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Transforming Learning…Transforming Lives…Transforming Communities

“Outstanding leadership and governance ensure that the Academy makes rapid progress and meets its challenging targets.” Ofsted, November 2013

Oasis Community Learning Building Community – Developing People When I was a teenager I used to attend a local churchbased youth club at the weekends. There I learnt two important lessons in life. The first was that the 15-year-old girl who was the reason for my going there in an attempt to woo into becoming my girlfriend, wasn’t the least bit interested. To her I was a non-entity – a mere 14-year-old!

But the second was that I am made in the image of God and that as a result, my life, just like each life, has purpose and meaning. In short, I learnt that every person matters.

So it was that I became inspired to create ways to help build communities where everyone – both young and old – had hope, felt they mattered and were given the opportunity to achieve to their full potential. As a result, in 1985 I set up Oasis; a charity which now provides education, housing and healthcare around the world.

Oasis Community Learning, part of what was by then a family of Oasis charities, began its life in 2004 with the goal of developing a number of Academies across the UK. And, just like the rest of Oasis’ work around the world, right at its heart are the same values. Inspired by Christ, we are committed to valuing all, protecting rights to freedom and choice, working against discrimination and exclusion, respecting the beliefs of others and nurturing confident and competent young people.

That’s why, through high-quality facilities, outstanding staff and leadership, we work to create a positive and affirming environment, encouraging partnerships between students, parents/carers and the wider local community.

That’s why Oasis Academy Shirley Park’s goal is to provide a welcoming environment for students of all faiths and none, as well as for their parents and carers.

The Oasis Educational Charter spells all this out in much more detail. You can download this from our website www.oasisacademyshirleypark.org.

However, it is all summed up like this: We are community - we are relationships We are learning - we are achievement We are unique - we are inclusive

Welcome from the Academy Leadership On behalf of the Academy Leadership, Academy Councillors and staff, we would like to wish you a very warm welcome to Oasis Academy Shirley Park Primary Phase.

It is our firm belief that children learn most effectively if they feel safe, happy and valued. We constantly strive to provide such an environment so that creativity can flourish and the skills and qualities required for the children to become active citizens with a life-long love of learning can be taught.

Everybody is expected to maintain high expectations and high standards. We have high expectations of our children, whether that is applying themselves to their learning in the classroom, having good manners with everyone they meet or when taking part in one of the many opportunities outside the classroom.

We value perseverance, hard work and a positive attitude. As a staff we have high standards as well. We constantly ask ourselves, ‘Would this be outstanding for my child?’ We strive to say ‘yes’ to this question in everything we do.

We are a welcoming Academy, with a family atmosphere. It is a community where every child is known as an individual and where our parents and staff work together to play a central role in helping us to achieve what we want for our children; an outstanding education.

We are enjoyment - we are perseverance We are hope - we are future We are Oasis.

Louise Lee, Executive Principal

Adam Browne, Associate Principal Head of Primary Phase

Steve Chalke MBE – Founder of Oasis

That’s why Oasis Academy Shirley Park’s purpose is to provide a rich and balanced educational environment – academically, vocationally, socially, morally, spiritually, emotionally and environmentally for all our students.

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That’s why we aim to develop informed and active learners who can explore questions, seek answers and solve problems – students who will care passionately about their neighbour, their community and their planet.

“Students’ achievements are outstanding. Regardless of their starting points, all groups make exceptional progress.”

Ofsted, November 2013

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“Children make outstanding progress in the Early Years Foundation Stage.”

Ofsted, November 2013

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An Exciting Journey into the World of Education We understand this is an exciting and tentative time for all; your child, you as parents/carers, siblings, grandparents, extended family and friends. At Shirley Park, this is potentially the only decision you will ever have to make about your child’s schooling and guarantees a place in Year 7 at our high performing Secondary Phase and beyond into Sixth Form, where students have moved on to some of the best universities in the country.

We believe that the education of your child is a shared venture – shared between you, the parents/carers and us, the staff of the Academy; we each have our part to play and encourage your support and involvement. The journey starts here!

Induction for Nursery Class

Induction for Reception Class

The teacher and learning support assistant make home visits to begin to get to know each child in the environment where they feel most comfortable. Parents/ carers and children are then invited to spend a morning or afternoon session in the Nursery to ensure as smooth a start as possible. We know that every child is different so we allow them to settle in at their own pace.

In September, parents/carers of children new to the Academy are offered a home visit by the class teacher and are also invited to bring their child to spend a morning or afternoon session in the Reception classroom in order to begin to familiarise themselves with the school environment. Children who are joining from our Nursery spend some time during the summer term in their new Reception classroom and meet their new teacher before the summer holiday. The vast majority of the children feel confident enough to attend school full time by the third week of September. Children can, however, settle at a slower pace if necessary

“Behaviour is outstanding. Students take immense pride in the academy and everything it offers.”

Ofsted, November 2013 3

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“Students in all years praised the commitment and dedication of their staff.

This view is echoed strongly by parents.” Ofsted, November 2013 Partnership Parental/carer engagement is an essential part of a child’s progress and development and we view the relationship between teachers, parents/carers and children as a triangle where each plays an equally important role in the child’s educational progress. All parents/carers and children, and we the school, sign a Home/School Agreement. This asks parents/carers to commit to a set of principles which underpin the ethos of the school.

Communication

Parental/Carer Consultation

We ensure there are many opportunities for dialogue.

Parents/carers are invited into the Nursery and Reception classes at the beginning of each day to settle their child and to help them with an activity. The teachers of Years 1 to 6 arrive on the playground ten minutes before the beginning of every day and also walk the children out at the end of every day so that informal discussions can occur.

Every October there is the opportunity to meet with your child’s class teacher on a formal basis to discuss how they have settled into their new year group and to share targets for the school year. In February, a second meeting is scheduled so that you may discuss with the class teacher how your child is progressing. In July, every child receives an annual report which details their performance during the year and gives areas for future development.

An opportunity is provided for parents/carers to meet the class teacher to discuss the annual report if they so wish.

If parents/carers have any particular enquiries, they are encouraged to talk to the class teacher, Phase Leader or any member of the senior leadership team. If no one from the senior leadership team is available an appointment can be made via the school office.

In addition, there is a weekly Primary Phase newsletter which can be sent to you either by email or on paper. It provides lots of information about what the children have been doing as well as future events such as school trips.

We send out an annual questionnaire to all parents and carers so that we can take into account all views.

“In the Early Years Foundation Stage a lively, attractive and stimulating environment fosters a high quality of teaching and learning because pupils feel safe, secure and happy.”

Ofsted, November 2013 5

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“Students are polite and courteous. They are pleased to welcome visitors and to explain the many exciting aspects of its work.” Ofsted, November 2013

Honesty We are trustworthy

Parents/Carers in the Academy

School Council

Parents/carers can help in a multitude of ways; sharing books with children, helping on trips, etc. Please let us know if you can spare some time, we would be very grateful for your support.

This is a chance for the Academy to hear the voice of the children. The group is made up of two elected representatives from each class who have been voted by their peers. They meet with staff regularly to make suggestions about the day-to-day running of the Academy.

There are also prefects in Year 6 and a Head Boy and Head Girl, who work alongside their older peers in the Secondary Phase. Thanks to pupil voice, playground improvements are under way.

Friends of Shirley Park This a key element of life in the Primary Phase, providing a link between parents/carers and the school. Every year, FOSP organises and runs events to generate funds. The main focus at present is the playgrounds. All they need to carry on this good work is you!

Assemblies Throughout the year parents/carers are invited to attend class assemblies and other celebrations such as Harvest and Christmas.

Academy Council Academy Councillors are made up of a cross section of our community, including parents. Academy Councillors are an integral part of the leadership and strategic management of the school and ensure that legal and statutory requirements are observed. When a vacancy arises (usually every four years), parents/carers are invited to apply. .

School Policies These are available from the Primary office on request.

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“Students’ outstanding behaviour contributes enormously to the calmness and friendliness of the academy.”

Ofsted, November 2013 8

“Students are polite and courteous. They are pleased to welcome visitors and to explain the many exciting aspects of its work.” Ofsted, November 2013 Learning & Teaching We teach an exciting and creative curriculum. Our aim is to encourage our learners to achieve their very best and to ensure they develop their skills and talents in all aspects of their spiritual, intellectual, social, moral and physical development. We have three campuses and the curriculum is divided into the following stages.

Early Years Foundation Stage

Key Stage 1

Key Stage 2

Year 1 (5-6 years) Year 2 (6-7 years)

Years 3, 4, 5 and 6 (8-11 years)

Stroud Green Campus

Long Lane Campus

Nursery (3-4 years) Pre-nursery 22 spaces Morning 26 spaces

Malling Close Children’s Centre/ Long Lane Campus

Afternoon 26 spaces Reception (4-5 years) (120 spaces)

Stroud Green Campus

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There are four principles which underpin our Early Years and Foundation Stage Curriculum.

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A unique child – every child is a competent learner from birth who can be resilient, capable, confident and selfassured.

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Positive relationships so that children feel safe and cared for.

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Enabling environment – we provide a rich and varied environment which supports children’s learning and development. It gives them the confidence to explore and learn in secure and safe yet challenging, indoor and outdoor space.

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Learning and developing – children develop and learn in different ways and at different rates.

Children learn in their highest levels in their play. We provide wide ranging and varied interests that engage and involve children for sustained periods.

“Staff have very high expectations of the students and successfully challenge, nurture and support them at every stage in their studies.”

Ofsted, November 2013 9

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! p u e iv g r e v e n d n We try hard a

Learning towards a Successful Future The Primary curriculum is divided into seven areas of learning and development (below), broken down into three prime areas and four specific areas. These valuable experiences give the children a secure foundation in learning which supports their future school career.

Prime Areas

Specific Areas

Personal, Social & Emotional Development

Literacy

Communication & Language

Mathematics

Physical Development

Understanding the World Expressive Art and Design

Pupils also engage in peer massage and philosophy for children activities, which is reinforced by a variety of extracurricular activities and opportunities including lunch time and after school clubs and trips designed to enrich their life experiences.

Homework Children’s education is, of course, not restricted to the Academy. Homework is organised so that every child can access it at their own level of ability. The homework is designed to either consolidate the skills the children have been working on in class, or provides an opportunity to begin learning about something new. Parents/carers are expected firstly to ensure their child completes their homework, and secondly to write a comment about how their child got on with the task. As children become older we expect them to develop increasing responsibility for completing their homework in preparation for the transition to secondary school.

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“Teaching is outstanding because staff are highly committed to ensuring that their students fulfil their potential.� Ofsted, November 2013

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“Excellent and highly consistent support….progress is checked carefully and rapid gains are made in phonics and in social development.” Ofsted, November 2013

Self- Control We make the right choices

A Curriculum for All In Year 1, children move to the Primary curriculum which includes the core areas of learning and experience which are essential to the child’s development and are defined within the National Curriculum. The learning environment is also carefully planned to support the learning and teaching in the core curriculum areas so that children can become independent and motivated learners who fulfil their true potential. The core and foundation areas are detailed below.

We teach these through a topic based curriculum that encompasses the National Curriculum.

We provide high levels of enjoyment and creativity so that children are inspired to learn. (Children may be withdrawn from elements of Religious and Sex and Relationship Education at the parent/ carer’s prior written request).

In addition, to these National Curriculum subjects, we also deliver: Philosophy for Children; Peer Massage; SEAL (Social and Emotional Aspects of Learning); Drama; and Chess (Year 6).

Geography Sex & Relationship Education (KS2 only)

Design Technology

Reading

PSHCE

Writing Speaking & Listening

History

Spanish

Mathematics Science

Information & Communication Technology

Music

English Language & Literacy

Physical Education

Religious Education

Art Swimming

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e c n e i Pat We wait calmly

Special Educational Needs

More Able, Gifted and Talented Pupils

Pupils, at some stage of their learning, may have special educational needs which could include further developing their gifts, talents, learning, emotions or behaviour. Often, these needs can be met by providing access to a variety of different activities to suit the child’s learning as well as additional support from the teacher.

Teaching staff provide differentiated activities and a range of support and resources for more able, gifted and talented pupils.

On occasion, extra external support may be required, such as an educational psychologist or support teacher and, when these interventions are still not meeting a child’s needs, we will ask for a full assessment by the Local Authority. Parental/carer involvement and permission will be sought at every stage of the process. We will strive to enable all our learners to achieve their full potential through provision of this support.

We have two ‘Special Needs’ groups which cater for children with moderate learning difficulties.These pupils are incorporated into mainstream classes but receive special help each day, through a specialised teaching programme delivered by the school’s special needs teachers as well as help with PE and playtimes. The school benefits from having these groups as we are all more tolerant of each other, more appreciative of each other’s personal qualities and learn to respect each other as individuals.

“Students enjoy and respect their social areas. Movement around the sight is calm and orderly and excellent classroom behaviour helps to foster outstanding learning.”

Ofsted, November 2013

English as an Additional Language (EAL) We understand many of our pupils use more than one language at home. All pupils identified as needing additional support to develop their language acquisition receive individual or group tuition from our EAL team.

Child Protection and Pupil Welfare Our child protection programme supports each child’s development in ways which foster security, confidence and independence. The Academy has a duty of care and the right to take reasonable action to ensure the welfare and safety of its pupils and, as such, follows protection procedures by informing social services of any concerns.

“At all levels, students are proud of their academy and strive to ensure that it remains clean and tidy and offers an attractive working environment.” Ofsted, November 2013 15

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Admissions

“Students are offered many opportunities to excel. A wide variety of clubs, societies, educational visits and charitable efforts, both at home and abroad, help to make the provision for spiritual, moral, social and cultural development exceptionally strong.”

Ofsted, November 2013

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Admission arrangements approved by the Secretary of State The admission arrangements for the Academy for the year 2015/2016 and, subject to any changes approved by the Secretary of State, for subsequent years are: The Academy has agreed admission numbers for Nursery, Year R, Year 7 and Year 12 as follows; •

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For 2009/10 and subsequent years the Academy has an agreed admission number of 52 part-time pupils in the Nursery. The Academy will accordingly admit 52 part-time pupils each year who have reached their third birthday if sufficient applications are received. The Nursery school day will be split into 2 sessions (Morning & Afternoon), 26 applicants will be accommodated in each session.

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For 2013/14 and subsequent years, 120 pupils in Year R. We adhere to the statutory infant class size limit of 30 students per class.

Over-Subscription Criteria for entry to Reception

For 2013/14 and subsequent years, 120 students in Year 7. The admission number applies only to those being admitted from outside of the Academy. If fewer than 60 pupils intend to transfer from Year 6, the Academy will admit over the admission number up to the overall size of the year group (i.e. 180).

Where the number of applications for admission is greater than the published admission number, applications will be considered against the criteria set out below. After the admission of pupils with statements of Special Educational Needs where the Academy is named on the statement, the criteria will be applied in the order in which they are set out below:

From 2011/12 the Academy will operate a Sixth Form for a total of 215 students. 115 places overall will be available in Year 12 (the Year 12 ‘capacity’). The admission number for Year 12 for 2011/12 and subsequent years is 10.

This is the number of places which will be offered on an annual basis to eligible external applicants. If fewer than 105 of the Academy’s own Year 11 students transfer into

Year 12, additional external students will be admitted until Year 12 meets its capacity of 115.

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For 2013/14 and subsequent years, the Academy has an agreed admission number of 30 students in Years 8 -10 for children who attend the Crystal Palace Football Academy.

Children in public care (looked after children and previously looked after children). Looked after children are children who are in the care of the LA or provided with accommodation by that authority at the date on which the application is made.

Previously looked after children are children who were looked after, but ceased to be so because they were adopted or became subject to a residence order or special guardianship order immediately after being looked after. Any application made within the “looked after” category must be supported by a letter from the relevant LA (Children’s Services) Department.

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If applying under the “previously looked after children” criterion a copy of the adoption or special guardianship order must also be supplied.

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Children whose sibling(s) currently attend the school (including the Sixth Form) and who will continue to do so on the date of admission. The term “sibling” means a full, half, adopted or fostered brother or sister.

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Sibling criteria may apply where, at the time of application, a sibling is expected to be on roll (including in the Sixth Form) when the child starts at the Academy. If the sibling unexpectedly leaves the Academy after the offer has been made, the place must not be withdrawn on these grounds. The Academy will request proof of relationship.

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Children whose parent is a member of staff who has been employed by the Academy for two or more years at the time at which the admission application is made, and/or has been recruited to fill a vacant post for which there is a demonstrable skill shortage.

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Children who live nearest to the Academy, calculated using the Local Authority’s computerised system.

Distance will be measured in a straight line from the centre of the student’s main home to the Academy’s

main entrance. For shared properties, eg. Flats, the centre will be taken from the centre of the building.

Tie-Breaker If there are more applicants than there are places remaining within a particular category, and where there are siblings or there is no difference in distance from home to the Academy for two or more children, random allocation will be used to allocate the final available place(s).

Please note: Applications for Nursery places must be made directly to the Academy. Contact details and application form may be found on our website: www.oasisacademyshirleypark. org/content/nursery-year-12 Applications for Reception places must be made by completing your home Local Authority Common Application Form.

Please note, there is no Supplementary Information Form.

A child’s attendance at the Nursery does not guarantee the child’s admission to the Primary Phase of the Academy.

A separate application must be made for transfer from Nursery to Primary Phase, as is the case for transfer from Primary to Secondary Phase.

Our full admissions policy may be found on our website: www.oasisacademyshirleypark.org/content/ admissions-7

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Oasis Academy Shirley Park Primary Phase Children’s Centre Campus: Malling Close, Croydon, CR0 7YD Stroud Green Campus: 47-49 Stroud Green Way, Croydon CR0 7BE Long Lane Campus: Long Lane, Croydon CR0 7AR If you have a query regarding Oasis Academy Shirley Park Primary please contact the Academy office on 020 8656 0222 or primaryadmin@oasisshirleypark.org

www.oasisacademyshirleypark.org www.oasiscommunitylearning.org