How can I arrange a meeting with my child’s teacher?
You can make an appointment to see your child’s teacher by approaching them in the playground at the beginning or end of the day or by calling into or telephoning the main office to arrange an appointment.
How do I make an appointment to see a senior member of staff?
The headteacher and or deputy are often in the playground particularly at the beginning of the day. However, you may prefer to telephone or call into the office to make an appointment. For urgent matters, parents and carers can usually be seen immediately by a senior member of staff.
I do shift work. How can I get to meet the teacher?
Teachers are very flexible with their time and we do our best to accommodate parents’ needs. Where parents/carers are unable to make it into school, telephone meetings can be arranged.
How can I find out about my child’s progress?
You will be informed of your child’s progress at Parents’ Consultation meetings in the autumn and spring terms and in your child’s full school report at the end of the academic year (July). Your child's Home/School Diary will also contain information about your child's reading. However, you can enquire at any point about your child’s progress. Teachers will be happy to give you updates, especially if you have concerns about your child’s progress.
Who should I speak to if I think my child needs special help?
You should speak to your child’s class teacher in the first instance but you may also make an appointment with the school’s Special Educational Needs Co-ordinator. The head teacher or Deputy are also available if you have particular concerns.
Do you ‘set’ children academically?
In the Foundation Stage (Nursery and Reception) children work alongside each other, although pupils working at a similar level may be drawn together to work on phonics activities, for example, or on a particular maths challenge.
In Key Stage 1(Years 1 and 2), pupils generally work together on tasks but may be grouped for some maths or literacy activities. Guided reading groups are arranged according to pupils’ reading ability.
In Key Stage 2, (Years 3, 4, 5 and 6) pupils are usually taught in ability groups for maths but these are flexible. Pupils may move groups if they find the level of work too demanding or insufficiently challenging.
For some activities pupils are grouped according to their ability in English, but this is not as common practice as it is for maths lessons. Guided reading groups are arranged according to pupils’ reading ability.
How much classroom support is there for the teacher?
Classroom support is determined according to the needs of the pupils and is flexibly arranged. If a particular class has several children with additional needs then that class will be given more support than another class. Support may change throughout the year depending on pupils’ progress. Some support staff may work with groups of children from different classes within the phase. All classes receive some support.