At Hatherley Infant School, ‘British Values’ are promoted through Spiritual, Moral, Social and Cultural education. This is an integral part of our wider school curriculum and permeates through each curricular area, supporting the development of the whole child. We recognise that our school staff promote these values consistently, enabling our children to learn from good role models. We value our rich and diverse community and believe that our harmonious atmosphere is one of our greatest strengths as a school. All children are taught from the outset how important it is that we respect one another in all aspects of school and home life and indeed, in the wider world. We provide opportunities for our children to experience democracy and the rule of law in age appropriate ways. Our children are introduced to the concept of individual liberty by providing a safe environment in which they can begin to make choices for themselves and that prepare them for life in modern Britain.
Children experience democracy through a range of events in school. Each year the children decide upon their class contract and the rights associated with these. All the children contribute to the drawing up of the contract. We have a School Council which consists of two members from each KS1 class who are nominated and voted for by their classmates. They meet every few weeks with Miss Davies to discuss a range of issues. These issues include social and moral elements of school life, such creating codes of conduct for playtimes and discussing their ideas for school improvements such as ideas for the new sensory garden. The areas for discussion are then fed back to the rest of the class where they can all share their views and thoughts. We provide opportunities for children to express their own and others views through pupil questionnaires. Staff support children to develop peaceful problem solving strategies.
Tolerance of Different Faiths and Beliefs
At Hatherley, children are encouraged to explore and share aspects of their own culture and that of others from Reception through to Year 2. The children are taught that people have different faiths and beliefs and that these should be accepted. Children within our school with different faiths are encouraged to share their practices and special celebrations. Parents are invited to share celebrations from a range of faiths with us, including attending Harvest, Christmas, Diwali, Eid and Chinese New Year assemblies. The RE curriculum highlights similarities between the beliefs of different faiths and all pupils have the opportunity to visit a range of places of worship in the local community. Assemblies, RE lessons and visitors throughout the year include learning about, and celebrating, a range of cultural events and festivals.
Rule of Law
Children at Hatherley are actively involved in the implementation of the School Golden rules. They participate in the creation and signing of their Class contract, ensuring they understand the reason for these rules, that they govern and protect us. Children have a secure understanding of our school rules, which are visible in every classroom. Children are rewarded with golden tickets for making good choices and keeping the school rules or class contract. These rules are revisited regularly through PSHE lessons, assemblies and class circle times and there are clear sanctions for broken rules. We ensure that children understand that school and class rules are there to protect us and are essential for our wellbeing and safety. A clearly structured behaviour policy is in place. Staff, parents/carers and children are all encouraged to participate in the signing of our Home School Agreement, which outlines expectations from all involved.
At Hatherley, our value system is based on developing self-esteem, self-knowledge and self-confidence. These values are highlighted in weekly assemblies and are rewarded. Children are encouraged to make choices safely within a secure and supportive environment. For example, children may choose to participate in a range of extra-curricular clubs and are able to choose from a range of activities during the lunchtime period. Children are encouraged to volunteer for positions of additional responsibility within school, such as playground buddies, eco group members, register monitors or lunchtime helpers. There is a strong anti-bullying culture throughout the school. Children are taught the basics of understanding the consequences of choices, for example through the PSHE curriculum or aspects of the teaching of E-Safety.
Our whole school ethos is built around mutual respect. We are a diverse and inclusive school where everyone is valued and has a contribution to make to the school. Children learn that their behaviours have an effect on their own rights and those of others. The importance of working together is explored through the “Relationships” strand of SEAL and the Gloucestershire ‘Pink’ Curriculum. The school behaviour policy and school rules reinforce the importance of respectful behaviour to all. The use of a ‘Buddy’ schemes in Year 2 reinforces this message and allows children to learn from each other. Sports activities endorse an attitude of fairness and equality within school and the local area and promote mutual respect of people in our wider community.
We are very proud of the high quality provision at Hatherley Infant School. The staff team and governors work hard to always improve on our best.
Parent View gives you the chance to tell Ofsted what you think about your child’s school, from the quality of teaching, to dealing with bullying and poor behaviour.
We welcome ideas from parents on how we can improve what we do. Please click on the link below to register and complete the Ofsted Parent View questionnaire.
Our school was inspected by Ofsted in January 2018. Click here to read our Ofsted report.
Department for Education Performance Table
Information about our school, and how it compares to others nationally.
Click on the following links to view our school policies.
Pupil Premium Strategy Statement 2020-2021
At Hatherley Infant School we use our own and others’ experiences to allocate funding to activities that are most likely to have an impact on improving achievement. Through the use of Pupil Premium we strive to close the achievement gap between those children who qualify and their peers. Our aim is also to ensure that these children fulfil their potential regardless of the gap and that all our children in school make the necessary outstanding progress.
Pupil Premium funding allocated to the school is based on the number of pupils who have been eligible for Free School meals in the last 6 years, or who are looked after by the Local Authority.
|Numbers of Pupils and Pupil Premium (PP) received 2020/2021|
|Total number of pupils on roll||123|
|Number of PP Pupils, Reception to Y2 (ever 6 FSM)||29|
|Service Children (ever 4 SC) – £300/pupil||0|
|Looked After Children – £1900/pupil0||0|
|Percentage of pupils eligible for PP||24% – Ever 6 FSM|
|Amount of PP received per pupil||£1320|
|Total amount of PP received||£53,134|
SEND and Inclusion
Children have special educational needs when they have different or additional needs which teachers should address when planning. Each teacher has high expectations for each pupil and acknowledges they have an even greater obligation to plan for pupils with low levels of prior attainment.
A range of pupils have special educational needs, some of whom also have disabilities. Lessons are planned to minimise and reduce any barriers to learning, enabling all pupils to achieve.
A minority of pupils will need access to specialist equipment and different approaches. The SEND Code of Practice (2014) is clear about what should be done to meet their needs: The school makes all reasonable adjustments for a child with a disability by working with the pupil, parents and local authority to increase full access to the curriculum and everything else the school can offer, ensuring they are fully included in the school community. Adherence to the Equality Act 2010 through our Single Equality Scheme, ensures that steps are taken to prevent pupils with protected characteristics, including race, age, religious belief, sexual orientation and disabilities, being treated less favourably than others, and demonstrating our commitment to promoting an inclusive ethos and equality of opportunity.
The Inclusion Lead, Kali Rama, is responsible for overseeing the provision of SEN support in school. Regular Pupil Progress Meetings are held, attended by all staff involved in supporting the child’s learning. Parents are actively encouraged to discuss their child’s progress.
PE and Sports Premium
‘To challenge ourselves to be the best PE, sport and health learners we can be’
This year Hatherley Infant School will be focusing on the following points in order to improve the provision of PE and sport for our children:
- As a school we are looking to promote and increase activity during breaktimes, playtimes and school after. A play cooridinator will work alongside the PE lead and player leaders to promote active playtimes by offering a range of activities and area which will alow children to have positive experiences. These areas will include forest schools, den building and ball games.
- We will continue to offer high quality CPD opportunities through GSSN and other external partners, to enable teachers to observe good quality teaching.
- To develop teachers’ CPD and confidence in the teaching of yoga and gymnastics.
- To continue to provide popular extra-curricular clubs and from school council offer new ones.
- To develop the knowledge of the PE subject lead so they feel confident about the role.
- To audit equipment used by children during break times, lunchtimes and PE lessons to make sure equipment is of a high standard and useable.
- To take part in extra-curricular experiences which had been previously moved / cancelled in the previous year.
At Hatherley Infant School we focus on developing six key abilities:
- Children’s personal, social, physical, cognitive and creative skills as well as teaching them the importance of health and fitness.
By teaching PE in this way, all children are able to succeed. In each engaging lesson they are given opportunities to improve their fundamental skills, make important decisions about their own learning as well as evaluate themselves and others in positive ways.
Sports and PE funding
In September 2017, the Government announced significant, new increased funding for all schools for physical education (PE) and sport. It is crucial that as a school, we follow government recommendations and focus on the following areas:
- Engagement of all pupils in regular physical activity – 30 mins per day
- Raise the profile of PE and Sport across the whole school
- Increase confidence, knowledge and skill of all staff in teaching PE and sport
- Broaden the experience of a range of sports and activities offered to all pupils
- Increase participation in competitive sport
Key actions for this year
- PE lead to gain confidence and understanding of the role.
- Use funding to develop the role of an active play coordinator.
- Develop staff confidence in teaching dance and yoga through professionally led CPD sessions for all year groups
- Increasing range of extra-curricular opportunities for all children
- Updating and investing in new equipment for all physical activity
- Continuing affiliation with GSSN for extra-curricular activities, competitive sport opportunities and continual CPD for the PE subject leader
Please follow the link below for a summary of how we have allocated the funds for our school this year. We will post an evaluation at the end of the school year so we can tell you what impact the initiatives have had on standards in PE and sport across our school.