitions admirably well.

Teachers like to keep me in the dark about the surprises that await me on a Friday morning. All I am allowed to do is prepare my camera, and stand by to be astonished…

No Friday in our school is ever the same as another - and one of the main reasons is that this is the day in the week when our classes take it in turns to share with us what they have been doing and learning over previous days or weeks.

Whether it is the opportunities offered by our hall, with its glorious stage and its brilliant lighting and sound systems, or whether we are simply blessed with teachers of enormous creativity is not clear, but one thing is certain: these assemblies are of an unequalled, a quite unforgettable standard.

It would be entirely acceptable for the children simply to be asked to talk about and show their work – it is what happens in most primary schools. But we tend not to do things that simply. We have a magical mix of singing, dancing, costumes, make-up, drama…the whole range is visible on our stage, virtually week-in, week-out.

We believe passionately in the need to develop self-confident young people who will be prepared to face any challenges life will put their way. The experience of standing on our stage and performing for a large audience several times a year is a major element in our efforts to develop just this self-confidence. One thing is certain: these special Fridays, stamped by the quality of their public achievements, leave the headteacher, and most other adults, feeling a mixture of humility and inspiration. Long may they last.

Adrian Ingham


How well known is West Drayton Primary School? In Hillingdon, the words ‘West’ and ‘Drayton’ have become associated with ambition, creativity and success, a significant change in perceptions over the years. We have been asked to offer support to other schools in the authority and are happy to share our approaches with others.

The school’s work has attracted attention from national bodies such as Ofsted, the Qualifications and Curriculum Authority and the British Council and we have received a large number of visitors over recent years who are keen to hear about the progress we have made and to see our work in action.

Visitors are not only local and national, however. In the past two years, we have been visited by educationalists from China, Singapore, Sweden, Denmark, Russia, Iraq and Australia. We are also involved in a long-term project with five schools from Sao Paulo in Brazil. This project is designed to help Brazil to improve school leadership and is very exciting.

The project helps remind us how fortunate we are. We have wonderful resources compared with those of our colleagues in Brazil, and we have enormous freedom to decide things for ourselves compared with them.

In September 2008, a group of Brazilian headteachers will visit our school, and four others in Hillingdon. We know that our children will be excited at the prospect of meeting teachers from a country they have heard a lot about, and in many cases, studied in some depth. It is an opportunity for the children to be reminded that while most of our work revolves around our local area, we remain committed to helping them understand their part in the global picture:

thinking globally, and acting locally.

We feel enriched by international links and hope very much that they will continue for years to come.

Adrian Ingham

Hands around the world

52

A school is said to be the hub of a community, where people who attend have something in common, a place that we are all proud of. Our school incorporates broader learning: we facilitate clubs before and after school, toddler groups and adult education. Parents attend weekly cookery sessions, receive family support and medical advice.

A community, whilst incorporating a central core of similarity, must also share and be proud of its differences. On one remarkable afternoon in June 2008, we celebrated our community with our community. Through music and dance, we celebrated our cultures and traditions, parents and teachers, pupils and former pupils, teaching assistants and invited guests – the performance was an inspiration for all, a joy to witness.

To begin, a group of children, aged 5 to 11, performed traditional Somali dance – pride emanated from their broad smiles, they were enthusiastically received. This was followed by an Indian Canartic song, performed acapella by Sanjeev Devarajan, a year four pupil, with his mother. Miss Sharma, a nursery nurse working with Reception children, led Bhangra dancing – she was ably supported by parents, children and staff. Miss Taggart sang traditional Irish songs before John Robinson, a former pupil, performed a South American Folk tune on the violin. Throughout the presentation, support staff and parents prepared and served food originating from three continents!

The case for community as an aim of education, the cultivation of social networks, trust and tolerance, is strong. Indeed, by working so that all may share in a common life could be viewed as the aim of education.

Richard Yates

Community Music Performance


In the nursery, we are fortunate in many ways: our location plays a very important part in this. We are situated only a short walk away from the main school, allowing us to maintain important links and enabling us to benefit from the rich and stimulating displays, assemblies and events that are a continual part of West Drayton life.

The particular location of the nursery within the school grounds means that we are surrounded by an abundance of wildlife and nature. The nursery has been described as an ‘oasis of calm and serenity in an urban area’. Our aim as educators in the Nursery is to ensure that we make the most of our unique outdoor asset. Planned activities ensure that topics are brought to life in an imaginative way. We plan and provide resources for six different areas of the curriculum. The children are also encouraged to take part in planting and growing flowers and vegetables. We then use these vegetables in the nursery kitchen thereby fostering a deeper understanding of where our food comes from. In the nursery we foster a ‘hands on approach’ to learning and believe that children learn best by becoming actively involved in a practical way.

Our recent topic on mini – beasts has proved to be a real hit! The children took part in mini - beast detective hunts learning the names and features of different insects in a fun way. They also discovered how insects help in the garden. The children were taught how to handle living things carefully whilst also learning how to respect the environment that they live in.

The size of our outdoor area encourages the children to be active. We encourage the children to be physical and believe this is becoming increasingly important in a society that has of late become more sedentary. We feel lucky to have such a wonderful area to teach and learn in.

Kerry McCarthy

The Nursery

54

Only one

After twenty-two years at West Drayton Primary Graham Penrose left us in April for a well-earned retirement! Graham retains a special place in the thoughts and affections of everyone who has been at the school over the time he worked here. He knew children, parents and grandparents and dedicated his working life to the well-being of everyone in the school community. A special farewell party was held for Graham and his family. The hall looked glorious, with all tables laid out to a plan designed by Julie Fellows, and the food was truly magnificent. We even had a live band to get the old boy’s foot tapping!

Penny Morgan said: ‘What an amazing effort by the staff to decorate and cater to that standard. I cannot think of another school that would attempt it. It is so much nicer than a restaurant and especially important that Graham be celebrated in his spiritual home’. Over the years, Graham was a friend, a helper, a wise adviser, a constant reference point for all of us. Throughout the years he always looked to the interests of the school before thinking of himself. He was a real gentleman at a time when the breed has almost died out. Children growing up in this area and in need of adult models could simply not have had anyone finer than Graham Penrose. His kindness and generosity made him a unique person from whom many, many children will have learnt some of life’s most important lessons. Not the lessons of the classroom or of how to reach targets, but the lessons of humanity, caring and friendship that go before everything else. Listen to the voice that counts most of all…

Joe Cullen Thank you for caring for our school Aisha I have so many memories of you! I remember when you tried to stop me walking. You always tease me and make me laughJaina Hunt You are the best caretaker a kid can have!Lola I remember when you joked around with Zainab and me. You always said Good Morning, and that was nice!Shanice I will miss it when you stand next to the door. I will really miss you lots. Thanks a lot for the things you did for us in 4H Panashe Thank you for helping us around school and getting our ball from the roofDanny Roberts I will miss you because you have been a good friend to meChannon A warm good morning to you. Thank you for all you have done - blue skiesZoe Brewster You are special to me because you always remember my name and say hello to meMagda Thank you for being helpful. We like you. You are the bestSimran Thank you for everything you have done for me. You are the best person in the whole world and I am sorry you are not working here any moreLucy Sturgeon I like you because you look after the school and you keep Mr. Ingham on track!

One gentleman follows another! To lose one enormously kind human being from our school community was deeply regrettable. To replace him with an equally kind, but much younger man was a stroke of great good fortune. The arrival in the school of Tomasz Mazur was a vital moment in the life of the school. We have already seen Tomasz’s talents in abundance and look forward to seeing much, much more in the future. He and his family are already valued members of the school community.


All about ChristmasAll children seem to sense the importance of the occasion. They quietly sit on their benches, peering out through painted faces, grinning as they recognise their parents sitting in the hall and nervously giving them a small, self-conscious wriggle of the fingers. When the lights dim and the music begins the children are in full performance mode. Who would have guessed that two weeks previously there were children here who were too afraid to stand on the stage in front of their class mates, let alone sing and dance with such obvious enjoyment on their faces in front of a crowded hall?

This year’s Foundation Stage Christmas performance ‘All about Christmas’ told the story of a brand new teddy bear (Vihan Senadheera) who awoke on Christmas morning in a very strange place indeed – the living room of his new house. The Christmas fairy (Sasha Jassy) explained to teddy what Christmas was all about. With the help of some Christmas mince pies, Mary and Joseph

and even Santa, the Teddy discovered he was a Christmas Toy and that was why he had awoken in somebody else’s house.

We were delighted to see children who had arrived into the Nursery only one year earlier, without speaking one word of English, now having the confidence to deliver lines from the play with expression and enthusiasm in their voices. The children who have been in the Nursery for only a few months were now sitting on stage performing in front of crowds of people. It’s easy to forget that these children are only 3-5 years old!

We believe that the experience of performance is one that the children will fondly remember when they look back on their school years - the satisfaction of a job well done will bode them with self confidence for years to come.

Victoria Brownrigg

56

May is a time of year of great significance for teachers whose children have to take SATs – which stands for ‘standardised assessment tests’. No school can take lightly the importance of these tests. If a school does badly, it will immediately become the focus of attention for the national inspectorate, Ofsted, and the consequences can be very serious.

The week of Year 6 SATs in 2008 coincided with a great deal of publicity about the potential damaging effect that SATs can have on the curriculum in Year 6 and on the pupils taking the tests. We agree with many of the criticisms, but we found that, by and large, our children were very calm about the whole process. Indeed, dare we say that many of them actually enjoyed the week of tests?!

Children came into school on the test days from 7.30 onwards. They came with enthusiasm and eagerness. Signs of anxiety and fear were few and far between. What was going on?

One answer is that the teachers, Mr. Daniels and Mrs. Fellows, together with their teams of assistants, had created an almost carnival atmosphere, inviting children to come in early so they could be offered the breakfast of their choice! So it was that the hall became a SATs waiting room full of smiles, laughter, encouragement and optimism. It was just like the booster sessions held during the build-up to SATs, and was typical of the work ethic created in Year 6 since September, which is surely unique in all of Hillingdon.

My friends in other schools look in disbelief when I show photographs of the inspiring learning that has gone on in 6D and 6F since the school year started. Children have researched harvest around the world, have even been ‘Around the World in 80 days’ with Jules Verne, they

have had luxurious Arabian Nights, and now are about to enter the world of Peter Pan. What a rich diet of learning – and how different from the stodge that some schools believe is needed to keep the SATs results high. We have fed the children a high-octane diet and we expect results to reflect that. We refuse to accept that the way to success is to test, test, test, drill, drill, drill. We do these things, but occasionally, and with precise aims in mind.

****

The only time I ever went to school on a Saturday morning was when I was playing in the football or cricket team. Times have changed, and our doors were open for business in April and May for those of our Year 6 children who were determined to squeeze out the last drop of effort they could muster to help them with their end-of-primary school tests, the SATs.

Fortunately, the ingenuity of our teachers is such that we had lots and lots of children who were keen to attend. It wasn’t only the drinks and the food, or the football, basketball and netball in the gym or playground that brought them in – they knew that the teachers would be making learning fun, and dressing maths and English up in ways that would make them a pleasure to experience.

Our teachers are prepared to put in the extra effort for pupils whom they like, respect and want to see doing well. It is really gratifying that so many parents encourage their children to come along for the weekly ‘top-up’. Where would we be without teachers like Julie Fellows, Joy Rushton, Richard Daniels and Richard Yates, without assistants like Tracy Todd, Gaynor Pereira and Vanessa Pergusey. We take our metaphorical hat off to them all!

Adrian Ingham

Need Year 6 SATs be a blight?


West Drayton is a self-confident school, committed to continuing improvement. We value very highly the achievements and individual worth of everyone in the school.

We strive to enable all members of our school community to reach the best standards of which they are capable and to develop attitudes of self-belief and commitment that will serve them well in the future.School mission statement

Documents

From self-confidence to achievement