Working together to make a difference
Head Teacher: Mrs Jane Byrne
Tel: 01752 892489 Fax: 01752 691460
We must teach our children
To smell the earth
To taste the rain
To touch the wind
To see things grow
To hear the sun rise
And night fall
A PEOPLE PLACE
If this is not a place where tears are understood,
Where do I go to cry?
If this is not a place where my spirits can take wing,
Where do I go to fly?
If this is not a place where my questions can be
Where do I go to seek?
If this is not a place where my feelings can be heard,
Where do I go to speak?
If this is not a place where you’ll accept me as I am,
Where can I go to be?
If this is not a place where I can try to learn and
Where can I just be me?
William J Crocker
Head Teacher’s letter of introduction. 5
Safeguarding Children Statement, Inclusion & Accessibility 7
Aims and Ethos 8
Extracts from Ofsted Report 9
Details of Organisation/Term Dates 10
Communication with Community & Volunteer Help 12
Music Specialism 13
Friends of Ugborough School 14
Admissions Policy and Induction 15
After School Club, Confidentiality & Special Educational Needs 16
Code of Conduct 17
Home School Agreement 18
Homework and Assessment 19
Absence/Attendance, Policies and Medical Matters 20
Medicines and School Meals 21
Uniform/P E Kit 23
Extra Curricular Activities/ Reporting and Parental Liaison 24
Educational/Residential Visits, Transfer to Secondary Education 25
National Curriculum Subjects 26-33
SATs Results 2010 + Ofsted Highlights 34
Concerns and Complaints Procedure 35
Dear Parent or Guardian
Welcome to Ugborough Community Primary School. This is a small, “exceptionally happy”
and friendly school for 4-11 year olds. You are the most important person in your child’s
life and we will work with you to ensure that your child achieves his or her very best at
our school. We believe each child is a special person and needs to be treated with care
We are a hard working staff, committed to providing your child with an excellent, broad
education in a safe and caring environment so that each child achieves his or her full
Our school prospectus is designed to answer the questions we are most frequently
asked by parents. It also includes all the information that schools are legally required
to publish. We hope that it will help you get to know something of the school, but you
are also welcome to visit us at any time.
We extend an invitation to you to visit at any time. Please telephone the school to
make an appointment. You will find details of our admission policy on page 15 of this
In January 2010 Ugborough and Ermington Primary Schools formed a federation, led by
Mrs Jane Byrne, who works across both schools on an alternate day basis. This may be
interrupted by meetings / courses but appointments can be made for her to see parents
in any school via both administrators at a mutually convenient time. We are fortunate
that the schools are very close.
We are all delighted with this wonderful opportunity to work more closely together as a
Federation and hope that we will be able to: -
ensure high-quality leadership for the schools into the future
give access to a wider choice of educational opportunities for pupils who will have
access to a more flexible provision and a potentially wider curriculum
provide an extended range of extra-curricular activities for pupils
increase motivation for staff as a result of creating opportunities for career
development, sharing expertise and ideas and developing their leadership skills
allow greater flexibility in the use of the school budget eg the ability to buy
goods and services more economically
allow more efficient business management and administration in the schools
increase the opportunities for personalised learning by all pupils
More specifically, federation enables both schools to secure their futures by ensuring
that they can continue to attract enthusiastic and well-qualified staff and provide
visionary leadership at a time when this is proving increasingly challenging for smaller
School Development Plans
Both schools are currently working on specific areas to raise attainment and improve
outcomes for all of the children. There are many areas that are constantly being
maintained and these are key priorities identified by each school following careful
To engage children in personalising their own learning
To implement an effective process for hearing the Pupil Voice
To embed ICT across the curriculum, raising attainment, improving staff
confidence and developing assessment
To raise standards in maths across the school.
At Ugborough Primary School we have stringent procedures for safeguarding children
and are committed to providing a safe environment where their rights are valued and
Visitors are requested to enter by the school office entrance and report first to the
administrator to sign the Visitors’ Book and take a badge.
We aim to be a fully inclusive school community and to involve all members of the
community in decision-making policy development. We regard staff, parents and pupils
as undertaking a joint enterprise to make learning exciting and positive for all of us.
We are all members of a team working co-operatively to this end. The expertise of the
parents and carers is highly valued.
We do not discriminate in any way against any pupil seeking admission. Once pupils are
at the school our aim is to provide the best possible learning experiences for all; this
includes giving necessary support to individuals or groups of pupils who require
additional intervention to meet their needs. We want all pupils to have full access not
only to the taught curriculum, but also to out of school enrichment activities and all are
encouraged to participate in the wide range of clubs and sports. Pupils will be involved
in reviewing their learning experiences, evaluating their progress and actively planning
Ugborough Primary School strives to ensure that the culture and ethos of the school
are such that whatever the abilities and needs of all members of the school community,
adults as well as children, everyone is equally valued and treats one another with
respect. Communication, as well as experiences, should be accessible to all and pupils
should be provided with the opportunity to experience, understand and value diversity.
Unfortunately, at present, there is no wheelchair access to the school or within the
AIMS AND ETHOS
1. To enable all children to develop their full potential so that they become
responsible, fulfilled and independent adults.
2. To develop in children a love of learning that will continue throughout their
3. To help children appreciate their place in a global community so that they
develop a caring, sensitive attitude to others and to the world around them.
4. To offer children a wide range of experiences and opportunities that
encourage awe, wonder and spiritual awareness.
We will achieve these aims by:
Working with parents and the community
Continually evaluating and monitoring all that we do
Providing our staff with support and training
Encouraging the children to take responsibility for their learning
Celebrating achievement and encouraging creativity
Ensuring equal opportunities and access to all
Valuing each individual
Having high expectations
This document is not intended to create contractual relationships
EXTRACTS FROM OFSTED REPORT MAY 2010
“Ugborough Primary School is an exceptionally happy school. Pupils are very well known
to all staff and exceptionally well cared for by the school. In the words of one parent,
which echoes many of the views of both parents and pupils, “Our daughter enjoys each
day and the school has a real sense of community. We have seen our little girl flourish in
the supportive environment which also stretches and challenges.”
All procedures are extremely well organised and staff carry these out diligently.
Provision for pupils with special educational needs and/or disabilities is well organised
and pupils are given effective and caring support that helps them to achieve well.
Whatever their difficulty they are fully involved in the life and work of the school.
Links with outside agencies with, for example, the school nurse, speech and language
therapist and educational psychologist are strong.
Throughout the school, all pupils listen well, have high levels of concentration and work
It has an excellent “family” atmosphere and caters well for the children’s individual
needs. The headteacher has demonstrated strong drive and ambition, welding together
a very capable staff team and supportive and challenging governors. Together they all
play a strategic role in the school’s development, are exceptionally hard working, and
dedicated to the well-being and high achievement of the pupils
There are very effective links and a wide range of partnerships with outside agencies,
particularly other local primary schools and the secondary college. The school was
chosen to take part in a four-year pilot music specialism project and has been working
successfully with five other schools in the area. This has been highly beneficial both in
raising standards and achievement and also in the development of collaborative
Promoting equality of different groups of pupils is particularly well managed. It is
underpinned by very regular progress meetings ensuring that all pupils make the best
progress possible. Excellent safeguarding procedures fully comply with statutory
requirements and ensure that pupils are safe and secure in school. Regular training
supports staff in carrying out their safeguarding obligations well and rigorous
monitoring procedures ensure that this quality is maintained.
A very calm, caring atmosphere, good routines and warm relationships support young
children’s personal development and, alongside imaginative teaching, they quickly become
confident learners and make good progress
DETAILS OF ORGANISATION
We currently operate 4 mixed age classes.
When children start school, before they reach the age of 5, they are known as
Foundation Stage children (F).
Children aged from 5 – 7 years old (Y1 and Y2) are known collectively as Key Stage One.
Children aged from 7 - 11 years old (Y3, Y4, Y5 and Y6) are known collectively as
Key Stage Two
Morning session KS 1 9.00 a.m. - 12.00 p.m. Afternoon session 1.05 p.m. - 3.15 p.m.
Please ensure your child is here in good time for the start of morning school. However
no child should be on the school premises before 8.50 a.m. in the morning. Please collect
your children each day from inside the school gate.
In the interests of safety of all children, please park in the village square if you
bring your child to school by car. Please do not park outside the school, the village
hall or in the entrance to Seldons Close.
TERM DATES FOR THE ACADEMIC YEAR 2012-2013
06/09/12 First day of Autumn term
29/10/12 October half term
5/11/12 Back to school
20/12/12 End of term
8/1/13 First day of Spring term
18/2/13 Half term
25/2/13 Back to school
28/3/13 End of term
15/4/13 First day of Summer term
6/5/13 Bank Holiday Monday
27/5/13 Half term
3/6/13 Back to school
10/6/13 Non pupil day
24/7/13 End of term
Chair of Governors: - Mrs Sue Roberts - LEA
Telephone: - 01548 830813
Vice Chair of Governors: - Mrs Norma Roe - Community
Clerk: - Gill Hucker
Maggie Barker – Community
Giles Bryan – Parent – Ermington
Jane Byrne – Executive Headteacher – Federation
Dan Coxon – Parent – Ugborough
Mike Evans – LEA
Heather Freeman – Staff – Ermington
Lucy French – Staff – Ugborough
Richard Hodson – Community
Jude Ives – Parent - Ermington
Helen Keenan – Parent – Ugborough
Ian McClure – LEA
Neal Phillips – Staff - Ugborough
Claire Morgan-Hughes – Parent – Ermington
Kären Sims-Stirling – Staff – Ermington
Ann Willcocks – Parent – Ermington
Please note that all governors can be contacted through either school.
Governors are elected to serve for a period of four years. Any parent having a child
registered at the school is eligible for nomination as a Parent Governor when a vacancy
Governors are responsible for the general oversight of the school. They meet regularly
and visit the school whenever possible. They are involved in curriculum matters, finance,
discipline, appointments of staff and the maintenance of buildings and grounds.
Governors receive a termly report of school life prepared by the Head teacher.
COMMUNICATION WITH THE COMMUNITY
We are very keen to develop positive links with parents, and the village and the wider
community. We are eager to promote this aspect of our school life and consider that
Ugborough School should be a key component of the local community.
Outside visitors regularly come into school and education and residential visits enhance
our curriculum provision.
Parents are encouraged to come into school to help in class and to share their expertise
Every week, usually on a Friday, a Weekly Newsletter is sent home via email, and
distributed to local playgroups and organisations. This gives you information on diary
dates, current events and other helpful tips. It is also posted on our website –
Throughout the year events, which may be of interest to the wider community, such as
Harvest Festivals, Carol Services, Easter Tea, Book Fairs, Art Exhibitions and Music
and Drama performances are published in the Update and we welcome community
contributions and involvement in all of these types of activities.
We are delighted when members of the community are able to attend.
There are many ways you can help in school – in the classroom, one to one reading,
gardening, on trips etc. We are very appreciative of all offers of help and support and
if you are interested you should speak with your child’s class teacher or the school
office in the first instance. Please be aware, in accordance with government guidelines,
all volunteer helpers are required to undergo a CRB Disclosure check and sign the
school’s Code of Conduct. More information is available from the office.
In the wider community we have forged a very positive link with Upendo School in
Uganda. We hope that this will develop into a partnership that benefits both our
schools and communities.
In June 2007 Ugborough Primary School was selected to
become one of only 34 schools in the country to take part
in a National Primary Specialist Project.
Our specialism is Music and we are delighted to be working with 5
other primary schools in the Ivybridge area on collaborative projects
connected with this. We already have a strong musical ethos and hope
to build on the considerable expertise of both staff and children in the
school. Children from these six schools have showcased their talents
at performances held at the Watermark Centre in Ivybridge.
Almost two thirds of our children learn a musical instrument and we now
run a very successful community choir.
Projects so far include singing workshops and professional development
with the Voices Foundation, digital art and animation, visual literacy
through computer games, djembe drumming, performance and theatre
visits, video conferencing links with London Symphony Orchestra and
working with students from Exeter University on composition skills.
We have developed outdoor spaces for performance and improving our
ICT provision as well as making links with other curriculum and extending
multi-cultural links with our partner school in Uganda.
In addition we promote links with other creative arts such as art and drama.
We are very excited about the potential of this project. Music is such
a key part of everyone’s lives.
FRIENDS OF UGBOROUGH PRIMARY SCHOOL
The Friends of Ugborough Primary School work very hard on behalf of the school. Every
parent and interested member of the community is welcome to attend meetings, which
normally take place in the evening at committee members’ homes once a month. The
meetings are generally social events in themselves!!
Currently the Officers of the Friends are as follows, and they can be contacted via
email on email@example.com, in the playground or through the School
Chair: Caroline Ross (due to step down Summer 12)
Vice Chair: Helen Garner
Treasurer: John Pursey
During the year the Friends have been busy with a wide variety of activities – from
annual events like the Pumpkin Party with fun games and many other projects for school
such as – trips to the Pantomine, Lego Workshops and much much more. At Christmas
they sold ready-wrapped gifts to children – a popular event allowing children the
opportunity to buy low-priced gifts for their parents, families and pets. Carol singing,
mince pies and coffee at the Carol Concert and the end of term disco for the children
were all popular.
All the money raised is passed on to the school for a variety of projects, including
school grounds development, school trips and contributions towards workshops and
Everyone is welcome to get involved however much time they have to give and we make
our events fun for everyone both throughout the school and village as a whole. There’s
plenty going on and if you have any ideas we’d love to know. Please come along and join in
– as children move up to their next school we need others to take their place – so do
come along – please contact Helen for time and venue of the next meeting.
ADMISSION POLICY (As determined by the Devon LA)
Priority is given to:
1. Children living in the school's designated area, with a sibling who will be attending
the school at the time of admission.
2. Other children living in the school's designated area.
3. Children living outside the school's designated area, but with a sibling who will be
attending the school at the time of admission.
4. Other children living outside the school's designated area.
If it is necessary to distinguish between children in a particular category,
priority will be determined on the basis of distance between home and school
along the shortest available walking route (i.e. the shorter the distance, the
higher the priority) except that in the case of children of below statutory school
age in priority categories 1 and 2 only priority will be determined by date of birth
(i.e. the earlier the date, the higher the priority).
Priority may be given to the admission of a child for whom a particular medical or
social justification is demonstrated.
The admission arrangements may be modified to meet the particular
requirements of a trust deed.
In the term prior to your child starting school, they will be invited to spend some time
in their new class with their teacher. On one of these occasions there will be an
opportunity for you to stay with them and also meet with the Head teacher.
When term starts they will stay for mornings only for the first two weeks to ease them
into their new routine.
We also have a 'mentor' system, where the oldest children are paired with the
youngest and are responsible for helping them during playtimes, dinner times and
assemblies. They also spend time reading and playing maths and language games
with them as part of the curriculum.
AFTER SCHOOL CLUB
3.15 p.m. – 6.00 p.m.
We have strong links with the After School club, which is currently run
by a parent management committee in the Village Hall next door to the school. The
experiences of children at these clubs are very positive. They have access to many of
the school facilities as well as a range of activities that are on offer in the hall itself.
Telephone 077490029027 for further details.
We have strict procedures and policies regarding the necessity for confidentiality and
all adults in our school are made aware of the aims of the school policy on
To provide clear guidance to all members of the school community around
To encourage children to talk to a trusted adult if they are having problems.
To ensure all adults working in school deal confidently with sensitive issues
INDIVIDUAL AND SPECIAL EDUCATIONAL NEEDS
Children have a wide range of talents and individual needs: some of these needs may be
‘special’. We monitor each child’s social, emotional and educational development each
term to ensure that each individual’s needs are being met appropriately. Naturally,
parents are advised of any concerns and, where necessary, Individual Education
Programmes are drawn up in consultation with parents and children, where appropriate.
Most of the children’s special educational needs will be met by our staff from the
resources made available to the school but, in some cases, outside agencies will be asked
The Special Education Needs (SEN) policy has been updated in line with the new Code of
Practice and a copy of both of these is available in school.
The Fundamental Principles of our SEN policy are as follows:
The school will do its best to ensure that:
A child with SEN or disabilities will have their needs met
All children with SEN or disabilities join with all the activities of the school so long
as they can be made accessible with reasonable adjustments.
Teachers are aware of the importance of identifying and providing for children with
SEN and disabilities who they teach
The child’s views will be sought and taken into account
Partnership with parents and carers plays a key role in supporting their child’s
education and enabling them to achieve their potential
Children with SEN should be offered full access to a broad, balanced and relevant
curriculum for the Foundation Stage and the National Curriculum.
CODE OF CONDUCT
We work together with the children to provide a safe and happy learning environment.
We believe that the only form of discipline to have any lasting effect is self discipline
and our aim is to encourage the development of this in every child.
Together we have agreed a set of five school rules/code of conduct which we feel echo
our school ethos:
We will always be kind and considerate
We will be cheerful and try your best at everything
We will look after our school and our possessions
We will listen and follow instructions
We will keep to the paths and only run on play areas
The Federation of Ermington and Ugborough Primary Schools
Home School Agreement
To be signed by all parties at the beginning of the Autumn Term or upon admission
SCHOOL CHILD PARENT
We will ensure that: I will endeavour to: We will ensure that:
We work in partnership Embrace challenge and be We agree to and support the
with parents to ensure the enthusiastic about all school’s policies and ethos
success of their child aspects of learning
Our child comes to school
We look after your child as Obey the school and my on time, feeling confident
a firm but reasonable parent own class rules and positive
to ensure their safety and
happiness Always work hard and We will contact the school
strive to do my best if our child is absent
We give clear information
on the aims and objectives Behave well and be polite, All contact information is
of the curriculum and on friendly and helpful to up to date and correct
school procedures everyone
Our child arrives at school
We respect all information Listen to and respect the wearing the correct uniform
that is given in confidence views of others and bringing the correct
We let you know of your Let someone know about
child’s achievements and if anything good or bad We inform the class teacher
there are any concerns affecting my life of any significant matters at
home which may affect our
We are open and Look after my own and child’s progress, happiness
welcoming at all times and others’ belongings or behaviour
offer opportunities for you
to become involved in the We support our child by
life of the school attending parents evenings
and medical / health
appointments when invited
We support our child in
work to be done at home
We support the work of the
‘Friends’ / FUNdraisers and
become as involved as
possible in our child’s
Signed: Signed: Signed:
At the beginning of the academic year, we communicate our
homework expectations to parents. These have been developed
through consultation with parents and staff and reflect
Homework provides opportunities for children to:-
consolidate and reinforce what is learned in the classroom
build up basic skills such as reading, writing and numeracy
become curious and independent learners
develop good study habits
prepare for the next stage of their education.
During your child’s first year of school (Foundation Year) their teacher will complete a
Foundation Stage Profile which will form the basis of his or her annual report. From
this profile, future attainment will be targeted and monitored.
Throughout your child’s time at school, progress will be continuously assessed.
Teachers’ records are collated at the end of the academic year and we are able to
inform parents of the standards at this time.
When children reach the end of their infant years, termed Key Stage 1, and their junior
years, Key Stage 2, pupils undertake compulsory Standard Assessment Tasks and Test
(SATS). The results of each individual’s attainment are made known to parents and
aggregated results of the school are also made available to parents, the Local Authority
and to the Qualifications and Curriculum Authority (QCA).
Each year we review our school’s performance and target areas for further
Parents should contact the school on the first day of absence by 9.30 a.m.
(we have an answer machine in the office for messages) and send in a
written explanation of the absence when the child returns to school.
When a pupil is absent through ill health it is helpful to be told at the first contact the
nature of the illness and the probable date of return.
A note should then be brought in explaining the absence on his or her
Attendance and Holiday Requests
OFSTED inspectors and the DoE regularly check attendance in schools, both authorised
and unauthorised. Our policy is that an annual holiday may only be taken during school
term time if there is no other possible time to do this or it is a rare occurrence.
One day holiday requests will only be granted in exceptional circumstances, e.g. wedding
of close family. Each case will be looked at individually, but requests may be
unauthorised if they are deemed unacceptable reasons for a child not being at school,
e.g. a day off for birthday celebrations, child at home because a parent is ill.
Dental or other medical appointments/check ups should be made during school holidays
or after school during term time unless there is an emergency.
We celebrate good attendance at the end of each term. Children who have 100% or
very nearly 100% are given certificates for their achievement.
Copies of all the school policies are available on the school website.
All new entrants may be medically examined by the school nurse during their first year
at school. Please let us know if you wish to attend.
If your child is taken ill during the course of the day, we will contact you so
that you can take him or her home or seek medical attention. It is, therefore,
in your child's best interest to keep us informed of your up-to-date telephone
number (including mobile phone numbers) and provide us with the name and
number of an emergency contact. Children should be kept at home if they are
unwell in the morning.
Please note: - we are only permitted to administer medicines which have been
prescribed by a doctor, and then only if we have signed, written instructions from you.
Forms are available from the school office.
We have introduced a voucher system for lunches. Parents may buy books of
vouchers (in advance) from Mrs Harnett in the school office. They are issued
in units of 5 and must be bought in advance as a lunch can only be provided if
a child hands the voucher to the class teacher in exchange for their dinner. Any number of
books may be purchased in advance at £10.50 per book. Once you have bought a book of
vouchers we would ask you to fill in your child’s name on every voucher, select your meal choice
from the menu and send one in daily. These will be put in a folder in each classroom each
morning and given back to the child at lunchtime. This system, we hope, will save a great deal of
wasted lesson and administration time.
Lunches are cooked at our partner school, Ermington, by Debbie Mumford LACA School Chef of
the Year 2009. The quantity served is tailored to the appetite of the individual child and they
are expected to eat all their lunch unless there is a specific reason for not doing so. Vegetarian
options are available and please let us know if your child has any particular diet requirements.
Free school meals can be provided for children whose parents are in receipt of Income Support
or Income based Jobseekers Allowance. Please contact the CYPS Free School Meals Team on
0845 155 1019 for further information.
Facilities are available for children to bring packed lunches. Please ensure that they do not
include sweets or fizzy drinks. Other drinks should be brought in a plastic, screw topped
Children are allowed to eat fruit at morning break time.
Fresh milk is available daily in school but must be ordered and paid for in advance
from Cool Milk at School Limited. Forms to apply for your child to receive milk at
break time are available in the school office.
Devon County Council has a policy on the provision of
School Transport. It provides, for example, for free
school transport where a pupil of compulsory school age
lives beyond the agreed statutory distance from the
school designated by the Local Education Authority who serve the home address. The
statutory distance is defined as two miles for children up to eight years of age and
three miles for those eight and over. To qualify, the statutory distance is measured by
using the shortest available route between the home and the school.
It is now possible for children living in the Bittaford and Moorhaven areas to have
free transport to and from school on application to Devon County Council.
Transport is also provided to pupils registered at a school that is nearest to their home
when this is not the designated school and if beyond the walking distance and suited to
the age, ability and aptitude of the child.
There are exceptions to this policy. Some pupils may be given free transport even when
they live within the distance for special reasons - e.g. medical grounds.
It is a parental responsibility to arrange for children to travel in safety between the
home and picking-up and setting-down points. They are also responsible for their
children while they are waiting for transport and when they leave the transport at the
end of the day.
Where the Authority is not obliged to provide transport it is a parental responsibility
to make arrangements for and meet the costs of travel between home and school.
Where spare seats on the County Council's school transport vehicles or contractors'
vehicles are available, these may be occupied by children not entitled to free school
transport on the purchase of a concessionary ticket. Adequate warning will be given to
parents should the concession need to be withdrawn.
If parents are unhappy about the way in which the policy has been applied, staff at the
local Education Office will be willing to discuss any concerns. An appeal procedure
exists. Further information is available from the local Education Office. A full policy
statement is available from the local Education Office.
Our school colours are grey and red. The girls are encouraged to
wear a grey skirt, white blouse and red jumper, cardigan or
sweatshirt with grey or white socks and white, red or grey
tights in the winter. If they wish they may wear a red gingham
dress in summer.
The boys are encouraged to wear grey trousers (short or long), a white shirt, and a red
jumper or sweatshirt with grey or white socks.
Hats must be worn in the summer and sandals may be worn during this time but they
should be of a sturdy variety and not a ‘flip flop’ type. Jewellery is not permitted other
than small, plain earring studs.
Orders for school uniform should be made on line through one of the following
A list of items available for order is available in the school office. We also have sample
stock items in school for you to try on for size. Please note that uniform purchased on-
line carries the school logo. However, if you wish to buy uniform from another source
that is perfectly acceptable.
Throughout the winter months your child will need to wear a good, substantial pair of
shoes and a warm coat. School bags should be of a reasonable size, not too large. Book
bags cost c.£5 and music and P E bags cost c.£4.50 each.
KS2 children will need in school at all times the following kit: trainers, black shorts, red
T-shirt and a named shoe bag which can hang from a hook. A track suit would be useful
for cold weather. Foundation/KS1 children will change for Physical Literacy in summer
term only and will require PE kit as listed above for that term. (All children will require
proper trainers rather than plimsolls).
PLEASE ENSURE ALL ITEMS OF CLOTHING
ARE CLEARLY MARKED
Lost property will be returned to the owner if clearly marked,
otherwise items are stored in a box in the main school hall.
EXTRA CURRICULAR ACTIVITIES
Our staff are very committed to the needs of our pupils and give freely of their own
time to organise a variety of after school clubs. Such clubs are very popular and, to be
fair, priority is given to children of different ages for each activity. We are also
grateful to parents who assist in the running of these clubs.
Parents are kept informed of activities via the weekly Newsletter.
REPORTING AND PARENTAL LIAISON
Parents are welcome to discuss their child’s progress with staff at any mutually
convenient time. If you have any concerns we do advise parents to contact your child’s
teacher sooner rather than later so that these can be dealt with quickly. The head
teacher is also available for consultations.
We hold Parents’ Evenings in the autumn and spring term for all pupils, to discuss
children’s progress and development. In the summer pupil’s achievements are
summarised in a written report. Throughout your child’s time at school, progress is
continually assessed and, given a little notice to collate assessments, we are able to
advise you of your child’s attainment at any given time. More frequent consultations are
arranged where children have special educational needs.
Our monthly School Update gives information regarding dates, events, etc. In addition
to this, letters will be sent home with any extra information that might be relevant to a
particular class or activity.
PLEASE CHECK YOUR CHILD’S BOOK BAG REGULARLY.
The School Council meets once every two weeks and has a membership of two children
from every class representing all ages across the school. They discuss and decide upon
rules for playtimes, children’s priorities for spending and raising of school money and
many other important issues relating to the running of the school.
Educational visits, both by visitors to the school and by children visiting other places,
are a vital part of the curriculum and we try to provide as many opportunities as
possible for the children of Ugborough.
School visits cannot normally be subsidised from school funds. Parents are usually
asked for voluntary contributions to cover the cost of each trip. Unfortunately, should
parents decline to contribute it is unlikely that the trip can take place. In cases of
financial difficulty parents can discuss the situation confidentially with the Head
teacher and every effort will be made to find a solution.
We consider these to be of tremendous educational value. Children will be able to
participate in several such events in their school career.
Years 6 Outdoor Education Residential at Dartmoor Training Centre with
Ermington Primary School
Years 3 and 4 Arts Residential at Beaford Arts Centre – 3 days
The cost for these visits is separated into a charge and a voluntary contribution - and
parents must meet both for the visits to be viable. However for parents of children in
receipt of Income Support, Income based Jobseekers Allowance, Family Credit or
Disability Working Allowance the charge element is met by the school.
TRANSFER TO SECONDARY EDUCATION (Key Stage Three)
This normally takes place at the end of the academic year in which the child attains the
age of eleven. Most of our leavers transfer to Ivybridge Community College.
The College has an excellent reputation and links between Ugborough School and the
College are particularly strong. Staff from the College visit our school to meet and work
with those children transferring the following September and the children have the
opportunity to spend a day at the College as Year 6.
Both Year 5 and Year 6 have the opportunity to mix with children from the Ivybridge
Community College feeder schools of similar age for sports events.
Liaison between the College and Primary Schools continues to improve and develop
Parents have a statutory right to state a preference of secondary school.
THE EDUCATIONAL CHALLENGE
Education is not concerned only with equipping students with the knowledge and
skills they need to make a living. It must help our young people to: use leisure
creatively; have respect for other people, other cultures and other beliefs; become
good citizens; think things out for themselves; pursue a healthy lifestyle; and, not
least, value themselves and their achievements. It should develop an appreciation
of the richness of our cultural heritage and of the spiritual and moral dimensions to
life. It must, moreover be concerned to serve all our children well, whatever their
background, sex, creed, ethnicity or talent.
Sir Ron Dearing 1993
The school follows the teaching content laid down in the National Curriculum,
Educational Reform Act 1988/revised 1994/2000. These are documents relating to
English, Mathematics, Science and ICT, the core subjects, and Technology, History,
Geography, Music, Art and Physical Education which are foundation subjects. In addition
we follow the Religious Education Curriculum outlined by Devon.
The National Numeracy Strategy was introduced during September 1999. We adopt a
practical, activity-based approach to mathematics. Number skills are important in their
own right and are regularly taught and consolidated. They are also vital problem solving
tools, invaluable in assisting with the mathematical topics that children study in primary
school. It is essential that pupils learn to apply these skills in a range of contexts,
which include the study of length, weight, area, volume, capacity, time, money,
geometry, algebra and sets.
Practical activities are used to introduce new concepts. Such work
is augmented and extended by the use of a wide range of published
material. Mathematics gradually becomes more abstract as children
grow older. Nevertheless, we continue to ensure that they
participate in investigative and problem solving activities on a
Literacy, talking, reading and writing are part of everything we do in our lives. All these
aspects of language therefore have a key place in our work in school at various times.
The National Literacy Strategy has now been introduced to all classes.
Listening and talking
We support all children’s development of spoken English to enable them to participate
fully in all aspects of school life. Discussions take place each day, with children learning
to respect the views of others but also having the opportunity of asserting their own
ideas. There are ample opportunities for these skills to develop through a variety of
structure play activities in our early Years classrooms, as well as role play, drama and
class presentations as children move through the school.
Children learn to use phonic skills and their sight vocabulary
to make sense of text from the start of their schooling. It
is important that they acquire a full range of strategies to
become effective readers. As they progress, shared and
guided reading are used to develop children’s reading skills. Able readers encounter a
variety of challenging texts and are guided through examples to draw out the range of
messages and information present.
In Key Stage 1, books are organised into colour-coded sets to give children an idea of
materials that are within their capabilities, thus extending choice and autonomy to even
very young children. At Key Stage 2 children are encouraged to make their own choices,
reading from a wide range of authors and genre. Assistance and guidance is on hand to
help avoid inappropriate selections.
Children’s reading is monitored regularly largely through guided reading groups in school
and skills are taught in a variety of other contexts. Many of our children are very
successful readers, which reflects the strength of our links with parents and the
support and encouragement that comes from home. Regular practice at home is clearly
to each child’s advantage.
“Reading is great because you learn more words” – Lola Year 1
Our youngest children learn to write using their phonetic knowledge.
Shared and guided writing is used to further develop a range of writing
skills and strategies including structure, organisation, grammar,
punctuation and spelling. Children are guided through a variety of different styles, and
‘framing’ techniques are used to help children plan and develop work and to communicate
different types of writing effectively.
Writing takes a variety of forms and includes imaginative poetry and prose, factual
research and the expression of feelings. Grammar, handwriting, spelling and
punctuation are taught within the context of these various forms of writing, as well as
in specific skill-based lessons.
Keyboard and word-processing skills are becoming increasingly important in school and
children have regular access to computers.
“I love writing stories and using descriptive words” - Emily Year 4
We are sensitive to the varied religious customs that children follow. We aim to
support a child’s individual beliefs as well as broaden their knowledge and awareness of
We follow the Devon R.E. Syllabus so that each child gains knowledge and experience of
Christianity, Islam, Hinduism, Sikhism, Buddhism and Judaism. In following the religious
syllabus, children will come to see that each religious tradition offers many insights for
mutual understanding and tolerance, as well as having many similarities to the values
common to our local community.
“In R E we normally sit as a group and talk about different religions and cultures.
In some sessions we work on our own and sometimes we talk to a partner.” Naomi
CORPORATE ACT OF WORSHIP
Our daily assemblies provide children with opportunities to be together experience
stories with clear moral messages, to sing and share religious and spiritual experiences.
Assemblies also have a strong social function within our school community and include an
act of worship. We use prayers and songs from a variety of faiths. In accordance with
the law most Acts of Worship are of a Christian nature.
Parents do have a right to withdraw their children from an Act of Worship and are
welcome to discuss this matter with the Head teacher.
We study many periods of British history as well as looking at world events. Our
starting points often build on experiences which children have already, and examine
comparable events in the past.
It is important that our children understand the consequences of events from the past,
as they may provide lessons for the future. This area of the curriculum is a key
element within the primary school, and can provide a wealth of material for language,
maths and science work.
Parents may be asked to make a voluntary contribution towards the cost of resources
Creative work is central to all aspects of the curriculum and an integral part of every
school day. Through modelling, drawing, printing, textiles and the exploration of
different medial we aim to promote and develop the child’s imagination, originality and
curiosity. The variety of creative arts is important in its own right as well as for the
support it affords many other aspects of the curriculum. Techniques and skills are
developed using the work of established artists. We achieved the Artsmark Award in
I really like doing projects with cardboard and other big materials”
Reggie Year 4
Technology has strong links with other areas of the curriculum, in particular art, craft,
computers and science. Our work is practically based and is tailored to helping the
Organise their work as independently as possible
Design and select materials to make things that are useful in other contexts
Communicate and develop their ideas
Modify their work in the light of experience.
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
We have a purpose-built ICT room, and four laptop computers are
based in each classroom. Computers are regularly used as valuable
tools in many areas of the curriculum to support writing, reading,
mathematics, science, design technology and art, amongst others. Children have access
to computers on a planned basis to ensure that data handling, simulations, word
processing and desktop publishing and mathematical applications are all addressed
systematically, and revisited regularly.
Pupils have controlled, filtered access to the Internet, enabling them to locate a wide
range of information across the whole curriculum and to communicate with other
organisations. Parents and pupils are required to read and sign our Acceptable Use of
Computer and the Internet Agreement each year. Rules regarding use are clearly
displayed near all computers.
GEOGRAPHY AND ENVIRONMENTAL STUDIES
Our school site provides valuable resources which we aim to develop in the future. We
also study various aspects of our stimulating, beautiful and challenging local
environment. Most important of all is the impact that the environment has on the lives
of creatures and humans. In all aspects, our emphasis is on practical, active learning
through fieldwork, observation, experimentation, questioning and research.
We also study a number of locations in Britain; in particular Ugborough, Dartmoor and
Plymouth as part of our local environment and around the world includes Chambakoli in
India and Benin in Nigeria.
We are in the process of developing the school grounds as a more valuable
Our physical education curriculum provides a broad range of physical
activities which include games, gymnastics, dance, swimming, athletics and
outdoor and adventurous activities. We have good PE facilities. These
include two playgrounds with marking, a level field, an indoor hall and use
of the Village Hall which is adjacent to the school.
As a school, we aim to promote physical skilfulness and knowledge of the body in action.
Our children learn how to think and respond in different ways to suit a wide variety of
creative, competitive and challenging activities.
In Key Stage Two each year the children have the opportunity to work in a gym at a
local Ivybridge school.
Swimming – Year 1 and 2 children travel to Ivybridge Leisure Centre to be given
instruction in a heated swimming pool. There is a small voluntary charge for this.
We offer a range of extra curricular activities which include a
football club, netball club, kwik cricket club, an outdoor and
adventurous activities club, athletics club and cross country club.
We participate in the local primary school netball and football
league and attend local sporting festivals and tournaments.
A team of our Year Six children have the opportunity to participate in the Junior Ten
Tors event which is held on Dartmoor each summer. We have close links to Ivybridge
Community College which has Sports College status.
In 2003 we were awarded the Gold Activemark Award. This national award
acknowledges the very high level of our physical activity provision. This recognition has
continued through to 2009.
In KS1 the children follow a multi- skills programme four days a week
called Physical Literacy. In addition the whole school does Daily
Physical Activity either first thing in the morning or just after lunch.
In Key Stage One children partake in class music lessons which focus on a variety of
themes. We have available a range of tuned and untuned percussion instruments. The
children are actively encouraged to join in with class and whole school singing sessions.
In Key Stage Two music is taught in small groups. All children learn the recorder, music
through ICT and composition skills. Our extra-curricular clubs include recorder groups,
ensemble and choir. We enjoy performing and take part in a range of performances
throughout the year.
All Key Stage Two children learn the recorder and have access to music through ICT.
In addition, our specialist music staff teach recorder,
clarinet, flute, violin, guitar and keyboard skills. If you
would like your child to learn a musical instrument, please
come and talk to us. Children in receipt of specialist or extra-curriculum tuition are
expected to practise regularly at home. As a result of our music specialism project,
music is becoming an increasingly integral part of school life.
MODERN FOREIGH LANGUAGES
All children in KS2 have access to modern foreign languages each week. In Years 5 and
6 we run several successful foreign language sessions in conjunction with Ivybridge
Community College. These may be French, Spanish or German.
Our science curriculum is designed to engage our pupils’ natural curiosity
about the world around them. We aim to develop our children’s knowledge,
skills and understanding by providing a wide range of practical first hand
experiences. These experiences are based on observation and investigation.
Published materials in books and computer based information is also used to support
research, as well as visits to places of interest and by visitors to school. The children
are taught to communicate their findings clearly. We also encourage them to be critical
and to think creatively when developing their own ideas. We feel that science provides
an important opportunity to experience the awe and wonder of the natural and man-
A Science Week may be run during the year which focuses on a specific aspect of
science. All the children participate in a wide variety of activities. Visits and visitors
make this a very special week.
As part of our Health Education programme, relationships, the family, physical
development, reproduction, feelings, emotions, responsibility for ourselves and others
will be covered once during Key Stage 2.
“Science is my favourite subject, I like making electrical circuits and doing
experiments” – Thomas Year 2
SEX AND RELATIONSHIP EDUCATION
Sex and relationship education is included as part of our normal PSHE programme.
Young children see no distinction between questions about sex and questions on any
other subject. Their curiosity arises naturally. Honest answers are given at a level
suitable for a child to understand.
In Y5/Y6 we use the programme ‘Living and Growing’. Parents are informed in advance
and are welcome to contact the teacher or Head teacher if they have any queries about
the course and are entitled to withdraw their child if they wish. The programme deals
with the reproductive system, using the correct but basic vocabulary for the sex
organs, thus providing a basis for follow up discussions at school and at home. In KS1
pupils study a unit about “Ourselves” in which they talk about and label diagrams of male
and female children.
PERSONAL, SOCIAL AND HEALTH EDUCATION (PSHE) and CITIZENSHIP
This is an integral part of school life and is built into the curriculum. It covers a wide
range of topics including health, democracy, human rights and bullying.
All National Curriculum subjects provide opportunities to promote pupils’ spiritual,
moral, social and cultural development. However, explicit opportunities to promote
pupils’ development in these areas are provided in religious education and the non-
statutory framework for personal, social and health education (PSHE) and citizenship at
Key Stages 1 and 2. A significant contribution is also made by school ethos, effective
relationships throughout the school, collective worship, and other curriculum activities.
Personal, social and health education and citizenship help to give pupils the knowledge,
skills and understanding they need to lead confident, healthy, independent lives and to
become informed, active, responsible citizens. Pupils at Ugborough Primary School are
encouraged to take part in a wide range of activities and experiences across and beyond
the curriculum, contributing fully to the life of the school and the community. We
believe that in doing so they learn to recognise their own worth, work well with others
and become increasingly responsible for their own learning.
Last year we achieved the Healthy Schools Award. We actively promote healthy
lifestyles and eating. Healthy packed lunches are encouraged. The children may only
bring fruit to eat as a snack and drinking water during the day is considered essential.
Key Stage Two SATs (Year 6) – Please ensure your child is in school during SATS
Key Stage One SATs (YEAR 2) - These are now used to inform teacher assessments
and are taken in the latter part of the summer term.
Ugborough Primary School
School performance summary - Key Stage 2 (Year 6) 2010
Attainment in English and Maths 2010 at Key Stage 2
The table shows the percentage of pupils achieving level 4 or above in the KS2 tests for English and
mathematics (and teacher assessment for science).
% of pupils achieving at KS2: English Maths
Level 4 or above 89% 89% 89%
Level 5 or above 58% 47% 58%
Absent or unable to access test 0 0 0
Percentage Level 4+ in both English and Maths
Percentage achieving Level 4 or above in both English and maths 2008 = 89%
Percentage achieving Level 4 or above in both English and maths 2009 = 92%
Percentage achieving Level 4 or above in both English and maths 2010 = 89%
CONCERNS AND COMPLAINTS PROCEDURE
Should you have any reason for concern or to complain, do please speak initially to the
teacher concerned or Head teacher. Should the response not resolve the issue that you
raise, then do please write to the Chair of Governors, c/o the School, marking your
letter ‘Confidential’. The issue will then be raised via Governors’ Committee meetings.
The formal complaint procedure is shown below. Further details are available from the
School Administrator or Head teacher.
The full complaint procedure has five stages, but every effort should be made to
resolve issues at the earliest stage.
1 Teacher (or Head teacher if Most concerns are easily resolved informally
immediately involved) by discussion with staff at the school:
more difficult or complex concerns may take
more than one discussion.
2 Investigation by Head teacher The Head teacher will make an investigation and
or Chair of Governors respond to the complaint. If the complaint is
directed at the Head teacher, then the Chair of
Governors (or other named Governor) should take
3 Complaint to the Governing If, after careful attempts, a resolution is not achieved,
Body the complaint will be heard by at least three Governors.
4 Complaint to the Local If, and only if, the complaint falls under the
Education Authority arrangements set up under Section 409
(Devon County Council Education Act 1999. It can be referred to a
local authority Panel. In other cases, the
Governing Body’s decision will stand.
5 The Secretary of State for will give direction if the Governing Body or the County
Education and Employment Council have acted unreasonably or have failed to make
Provision. If the complaint is against action taken, or
not taken, by the County Council, it is also possible for
that complaint to be referred to the Local Government
The Authority is insured against its legal liability for any injury, loss or damage caused
to pupils as a result of negligence on its part or that of its employees, servants or
Pupils attending the authority's schools are not insured for personal accident benefits
while on education premises or taking part in recognised activities outside the school.
The council expects all employees, pupils and students to accept full responsibility for
their personal possessions, including money and to consider taking out insurance
themselves to cover any risks.