Headteacher: Mrs. K. Storey

E-mail: office@balliolschool.co.ukWeb: http://www.balliolschool.co.uk

Balliol Lower SchoolBalliol RoadKempstonBedfordMK42 7ERTel: 01234 300601

Our prospectus has been written to give parents and carers a feel for our school and the experiences we offer to families who choose Balliol for their child’s lower school education. However, whilst we hope that the prospectus provides useful information and an introduction to Balliol, it cannot fully convey the supportive and friendly atmosphere of the school. We encourage all prospective families to visit during the school day to see us in action and make an informed decision about whether Balliol is right for you and your child.

We are a community Lower School, maintained by Bedford Borough. Balliol is based on a very large and well-resourced site, with playing fields, an outdoor swimming pool and well-equipped classes. In September 2013 we extended our admission to include two year olds enabling us to provide continuous education for children aged from two to nine.

At Balliol we believe in an aspirational curriculum which offers all children memorable experiences within an exciting, challenging and creative environment alongside effective teaching of key skills for life and learning. We see parents as partners in the education of their children and greatly value their involvement in school life. Working in partnership with our community, we believe that we can lay foundations for success that will equip your child to become a confident and aspirational learner as well as a responsible and compassionate citizen.

In July 2012 Ofsted judged Balliol to be“a good school that has created an inclusive, positive caring climate for learning where each pupil is treated as an individual. Comments such as, ‘Balliol   Lower is a brilliant school where all the staff make the children and parents feel very welcome  and  part  of  it’  reflect the views of many parents and carers.”

We are very proud of our school and its community and look forward to sharing our success with new and existing families who share our vision.

Kind regards Kylie StoreyHeadteacher

Please note : This document and enclosures are available in larger print and via e-mail

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on request.

Our SchoolBalliol is a lower school on the southern side of the town of Kempston. Our site is also home to Pear Tree children’s Centre. We admit children to our nursery from two years old and are able to offer funded places as well as fee paying sessions to parents who may be seeking a flexible offer.

When you visit Balliol Lower School site we hope that you will agree that we are fortunate to work in such a great learning environment. As well as the pool and fields we have well-equipped play areas for both our youngest children and Year 1 pupils. Our school hall is one of the largest on a lower school site and the stage gives an extra wow factor to all school performances.

We have a bespoke library and our IT provision includes iPads, laptops, PCs and interactive whiteboards.

Our classrooms are well-resourced and our youngest children have standalone purpose built buildings.

We aim to: Maintain high aspirations for every child, based on a clear understanding of their

current learning and developmental needs Achieve the highest possible standards for every child Encourage of a love of learning through vibrant teaching Provide a curriculum which develops key skills for learning and life Create an environment in which children are valued and helped to be the best that

they can be To carry out our aims we set ourselves the following targets:- • To develop a curriculum that excites and motivates learners.• To promote high levels of self-esteem in children and adults • To promote a safe and healthy lifestyle • To promote community engagement and involvement • To continue to strive for improvement by critical self-evaluation • To develop a team environment • To be a sustainable school Our School Development Plan outlines our plans for the coming year and are available on request.

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Breakfast and After School ClubBalliol is fortunate to have both Breakfast and After School clubs run on the school site by well-established members of our school staff. Breakfast Club is open from 8 am each school morning. Children are given breakfast and the opportunity to play informally before the start of the school day. At the end of the day Treetops After School Club runs until 5.30pm. Children are cared for in a relaxed atmosphere within the Children’s Centre. With access to school facilities including the playing field and swimming pool After School Club is used both as childcare for working parents and as a fun activity by children who come once a week or as a treat every now and again. Regular cooking nights and art and craft nights are a favourite and children gain a great deal from this informal opportunity to play alongside their friends.

School CouncilThe members of our school council have composed a paragraph describing their work:-The school council meets each half-term. Each class has 2 councillors and the Year One councillors are supported by a Year Four councillor. There are different jobs on the school council such as secretary, chair and vice-chair. The school council ask their classes for ideas to help run the school. This year we had Take Over day and we did the jobs of the office manager, Headteacher and class teachers! Each class has a suggestion book where pupils can write their ideas/ issues things they would like discussed.”

Pear Tree Children’s CentreIn 2008 we were joined on our school site by Pear Tree Children’s centre. The centre is a fully integrated part of the community provision for Balliol and its surrounding community. The centre provides a timetable of activities for families with young children and can be contacted on 01234 303457.

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Extra Curricular ActivitiesOver the course of each year staff run a wide range of extra-curricular activities. Recently these have included:-

Football Art Karate Recorders Skipping

Maths Club Stay and Play Gymnastics

We also let out the school for outside providers. Mr Kidby runs karate classes each Monday and Wednesday evening and Grace Community Church run TIK TAKS which is a youth club style activity which many of our pupils attend on Tuesday evenings at 6 o’clock. Eastcotts football club also use the school site for weekend matches.Kempston International Christian Centre are scheduled to relocate to Balliol in June 2013 and will be running Sunday services as well as community activities at other times of year.

Balliol GalleryAlthough we hope you will visit us and see the school at work, this is as close as we can get to a guided tour by photograph!

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School OrganisationBalliol is a two form entry school with over 350 children on roll. Our Early Years provision allows us to admit children on a part-time basis from the age of two. Our Reception age children are also based in our Early Years Centre. All of our Foundation Stage children have access to the extensive outdoor area which we make full use of – whatever the weather! Each of the classes has a page on our school website – please take a look to find out more about the life of our school.

The main school is organised along two learning corridors. Key Stage 1 children work together in Band 1 while lower Key Stage 2 are known as Band 2.

Educational VisitsWe aim to give children first-hand experience of learning wherever possible and we use trips and visitors to make learning as realistic as possible. Throughout their time with us children might visit:-

Bedford Museum Mead Open Farm London Zoo Warwick Castle Duxford Air Museum

Evacuation Day Cadbury’s World PGL (Caythorpe Court residential

activity centre)

We recognise that school trips are expensive and we are fortunate that our PTA (Friends of Balliol) makes a significant contribution to many of our school trips in order to make them more affordable to families.

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The CurriculumOur curriculum is driven by the school’s aims statement and we hope that children will leave Balliol with many happy memories where learning was at its best because it was exciting, motivating and very well-matched to the children’s needs and interests.

Early Years Foundation Stage (Ages 2-5)Within the foundation stage we place great emphasis on finding out about what interests our children and building on these interests in the learning environment. The curriculum is planned around the national “Guidance for the Foundation Stage,” and emphasises six key areas of learning:-

Prime Areas of Learning Communication, Language and

Literacy; Mathematical Understanding Personal, Social and Emotional

Development Physical Development

Specific Area of Learning Literacy Mathematics Understanding of the World Expressive Arts and DesignA

Characteristics of Effective Learning Playing and Exploring Active Learning Creating and Thinking Critically

Key Stage One (Ages 5 to 7)Our youngest key stage one children continue with the good practice of the early years with opportunities for guided play both in the classroom and in our Year 1 outdoor classroom. By Year 2 children move to a more traditional school day, with daily Mathematics and Literacy lessons alongside theme based learning which is both exciting and challenging.We place a great deal of importance on early reading and embrace synthetic phonics as a key tool for helping children to make sense of the sounds and letters which make up our spoken and written language.

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Key Stage Two (Ages 7 to 9)We are committed to providing a curriculum which teaches core knowledge alongside the skills that are needed for learning and life. Literacy and Mathematics continue as daily lessons in key stage two as well as being given the opportunity to begin the study of a modern foreign language.

Our key stage two curriculum has also been developed on thematic lines, moving away from fixed subject based lessons to a more cross curricular approach to learning.Some examples of current themes include

The Romans Busy Bodies Children in World War 2

Dinosaur Discovery The Rainforest

Pupil ProgressBalliol, like all schools, is required to monitor the progress made by pupils across the school. We are very proud of the standards reached by our children and value assessment data as evidence of the progress our children make. Teachers monitor progress in a wide variety of ways and are constantly taking account of pupil progress when planning the next steps in learning. However, there are a number of key points throughout the school when children are assessed against national criteria. At the end of the Foundation Stage we complete a Foundation Stage profile for each child. This tells us how children are progressing in thirteen key areas and this information is discussed with parents.We are required to make assessments in Reading, Writing Mathematics, Speaking and Listening and Science at the end of Year 2. End of Key Stage 1 assessments are reported to parents as part of the annual school report.We use the NFER tests for Years 3 and 4 to support our teacher assessment and to provide transfer information to middle schools.

Special Educational NeedsYour child may need additional help at some point during their school life. This may be for physical, learning, behavioural or emotional problems. Mrs Smedley, our SENCO (Special Educational Needs Co-ordinator) is a member of the Senior Management Team

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and ensures that provision for children with identified needs is appropriate. We provide one to one support for children with particular needs and intervention programmes are designed to give extra support. Parents are kept closely involved at every stage of the special needs process.

A copy of our disability equality plan is included on page 18 of the prospectus

Safeguarding ChildrenAt Balliol Lower School the health, safety and well-being of all of the children in our care is prioritised. We want all of the children to feel safe and happy and we recognise that this is not something which happens automatically. As well as providing access to trained specialists for children facing particular difficulties we ensure that all staff in our school are trained in safeguarding and how to deal sensitively with issues that may arise.

Our whole school ethos encourages children to do their best and take responsibility for their own decisions. This also means that children are encouraged to become emotionally literate, able to discuss their thoughts and feelings in an age appropriate way.

Home School PartnershipWe hope to work closely with all of our families and recognise the importance of good communication between home and school. Parents are encouraged to come and talk to teachers or the Headteacher about any concerns.

As the children arrive at school, teachers are in classrooms to greet them. Teachers are available to talk but parents will know that this is often a very busy time and should a more lengthy or private conversation be needed we suggest that an appointment is made. Occasionally, teachers will be unavailable after school as they may have clubs to run or meetings to attend, so it is always advisable to make an appointment even for less formal meetings. We will always do our best to solve any problems and would much rather that you talk to us than worry. If you would also like to meet with the Headteacher please make an appointment via the school office.

Alongside this, a more formal consultation evening is held twice a year. These meetings give every parent the opportunity to discuss their child’s progress with their class teacher. Children may also attend this meeting. There will be an opportunity to look at children’s work and review or set targets. We hope that all parents will attend

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consultation evening as this strengthens the home school partnership and demonstrates to the children that we are working together for their benefit.

Each term teachers will send home a summary of the work the children will be covering over the term so that parents can support with the learning intentions.

Parents are welcome to come in to school to help out with any activities where they are able to offer support. Currently, parents can support with reading, library, cooking, art and gardening.We are always very grateful to parents who can help out in this way(subject to satisfactory references and DBS clearance) but recognise that not all parents are available during the school day. If you are unable to come in to school but would like to offer some help at home – making visual aids, repairing damaged books etc. – please see your child’s teacher who will be only too pleased to accept your help.

Parents are kept up to date with school news through the half termly newsletter. We hope that this ensures that home/school communication is good but please do let us know if you have any ideas for strengthening the links between home and school.

Useful InformationStarting SchoolChildren may start at Balliol Lower School the September following their third birthday. Our Foundation Stage staff will visit you and your child at home before starting school to begin the school journey in a familiar setting and to ensure that starting school is a positive experience for everyone. When children complete their final year at Balliol they currently move on to a middle school, although in 2017 we will transfer to primary staus.

Arriving At SchoolSchool begins at 8.55am and families should aim to be at school by 8.50 to enable children to come in to school with their classmates. Acorn, Chestnut and Maple class children enter via the nursery gates and come in to school at 8.50 to enable older siblings to be dropped off at the appropriate time.

The main school playground gates are opened at 8.45 and children should not arrive in school before this time. Children go straight into their classroom. School doors are closed at 9 o’clock and any children arriving after this time should enter through the main office. Children arriving late will receive a late mark. We do encourage the children

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to be punctual as this helps to make a happy start to the day. A child who arrives late may miss important news and feel left out which gets them off to a bad start and can have an impact on the remainder of the day. Absence and lateness is reviewed regularly by our education welfare officer who may visit families where attendance is poor.

AbsencesIf your child is absent for any reason please let the school know immediately, via phone call or letter.

Holiday AbsencesThe Headteachers and governing bodies of all Kempston schools have agreed that holidays during term time will not be authorised. Holiday absences in school time will not be authorised except in exceptional circumstances. Holiday forms are available from the school office and must be completed in advance, giving the reason for the exceptional circumstance. Unauthorised absences will be recorded on school reports and in some instances may lead to further action by the education welfare officer.

Health and SafetyOur admission form (included in this pack) asks for at least two names for emergency contact from people who are able to take responsibility for the child in the event of our not being able to contact home.

It is essential that school has an up-to date telephone number where you, a relative or friend can be contacted. Please make sure that you inform Mrs Griffin, our office manager, if you change your telephone number.

MedicineFor children who need to take medicine during the school day there is an indemnity form which must be completed by parents. This gives permission for school staff to administer the medicine in line with the instructions detailed. In many cases medicine can be given outside of school hours and we would ask parents to do this wherever possible. Please seek advice from your doctor if you are unsure.Accidents in SchoolIf your child has a minor accident in school she or he will be cared for by one of our trained First Aiders. All accidents are investigated and recorded where treatment has been given. Our policy is always to notify parents if an accident has occurred, especially where there has been a bump to the head.

School Nurse VisitsThe school nurse is often in school and may wish to talk to you about your child’s health. We share information with the school nurse and she may contact you directly to discuss your child. If you do not wish your contact details to be passed to the school nurse please let Mrs Griffin, our office manager know.

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Minor Health IssuesUnfortunately, a small number of health issues are pretty well ongoing. We would ask parents to ensure that children have tissues in school to avoid the spread of germs when children have minor coughs and colds. Please do not send your child back to school within 48 hours of sickness.Please also see the leaflet enclosed on “The Prevention and Treatment of Head Lice.”

Jewellery, Toys and SweetsPlease discourage your child from brining anything of value to school with them. Teachers can take no responsibility for valuable items lost during PE. Whilst all religious jewellery will be respected we ask for rings, watches and necklaces to be left at home. Studs are now permissible for PE but long earrings can catch on climbing apparatus and cause a nasty injury.

Please ensure that your child leaves toys and valuables at home. School takes no responsibility for lost clothing or belongings, although we will do our very best to help you find them.Sweets are generally not allowed in school except when your child has a birthday when they may bring a treat to share.

Home ActivitiesThe children will bring home a book to share each evening. From time to time they may also bring home other activities that might require your help. Please support your child with these activities as they can be very helpful in encouraging your child to develop independent learning skills. In particular, supporting with reading on a daily basis has a very positive effect on overall learning.

Assemblies and Religious EducationFor all of our full-time pupils there is an act of collective worship each morning. This can be through a whole school, Key Stage or class assembly which might be led by a member of staff or a visitor from our local community. Assemblies are a very important part of the corporate life of the school and can be times when children develop a sense of belonging to their school community and are challenged to reflect on both religious and values based ideas.We plan assembly themes for each month, often based on a value such as “caring, unity, helpfulness,” but sometimes taking stories from the Bible or other religious books. Religious education is taught according to the syllabus as agreed by the local authority. Parents have the right to withdraw their child from assemblies and religious education.

Educational Visits

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Our children go to many interesting places linked to the curriculum and we take advantage of our local community for some of those visits. When your child starts school we ask for a general consent form for local visits. We always send a separate consent form for trips which involve transport. Parents are encouraged to accompany us on visits if they wish to do so as we always need to take along additional adults.The governors policy on charging is to ask for a voluntary contribution from parents for school trips. No child will be excluded if they cannot pay, but we do appreciate your contributions and will always try to keep costs to a minimum.

Useful PoliciesAdmission Policy

Balliol Lower School benefits from a Pre School and Nursery Unit which cater for two to four year old children. Following their Foundation Stage education children progress to the main school where they will remain until the end of Year 4. Our standard admission number is currently 52.

The Local Authority will apply the following criteria (in the rank order shown) to decide the order in which places will be allocated when there are more requests from parents / carers than the number of places available:

All 'looked after' children or children who were previously ‘looked after’ (see definitions);

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1. Pupils living in the catchment area with siblings at the school (see definition of sibling);

2. Other pupils living in the catchment area;3. Other siblings (see definition);4. Any other childrenNotes1. If applying these criteria results in there being more children with an equal right to

admission to the school than the number of available places, the tie break will be the distance the pupil lives from the school, measured in a straight line, using the Local Authority’s computerised measuring system, with those living closer to the school receiving the higher priority. The Local Authority will measure the distance from the address point of the pupil’s home to a point on the school site agreed with the governing body of the school (published in the ‘Starting School’ and ‘School Transfer’ admissions booklets). The Local Authority will not give priority within each criterion to children who meet other criteria.

2. If a pupil moves into the catchment area outside the normal admissions round (or after the allocation process has begun) it may be more difficult to offer a place at the catchment area school if this would mean exceeding the admission number at the school. In this case, a place will normally be offered at the next nearest school or academy which caters for pupils of the same age and has places available.

3. Pupils who have a Statement of Special Educational Needs are required to be admitted to the school which is named on the statement, even if the school is full. Pupils identified for admission through the Fair Access Protocol [define] will also be admitted even if the school is full.

Definitions'Looked after' childrenA ‘looked after’ child is a child who is (a) in the care of the local authority, or (b) being provided with accommodation by a local authority in the exercise of their social services functions (see Section 22(1) of the Children Act 1989).

Previously ‘looked after’ childrenA previously ‘looked after’ child is one who immediately after being ‘looked after’ became subject to an adoption, residence, or special guardianship order. An ‘adoption order’ is an order under section 46 of the Adoption and Children Act 2002. A ‘residence order’ is an order settling the arrangements to be made as to the person with whom the child is to live under section 8 of the Children Act 1989. Section 14A of the Children Act 1989 defines a ‘special guardianship order’ as an order appointing one or more individuals to be a child’s special guardian (or special guardians).

SiblingA sibling refers to a brother or sister, half brother or sister, adopted brother or sister, step brother or sister or the child of the parent / carer’s partner, and in every case, the child should be living at the same address. The sibling must be in the school at the time

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of application and be likely to remain in the school at the proposed date of admission.

Home AddressA pupil's home address will be regarded as the address of the parent / carer with parental responsibility with whom the child normally lives. This will not usually include grandparents, aunts or uncles. Where a child spends time with parents / carers at more than one address, the address used to allocate a school place will be the one at which the child spends the majority of the school week (Mondays to Fridays) including nights. If there is any query on the home address this will be checked against original official documentation e.g. council tax bill, a recent utility bill (gas, electricity or water), a rental agreement, child benefit annual statement or family tax credit information

Admission to Pre School and Nursery

1.1 On admission to Pre School all children will be offered a sessional place in line with either parental request or, where funding is available, in line with the requirements of such funding.

1.2 On admission to our Nursery class all children will be offered three terms of part-time nursery education .

1,3 In order to be considered for a place at either Pre School or Nursery, children must be registered using an Admission form. These forms are available from the school office.

1.1 Children may be admitted to the Nursery, on a part-time basis, (morning or afternoon session) from

the September following their third birthday. 1.2 On admission to the Nursery Class all parents will be invited to attend an Induction

evening and to make a visit to the school with their child. 1.3 All new Nursery children will have the opportunity of being visited at home by

members of the Foundation Stage team.1.4 Term dates may differ for Pre School and Nursery Class children in order to

accommodate home visits.

Home Address A pupil's home address will be regarded as the address of the parent/carer with parental responsibility with whom the child normally lives. This will not usually include grandparents, aunts or uncles. Where a child spends time with parents/carers at more than one address, the address used to allocate a school place will be the one at which the pupil is ordinarily resident and where the child spends the majority of the school week (Mondays to Fridays) including nights. If there is any query on the home address this will be checked against official documentation e.g. council tax bill, a recent utility bill (gas, electricity or water), a rental agreement, child benefit annual statement or family tax credit information.

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CommentsThe Bedford Admissions Forum has agreed the following exceptions which may result in the admission number for a school being exceeded:

The admission of catchment area pupils, where the parent has expressed a preference (whether first, second or third), for the catchment school as part of the normal admissions round and in accordance with the published admission arrangements. This is not, however, a guarantee of a place.

The admission of pupils who have a Statement of Educational Needs which names the school, when that pupil has either been assessed or moved into the area outside the normal admissions round.

The admission of pupils in accordance with the Fair Access Protocol

The admission of pupils who have moved into the area, where there is no other suitable school within a reasonable traveling distance, or where the admission of an additional catchment area child would not prejudice the provision of efficient education or the efficient use of resources.

The admission of a looked after child outside of the normal admissions round as a result of a direction by the Local Authority acting as corporate parent.

The admission of a child in very exceptional circumstances in which the Local Authority and the headteacher are in agreement that not to agree to admit the child would be perverse

The admission of a twin or children from multiple births provided the admission would not cause a breach of infant class size limits

DISABILITY EQUALITY SCHEME

AimsThis Scheme demonstrates how Balliol Lower School will meet its disability equality duty under the

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Disability Discrimination Act 2005, in order to identify and remove barriers to success for those with a disability and support the school’s commitment to provide equal opportunities for all. This Scheme follows the DDA definition of disability as ‘a mental or physical impairment that has a long-term and substantial adverse effect on the person’s ability to carry out normal day-to-day activities’.

PrioritiesThe school will:

Promote equality of opportunity between disabled and non-disabled people Eliminate discrimination that is unlawful under the Disability Discrimination Act Eliminate harassment of disabled people that is related to their disability Promote positive attitudes towards disabled people Encourage participation by disabled people in public life Take steps to meet disabled people’s needs

ScopeThis Scheme sets out the proposals of the Governing Body of the school to increase access to education for disabled pupils in the three areas required by the planning duties in the DDA: increasing the extent to which disabled pupils can participate in the school

curriculum; improving the environment of the school to increase the extent to which disabled

pupils can take advantage of education and associated services; improving the delivery to disabled pupils of information which is provided in writing

for pupils who are not disabled.ImplementationThe school has consulted with those pupils with a disability in the school and their parents to draw up the action plan. There were no disabled staff at the time of the plan’s preparation. The plan shows how the school will address the priorities identified above.ReviewThe Governors will review and evaluate the Scheme annually. The Scheme will be accessible to all as a document on the school website. The Scheme should be read in conjunction with school policies for Equal Opportunities, SEN and Health & Safety.

Disability Access Plan2012-2013 2013-2014 2014-2015

Access to the Remove slippery Install handrails on Emergency exits from

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physical environment

surface from pathway leading from new classroom into garden area

Include disabled staff and parents in evacuation drills and training. Can designate someone as disabled during the drill and their evacuation has to be managed by the staff.

steps and where there is only one handrail, add additional handrail to other side of steps/stairs

toilet blocks and central lobby to playground: install ramps – recommend only one of the central exits is ramped.

Allocate a larger medical room for use by wheelchair user and provide bed.

Designate an additional accessible parking space.

Access to the school curriculum

Switch off noisy equipment in classrooms when not being used, eg computers, projectors.

When replacing furniture and carpets, choose contrasting colours. Have at least one table that can be set at varying heights

Access to information

Ask for and record access requirements of child and parents at first contact, usually at interview/admission meeting or admission form.

Inform parents about the accessibility of the school and publish in prospectus

Provide directions to the school in both picture/diagram form and written instructionAdd available in “alternative formats,” to prospectus

Staffing Structure 2015– 2016Senior Management Team

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Kylie Storey – Headteacher

Joanne Hurn – Assistant Headteacher (Foundation Stage/Humanities Team)Kirsty Bicknell – Assistant Headteacher (Key Stage 2 Leader Standards in Literacy/Numeracy/ Sciences Team)Joanna Smedley –SENCO/Key Stage 1 Leader/ Arts Team

Linda Banks – Support Staff Leader

Teaching Staff

Support Staff

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Foundation StageAcorn Heidi Fletcher

Maple Jo Hurn

Chestnut Lucy Holden

Year 1Rowan Chloe JenningsSycamore Julie Trudgill

Year 2

Holly Jo Smedley /Helen GrayLilac Emma Dimbleby

Year 3Willow Paul HolmesBeech Hannah Storey

Year 4Elm Jenna HomanOak Rachel Bromley

Foundation StagePre School Karen Dix (Manager)

Laura Hester (Deputy Manager)Jenni VenablesSharon LewisEmily NewsteadTarnya NealAbbie Matthews

Acorn Jane DaltonKrishna Mamon

Maple Jade WoodwardAnnie Wharton

Chestnut Chris WinconekBimla MathewYear 1

RowanSycamore

Debbie PalmerSue GansonMandy DennisGemma FlynnYear 2

LilacHolly

Meena LoiSharon Houghton

Year 3WillowBeech

Kerrianne KondrotasMichelle ParkerGeorge DaltonHayley NicholsYear 4

ElmOak

Linda BanksSandra JuziukMelissa Litchfield

Lead Behaviour Support Worker

Debra Bell

Midday Supervisory Assistants

Georgina Smith (Senior) Lynnette Luparello (LTA)

Sandra Juziuk Melissa Litchfield

Annie Wharton (Playleader) Chris Winconek Nisha Masih Wendy FrancisMichelle Parker Kerrianne

KondrotasBimla Mathew

Administrative staff

Office Manager: Caroline Griffin

Finanace Assistant: Mary Routledge

Bursar: Charlotte Stratton

Clerk to GovernorsAlison Jackson

Safeguarding OfficerLauren Snowdon

Family Support WorkerJulie Anderson

Premises Staff

Site Agent: Clive EatonCleaning Staff

Bev Sanderson Kerrianne KondrotasAnnie Wharton Andre Gomes

Bought In Support Staff

Play Therapist Susannah BradleyICT advice Jo NewburySpeech Therapist Rachael Turpin

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Our Governing Body

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Governor Designation NameHaedteacher Mrs K StoreyChair of Governors Mrs S OdellParent Governors Mrs S Odell

Mrs T BartensMrs H Lindsay ClarkeMr J Whitmore

Staff Governor Mrs K BicknellLocal Authority Governor Mr W HuntCommunity Governors Mr S Rowell

Mrs D ChandlerMrs D BellMr I McKayMrs S Maguire

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