Prospectus 2020

COURAGE—FAITH—LOVE—RESPECT—HONESTY

Clewer Green Church of England (Aided) First School

Headteacher: Mr Martin Tinsley Chair of Governors: Mrs Sarah Langley Hatch Lane, Windsor, Berkshire, SL4 3RL. Telephone: 01753 864544

Email: www.clewergreen@rbwm.org.uk

Clewer Green C of E First School is part of Windsor Learning Partnership, a company limited by guarantee that is registered in England (Company Number: 9409109), with a registered office c/o Windsor Girls’ School, Imperial Road, Windsor, SL4 3RT.

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WELCOME Welcome to Clewer Green! We hope that in this prospectus you will find all of the information you need and that it gives you a flavour of our school. Of course, the best thing to do to really understand what we are working towards here at Clewer is to come and visit us when the school is in full flow. Due to current circumstances we are holding regular Zoom calls with me every Thursday afternoon and there will be Open Days as and when circumstances allow. Please book an appointment with the Office for either a virtual meeting or one of our Open Days (we will publish these dates on our website), and I look forward to meeting you.

The school was founded back in 1806 by Countess Mary Harcourt and our deeds are dated November 1815. In the deeds it clearly states that the school was founded for ‘the poor of the Parish of Clewer’, meaning that from our very inception we have been here for all of our community. Today, is no different! We exist to serve the children of our community irrespective of background, race, faith or disability and that is exactly what we strive to achieve.

Our aim is quite simple. We want every child that passes through our doors to develop a love for learning that will stay with them for the rest of their lives and allow them to achieve their potential in whatever area of life that may be. Our Vision Statement states just that: ‘Every child is blessed by God with unique potential. Our vision for Clewer Green is to inspire and nurture children in a safe, happy and caring Christian community, where everyone is valued and enjoys learning.’

Our school values, which are at the side of each page, were driven by our pupils. They saw it was important that they have the courage to attempt difficult things; to have faith in themselves to succeed; to love life; to respect everyone and everything and finally, to have the ability to be honest and true to yourself and with others. These principles are not limited to the Church or Christianity, but are important principles from all major faiths and to those of us with none and that is why I firmly believe that we are a school for the whole of our community.

No one gives you a handbook on parenting and choosing a school for your little one is a significant and important choice and can be quite daunting. Hopefully you will find all sorts of things of interest in this prospectus and I hope that it places us at the top of your list of choices.

Best wishes,

Martin Tinsley

Clewer Green Church of England (Aided) First School

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Our Vision Every child has been blessed by God with unique potential. Our vision for Clewer Green is to inspire and nurture children in a safe, happy and caring Christian community, where everyone is valued and enjoys learning.

Our School Aim Our aim, in line with our distinctly Christian values, is for every child to have the support that they need, and, by example and direct teaching, promote a Christian ethos within the school, whilst recognising that not all of its members will be practising Christians.

It is also a primary aim of our school that every member of our school community feels valued and respected, and that each person is treated fairly and well. We are a caring community with mutual trust and respect for all.

Clewer Green Church of England (Aided) First School

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What OFSTED and SIAMS said about our school Clewer Green CE Aided First School was last inspected by Ofsted in July 2015 and the overall finding of the inspection was that we are a GOOD school maintaining and building upon our rating from our inspection in 2009. We were also inspected by SIAMS in 2014, also maintaining a GOOD judgement. You will be able to read the full reports as part of this prospectus, but some of the key findings from the inspections are quoted below:

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Pupils make good progress across the school. Attainment is above average in Reading, Writing and Mathematics at the end of Year 2. Pupils continue to achieve well and by the end of Year 4 are well prepared for moving on to the next stage of their education. (Ofsted)

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Children in the early years make good progress and are well prepared for Year 1. (Ofsted) Pupils are happy to share their ideas and these are valued by teachers and other pupils. Teachers help pupils to think about their work and encourage them to reflect upon their learning. (Ofsted)

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Pupils say that they feel safe in the school. All parents and carers responding to the Parent View questionnaire and those spoken to said that their children feel safe and happy in the school. (Ofsted)

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Pupils are happy to share their ideas and these are valued by teachers and other pupils. Teachers help pupils to think about their work and encourage them to reflect upon their learning. (Ofsted)

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Teaching is good. Teachers plan a range of interesting work that helps pupils to learn well. (Ofsted) Pupils behave well around the school. Pupils work well together in lessons and are respectful towards each other. (Ofsted) The commitment and vision of the school, alongside shared Christian values results in good pastoral care of both the pupils and members of the school community.

(SIAMS)

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The very good quality of relationships within the school family, together with the value placed on each individual, provides a nurturing ethos for the wellbeing of its members. (SIAMS)

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The quality of the school environment is effectively used to exude the Christian ethos of the school, supporting the pupils’ spiritual, social and moral development, which is good. (SIAMS)

Clewer Green Church of England (Aided) First School

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(More importantly) What parents say about the school ●

Love the overall ethos – treating children as whole human beings, so that manners and kindness are as important as academic learning.

Thank you.

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The school is an amazingly calm, warm and nurturing place. The children are kind and caring towards one another and this is strongly encouraged by staff.

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Clewer Green is a wonderful school with a strong community feel in which the children feel safe, happy and part of a big family. The children are keen to learn and stimulated by the learning environment and experiences available to them.

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The school is lead in a great style of cooperation and we feel that we can approach staff with any concerns.

In our last Parent Survey;

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All parents thought that teaching was good.

All parents thought that the school is good at meeting the learning needs of individual children.

The majority of parents said that the school encourages and motivates pupils to achieve their best.

The majority of parents said that the school enables pupils to develop the skills needed to become independent and successful learners.

The majority of parents strongly agreed that the school provided a safe environment for their children in which they could learn.

The majority of parents strongly agreed that behaviour in the school was good.

Clewer Green Church of England (Aided) First School

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(Even more importantly) What pupils say about the school ●

I like Clewer Green because it helps us pupils to build up our confidence when we are trying new things.

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The best thing about our school is that you get the opportunity to be anything that you want to be.

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I love Clewer Green because the teachers make it fun.

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The school is great because it inspires me, makes me happy and it makes everything fun.

The school is great because all the teachers are kind and helpful and also make us happy with learning and just in everything.

I like Clewer Green because all the staff, teachers and children are all so kind to me and everyone else.

I love this school because the teachers help me to learn.

I know that I can make a mistake and that I can learn from my mistakes to make my work better.

In our last Pupil Survey;

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All pupils felt that the school helped them to become a good learner.

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The majority of children felt that they had a voice in the school.

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All children thought that the teaching in the school was good.

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All children said that they felt safe at school.

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All children said that the school was a good place to learn.

All children said that they were happy at school.

The majority of children said that they knew what they needed to do to improve their work.

All children thought that behaviour in the school was good and that problems were dealt with effectively.

The majority of children felt confident that they knew who to go to with a problem.

The majority of pupils felt strongly that they enjoyed learning about different things.

Clewer Green Church of England (Aided) First School

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SCHOOL INFORMATION Pastoral Care, Discipline and Behaviour Here at Clewer Green we continually strive to create an environment where all of our children feel safe, secure and valued by all members of our community.

We take the pastoral care of your children very seriously and we treat children with respect. Sometimes there will be events happening in your lives that may have an impact on the emotional wellbeing of your children and if we know about these issues we will be able to support your child whilst they are in school. We have a Family Link Worker who works every Tuesday to help to support both parents and children and we also have a number of Teaching Assistants who are trained as Emotional Literacy Support Assistants to support children suffering with emotional difficulties. All of this type of work is dealt with the utmost confidentiality.

The children come up with their own classroom rules at the start of each year, supported by some of the rules that we as a staff have in place (such as walking rather than running down corridors) and we explain to the children that throughout life there are rules that we follow to ensure that everyone is kept safe or in order to make things work properly.

We have a Positive Behaviour and Relationships Policy which focuses on promoting and celebrating the good choices that children make during their time at school. Of course there are times when some of us fall short of the high expectations of how we behave towards one another. These are recorded and dealt with at the time, where possible, and we regularly inspect these records to see if a pattern of poor behaviour is emerging. If this is the case we would ask to discuss this with parents in order that we can all reinforce the high expectations of behaviour that we have.

Clewer Green Church of England (Aided) First School

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The Governing Board Clewer Green is a Church of England school and as such the Governing Board are made up of volunteers from the two parishes (St Andrew’s, Clewer and All Saints, Dedworth) that make up our catchment area, from representatives of the Harcourt Trust and from the staff and parent bodies.

In April of this year the school became part of the Windsor Learning Partnership Multi Academy Trust, a move in which the Governors sought to further improve the outcomes for all of our children.

Our Governors take on a substantial workload to support the school and challenge the Headteacher for the performance of the school both academically and financially. Each one of them places great importance on making Clewer Green the best we can be for your children.

Clewer Green Church of England (Aided) First School

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Collective Worship We have a collective Act of Worship every morning led by the Headteacher, Deputy Headteacher or a member of staff. On Tuesdays, Reverend Rosie leads the Act of Worship. Obviously, these are generally of a Christian nature but we also look at the teachings of other faiths as well.

We respect the fact that we have a number of the world’s major faiths represented in our school, as well as children who come from a background of agnosticism or atheism. We ask the children to pray to whoever they call God or if not to contemplate the meaning of the prayer in a moment of quiet reflection.

The Headteacher and Governors place a great emphasis on the partnership between the school and parents and believe that the children in our school should be educated in line with the moral values that the school holds dear as well as the values held by their families. We would hope that by choosing Clewer Green that the values that you hold dear would be similar to the values expressed by the school.

During the restrictions placed on the school by COVID-19, we are holding daily acts of worship, virtually or in classes, continuing to promote our school values.

Clewer Green Church of England (Aided) First School

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The Friends of Clewer Green The Friends are our Parent Association. They work tirelessly to raise funds for the school to support us in our delivery of the curriculum as well as supporting the welfare of the children in the school. They have funded the play equipment in the playground, the provision of expert music tuition for all children in the school, the creation of a small area for one to one tuition, the Computing Suite and its upgrade. Quite simply their efforts really help us to continue to provide a high quality education for the children in the school at a time when school funding is greatly diminished.

Every parent automatically becomes a friend when their child starts school and the Friends Committee would greatly appreciate any time you can offer to support their efforts in raising money for the school, whether that is becoming a member of the committee, helping at events or simply supporting the events that take place.

Charges and remissions Additional in school activities, visits and extra-curricular activities all form part of your child’s education here at Clewer Green and we consider them important for each child’s development as an individual as well as an independent learner. They are also hugely enjoyable and help to raise self-esteem.

We firmly believe that offering a wide range of activities is important and in order to provide such events we rely on the continuing goodwill of you as parents to help us meet the costs of these activities When a family may be suffering from financial difficulties we would ask that they ask for guidance as we would not want any child in the school to miss out on any opportunity, and there may be ways of accessing other funding to support their inclusion.

Clewer Green Church of England (Aided) First School

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Extra-curricular activities As mentioned above we consider offering the children at Clewer Green a wide range of extra-curricular activities important to their development and are able to offer a variety of before school, lunchtime and after school activities. These range from Craft Club to Rugby and from Sewing to Football. Registration forms go out during the first couple weeks of the term. At the time of printing, these are the clubs available.

Clewer Green Church of England (Aided) First School

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Religious Education As a Church of England school we place a high value on Religious Education. The school introduced the Discovery RE Scheme of Work in September 2018 which is based on the Locally Agreed Syllabus for RE, but takes into account the school’s Christian foundations. The scheme teaches facts about all of the major faiths as well as Christianity, and also deals with a Humanist perspective at times. We firmly believe that our children should gain a wide understanding of other faiths and points of view in order for them to develop respect for other cultures and opinions. The scheme also looks at more philosophical questions about our existence.

The full RE Policy is available on the website or from the School Office.

Parents have the right to withdraw their child from RE lessons, but we would ask that anyone wishing to do so should meet with the Headteacher first.

Clewer Green Church of England (Aided) First School

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Parents and School We firmly believe that the education of our children is a joint effort between yourselves as parents and the school and we ask that you actively promote and model this concept. For example, by supporting your child’s reading journey in hearing them read every evening and actually modelling reading yourselves will help to demonstrate that reading is not just something that happens at school.

We normally have a parent – teacher meeting a few weeks in to the new academic year, where you can formally meet your child’s new teacher and discuss any transition issues with them and another in March to discuss the Mid-Year Report. At the end of the year we hold a session for parents to discuss the End of Year Report, should there be a need to, and hold a Celebration Evening where the children can show their parents around the school. Obviously, in the current climate, we are unable to do this, but we are continuously looking at how we can provide opportunities for meetings such as this to take place.

We welcome any kind of in school support you can offer, whether that be with reading, art or accompanying children on school trips. Under our Safeguarding Policies we insist that any volunteers are DBS checked before they start coming in to school and would that if you would like to support the school in this way that you contact the Office.

Clewer Green Church of England (Aided) First School

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Special Educational Needs and/or Disability As previously stated, Clewer Green provides an education for all children based on the National Curriculum for England and this provides the starting point for our teachers to plan the delivery of lessons that meet the needs of each individual child as well as groups of pupils. When planning teachers set suitable learning goals and respond to the needs of the children’s learning needs. A small number of children may have a set of particular learning requirements that will need addressing in order for them to access the curriculum.

These requirements may have arisen as a result of a child have a specific need when it comes to their learning or a physical impairment that makes it difficult to access the learning environment.

We firmly believe that all children are fully included in the life of the school as well as in the curriculum. Therefore, every child is valued and catered for, to the best ability of the school. Each child with SEND will have an Individual Education Plan, where the school, parents, the child and any external agencies that may be involved will have the opportunity to contribute towards the creation and review of any interventions to support the learning needs of that child.

We have a dedicated SENCo (SEN Coordinator) who works two days a week to look after the needs of the children, and to assist staff in the implementation of strategies that my help the pupil to succeed.

We are proud of the progress that our children who have a specific learning need make during their time at this school, and that they move on to middle school prepared for life after Clewer Green.

Clewer Green Church of England (Aided) First School

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SCHOOL UNIFORM We ask all parents who choose our school to support our uniform policy.

Supplier of the school uniform is:

School Days Direct Ltd 652 Bath Road, Taplow, Maidenhead, SL6 0NZ Tel: 01628 665353 Website: www.schooldaysdirect.org.uk Clewer Green Church of England (Aided) First School

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SCHOOL UNIFORM

DURING THE SUMMER MONTHS, IF THE WEATHER IS TOO COLD, THEN BOYS AND GIRLS MAY WEAR FULL WINTER UNIFORM.

Clewer Green Church of England (Aided) First School

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SCHOOL UNIFORM

Clewer Green Church of England (Aided) First School

COURAGE—FAITH—LOVE—RESPECT—HONESTY

SCHOOL UNIFORM

Clewer Green Church of England (Aided) First School

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Why Choose Us? TRANSITION “Clewer Green has the best transition for children starting school in Windsor” New Parent 2019 At Clewer Green, your child’s smooth transition into school is of the greatest importance to us. Our staff visit all nurseries to meet with every child that is starting to talk to their key workers to understand their specific needs. You and your child are then invited in on 3 occasions to visit the school and to stay for lunch before the summer holiday. After this the children will have a phased return in September over a number of days with reduced class sizes to give each and every one the care and attention they need to make the experience of starting school a calm but exciting one.

COHESIVE PSHE & RE SCHEME Jigsaw PSHE is a scheme of learning, which integrates personal, social, health education emotional literacy and spiritual development into lessons which are interesting and accessible to our children. Discovery RE provides an engaging way to teach the major religions.

MUSIC TUITION We have 2 specialist music teachers who offer drum and piano tuition to individuals and groups. Berkshire Maestros continue to teach all our Year 4 children a brass instrument which is entirely funded by The Friends. They also provide musicianship to Foundation Stage, Year 1 and Year 2 with Year 3 receiving singing tuition.

Clewer Green Church of England (Aided) First School

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Why Choose Us? NEW WAYS OF LEARNING As a school, we pride ourselves on continually reviewing best practice in teaching and learning. Over the last three years we have started to roll out a number of new and exciting ways to deliver the curriculum:

MATHS SCHEME Maths Mastery is an approach to maths based on ensuring children are secure in the foundations and have developed a high level of competence before they move on.

EMBEDDED SPELLING SCHEME Research has shown that children given formal spellings will learn the words for a test but won’t retain them. Our spelling scheme is based on the premise of short, daily spelling exercises that not only support pupils’ spelling but help them understand the use of words in context.

Clewer Green Church of England (Aided) First School

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Why Choose Us? DEDICATED ICT SUITE The role of ICT in the lives of our children will only ever be increasingly important. Unlike many schools, we have a dedicated ICT suite in addition to classroom iPads and desktops. Our regular use of technology helps children develop an awareness and understanding of online safety and the ability to navigate devices responsibly in preparation for their independent use as they get older. More recently, we have arranged for the use of virtual reality headsets to explore topic subjects in year 3 and year 4.

ON SITE BREAKFAST AND AFTER SCHOOL CLUBS The school recognises that for many of our working parents, there is a need for care beyond the hours of the school day.

We are very proud of our breakfast club which runs from the school hall from 7.45am each morning. This year, in addition to the extensive range of after-school clubs from external providers, the school now runs its own after school club which runs to 5.30pm.

Both Breakfast Club and our After School Club are run by our own staff who provide pastoral care, fun activities and our own cooked meals. Parents can choose to collect children at 4.30 or 5.30, plus children can transfer from other clubs which finish at 4.30 to our own After School Club.

Clewer Green Church of England (Aided) First School

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Why Choose Us? FOOD AND NUTRITION One of our Teaching Assistants teaches cooking to groups of children every week, so that all children in the school learn the fundamentals of this lifelong skill. Our Year 4 children also take part in our Clewer Green Bake Off which is always looked forward to with excitement by our children and our Head Judge Mr Tinsley!

THEMED WEEKS & DAYS At Clewer Green we aim to stimulate children and excite their curiosity about the world with themed days/weeks. Past events included a visit from a mobile planetarium, travelling theatres and dress up days focusing on important times in history. We even fired a rocket across the school field!

CHURCH CONNECTIONS As a church school, our Christian Values are embedded in everything we do throughout the school day. We have strong links with St Andrew’s Church and the children benefit from regular assemblies and church visits, including our Year 4 Pilgrimage, all led by Reverend Rosie. Our well-established links help promote dignity and respect among our children and their community.

Clewer Green Church of England (Aided) First School

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Why Choose Us? INSPECTIONS SAY WE ARE GOOD!

Both OFSTED and SIAMS have rated us as Good, with us just missing out on an Outstanding judgement from OFSTED in February of 2019!!

Whilst we are very proud of the judgements, what is really important to us as a school are comments like these:

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Every pupil is nurtured and thrives.

Individuality and diversity are welcomed and celebrated. Clewer Green is an inclusive school with a strong culture of welcome.

Clewer Green is an inclusive, nurturing school that encourages everyone to be aspirational. The vision makes a powerful difference to the lives of pupils and adults.

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Why Choose Us? PE OPPORTUNITIES We are a long standing member of the Windsor Sports Partnership which enables all our children to compete against other First Schools in a range of sports as well as having high quality coaching from specialist PE coaches. This ongoing initiative runs alongside the children’s weekly PE lessons. ALL our children also have swimming lessons as we feel it is a fundamental life skill.

Our outdoor equipment includes a Climbing Wall, Monkey Bars and Parallel Bars which we purchased with our School Sports Funding. The children get opportunities to use them every day at lunch and playtimes and during PE lessons.

Last year we launched our ‘Marathon Kids’ initiative. All children are invited to take part in this exciting new opportunity run by the school and the national children’s charity Kids Run Free. The children are invited to run (or walk) their laps of the playground at lunch times and their laps are counted up to reach the total of a Marathon. Our House Captains help support the running of the scheme and take it in turns to be Marathon Ambassadors.

Our Year 4 children are also encouraged to take part in Bikeability: an annual initiative run so that children gain confidence riding their bikes as well as gaining experience on the roads.

Clewer Green Church of England (Aided) First School

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Why Choose Us? YEAR 4 RESPONSIBILITIES Our children in Year 4 are invited to take on roles so that they gain leadership skills and understand a role of responsibility prior to them moving onto Middle School.

The roles include House Captains, Worship Leaders, Librarians, Peer Mediators, School Councillors and Story Tellers. Some of the roles are voted for democratically by their peers, others by staff and the Headteacher.

The children are given guidance and support so that they fully understand their roles which helps them with their confidence as they move into Year 5

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Why Choose Us? TRIPS Across the year groups we have a wide range of visits that help to enrich the learning of our children. These could be at places a short bus journey away or walking visits around our locality. All aim to provide the children with different experiences that will make their learning experience here at Clewer Green a really positive one.

Every year as one of their trips, the children in EYFS visit Combermere Barracks. The children learn lots of historical facts in the museum, dress up in army clothes, feed the horses and look at a whole range of army vehicles and tanks.

Every year our Year 4 children embark on a 3 day/2 night residential trip. They take part in a wide range of activities which include wall climbing, archery, zip wires, orienteering, go-karting and a night hike. They have tremendous fun and return with a new found confidence!

Clewer Green Church of England (Aided) First School

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Why Choose Us? THE CLEWER GREEN FAMILY AND WIDER COMMUNITY Clewer Green has, at its heart a strong sense of community and family. Parents are welcomed to be part of the school and are encouraged at every opportunity to be included in their child’s learning and school experience.

Parents Raising Money for the School

Sports Day

Visiting Mountbatten Grange

We continue to have strong links with our community. A new relationship last year was with Mountbatten Grange; a local care home for elderly residents. The children visit the home weekly and a special relationship has built up between the residents, staff and children.

The children also have a House Charity that they support each year, as we feel it is important for our young people to develop a sense of civic responsibility and to also recognise that there are people locally, nationally and internationally who are not as fortunate as they are.

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Admissions Procedure 2021/2022 Our policy can be viewed here.

AIM Our aim, in line with our distinctively Christian values, is for every child, to have the support that they need, and, by example and direct teaching, promote a Christian ethos within the school, whilst recognising that not all of its members will be practising Christians.

1.

2.

3.

4.

5.

We hold Parent Tours of the school every Thursday afternoon. This is an opportunity for parents to meet the Headteacher and to ask any questions about the school.

A Prospectus Folder will be available at this visit. Parents may also telephone the school and ask to be sent a Prospectus Folder.

The Royal Borough of Windsor and Maidenhead (RBWM) has a Common Application Form (CAF) which needs to be returned to the Town Hall for parents seeking a place in Foundation Stage only. (See (8) below) Information about how to obtain a CAF is available from the School Office. Applicants from outside the Royal Borough of Windsor & Maidenhead must use the CAF from their own Authority and return it to that same Authority. For any In-Year applications the school is the Admission Authority.

A Prospectus folder is available from the School Office. This contains a Supplementary Information Form (SIF) (see (8) below) that refers to applications made under Categories 4 - 7 below. The SIF needs to be completed and returned to the school.

During the School Year 2021-2022, all children are entitled to start in September as per the changes to school admissions legislation made by the Government in December 2014 as stated below.

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Admissions Procedure 2021/2022 6.

At our school, pupils are normally admitted at the beginning of the school year (1 September – 31 August) in which they reach their fifth birthday. Parents whose children were born between 1 September 2016 and 31 August 2017 may apply for them to be admitted to the Reception Year in September 2021. There are 60 places (the published admission number) available.

7.

Parents of a child whose fifth birthday falls between 1 September 2021 and 31 March 2022 may defer entry until their child reaches compulsory school age (the term beginning in January or April after his or her fifth birthday). The school will hold the deferred place for the child (provided it is taken up during the school year 2021/22), although, in the majority of cases, we find that children benefit from starting at the beginning of the school year, rather than part way through it.

8.

For children whose fifth birthday falls between 1 April 2022 and 31 August 2022(summer born children) who do not reach compulsory school age until September 2022, parents who do not wish them to start school in school year 2021/22 but to be admitted to the Reception Year in September 2022 should proceed as follows: They should apply at the usual time for a place in September 2021 together with a written request that the child is admitted outside his or her normal age group to the Reception year in September 2022. NB parents would need to provide supporting reasons for seeking a place outside the normal age group and should discuss the position with the head teacher as early as possible. The school will consider the request carefully and if it is agreed this should be clear before the national offer day (16 April 2021), their application for the normal age group may be withdrawn before any place is offered. They should then reapply in the normal way (no later than 15 January 2022) for a Reception place in September 2022. If their request is refused, the parents must decide whether to wait for any other offer of a place in September 2021 (NB it will still be subject to the over-subscription criteria below) or to withdraw their application and apply in the second half of the of the summer term 2022 for a Year 1 place in September 2022. Parents should be aware that the Year 1 group may have no vacancies and it could be full with children transferring from the 2021/22 Reception Year group.

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Admissions Procedure 2021/2022 9.

Until the child reaches compulsory school age, s/he may attend part-time. If parents wish to exercise this right they should discuss detailed arrangements with the head teacher.

10.

Our Published Admission Number (PAN) in to Foundation Stage, Year 1, Year 2, Year 3 and Year 4 is 60. The September 2019 intake was 59.

11.

Clewer Green CE Aided First School is a voluntary aided school. This means that the Governors are the Admissions Authority for the school. They will meet at the end of February 2021, providing the Local Authority have supplied the necessary information at this time, to consider applications for places in the academic year September 2021 – July 2022. They will treat all applications equally, irrespective of need or ability, according to the Admissions Criteria (see below).

12.

Any late applications which are received will be placed on the waiting list in criterion order.

13.

RBWM runs a system whereby all applications for places at First, Middle or Senior schools are administered centrally. Parents/Carers wishing to apply for a place at Clewer Green CE First School need to do the following: 14.

Parents will need to request a Common Application Form (CAF) from RBWM’s Admissions Department, if one is not automatically sent in the post, complete it and return it by the date specified on the form. This can also be found online on the RBWM Website and completed electronically. If parents are resident outside of RBWM, the CAF from their own Authority needs to be completed and returned to that same Authority by the date specified. Parents need to complete a CAF from the Local Authority in which they are resident.

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Admissions Procedure 2021/2022 15.

Request a Supplementary Information Form (SIF) from the School Office, complete it and return it to the School by the date specified on the form.

16.

The Admissions Department sends the Governing Board a list of all applicants for places at Clewer Green CE Aided First School, showing the categories in which applications are being made (See Admissions Criteria below), but not showing what preference the school has been named as.

17.

The Governors rank all the applications in order, according to the Admissions Criteria, for places in the academic year 2021-2022. As it is often the case that the number of applications exceeds the number of places available, it is important that the dates specified on the CAF and the SIF are adhered to. Late applications will only be considered in exceptional circumstances.

18.

All parents will be informed in writing (see Note d) below) of the Governors’ decision, via the Royal Borough of Windsor and Maidenhead. Successful applicants are requested to send written acceptance of the offer of a place at the school by return post. If parents have not responded to the offer within a reasonable time (3 weeks), the Governors’ will remind parents of the need to respond within a further seven days. The offered place will be withdrawn if no response has been received after that time.

19.

The Governors will not reconsider any repeat application unless there has been a significant change in circumstances, such as a change of address.

20.

Unsuccessful applicants will be given information on how to appeal (See Note c) below).

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Admissions Procedure 2021/2022 21.

The children’s names will be put on a waiting list according to the Admissions Criteria set out below. Any places becoming available during the course of the academic year will be offered to the parents of those children, in Admission Criteria order.

22.

Children of school age moving into the Windsor district during the academic year can only be taken into other classes in school if there is a vacancy in the appropriate year group. Where there is an excess of such applications, the Admissions Criteria will apply and will be assessed as any other In-Year transfer.

23.

Applications for places during the academic year will be considered by the Governors providing that there are places in the required year group and will be based on the Admissions Criteria attached.

Any further information is available from the School Office.

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Admissions Procedure 2021/2022 ADMISSIONS CRITERIA FOR 2021 – 2022 The Governors use the following criteria when the number of applications exceeds the number of places available.

Categories 1 and 2 are required by law. After those Categories, places will be offered to children of compulsory school age whose normal home address (see Note e) below) is situated within the ecclesiastical parishes of Clewer St. Andrew and All Saints, Dedworth at the date of application. For the purposes of admissions this will be known as our ‘catchment area’. A map showing this geographical area is available in the School Office.

Category 1 Children with a Statement of Special Educational Need or with an Education, Health and Care (EHC) plan naming Clewer Green CE Aided First School as their preferred choice will always be admitted even if it means that our PAN is exceeded.

Category 2 Looked-after children and children who were previously looked after, but ceased to be so because, immediately after being looked after, they became subject to an adoption, child arrangements or special guardianship order. Governors will subscribe to the Local Authority in-year fair access protocol which means that such children will be offered a place as soon as possible, even if the school is full or, if appropriate, will go to the top of the waiting list.

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Admissions Procedure 2021/2022 Category 3 Children who have a parent employed by Clewer Green CE Aided First School and have been employed for at least two years prior to application.

Category 4 Children who, when they start at the school, still have a sibling attending Clewer Green CE Aided First School. Sibling in this instance means brother or sister, half brother or sister, adopted brother or sister, or the child of the parent / carer’s partner where the child for whom the place is sought is living in the same family unit as a sibling.

Category 5 Other children whose parents wish to apply to Clewer Green CE Aided First School and are resident within the School’s catchment area, which is the Parish boundaries of St Andrew’s Church, Clewer and All Saint’s Church, Dedworth.

Category 6 Other children whose parents wish to apply to Clewer Green CE Aided First School.

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Admissions Procedure 2021/2022 Notes a)

By the word ‘parent’, we mean both natural parents and anyone, though not a natural parent, who has parental responsibility for the child. The term also includes anyone who, though not a natural parent, is the legal guardian of the child. Please contact the school for advice if you are in any doubt. By the word ‘sibling’ we mean brothers, sisters, half brothers and sisters, adopted brothers or sisters, step brothers or sisters or the children of the parent or carers partner where the child is living within that family unit at the same address.

b)

By a “looked-after child” we mean one in the care of a local authority or being provided with accommodation by a local authority in the exercise of its social services function. An adoption order is one made under the Adoption Act 1976 (Section 12) or the Adoption and Children Act 2002 (Section 46). A ‘child arrangements order is one settling the arrangements to be made as to the person with whom the child is to live (Children Act 1989, Section 8, as amended by the Children and Families Act 2014, Section 14). A ‘special guardianship order’ is one appointing one or more individuals to be a child’s special guardian/s (Children Act 1989, Section 14A). Applications under this criterion must be accompanied by evidence to show that the child is looked after or was previously looked after (e.g. a copy of the adoption, child arrangements or special guardianship order). Please note that the criterion can only apply to children adopted, subject to a child arrangements or special guardianship order immediately after being looked after. Children adopted from overseas or following private fostering arrangements do not qualify as they were not in the care of a local authority immediately prior to being adopted, etc. The only way in which such children could be given priority is under a medical/social criterion and, even then, they might not qualify.

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Admissions Procedure 2021/2022 c) Places will never be promised or offered verbally. d) Parents have the right to appeal if they consider that their child has not obtained his or her rightful place in the school of their choice. Recourse will need to be made to the Appeals Committee for Admission. This will be set up by the Oxford Diocese, and is independent of the school. Details as to how to go about an appeal will be sent with the letter to say that an application has been unsuccessful. e) ‘Normal home address’ means the child’s permanent address at the time the Governors consider the application. It is the address where the child lives. The Governors regard this address as being where the child spends most of the school week (Monday – Friday, including nights). Governors may ask to see official documents, such as a Child Benefit book, if there are reasons why the child does not live at the parents’ address. An example might be if a child lives with grandparents. Should such an arrangement be the case, parents need to ensure that this is stated on the application form. If parents do not state such arrangements, or use a relative’s address as their own on the application form, the Governors may consider that a false declaration has been made and withdraw the offer of a place.

Governors, through the school, reserve the right to check that an address is valid, by asking for evidence.

Parents moving into the catchment area will be asked for evidence of the move before any application for a place is considered.

Please note that ‘Childcare arrangements’ are not sufficient reason for giving another address.

Parents applying in Categories 4 or 5 need to complete the Supplementary Information Form which is available from the School Office.

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Admissions Procedure 2021/2022 f)

Multiple Births. Governors will offer places to all multiple births in one family according to the Criteria, even if this means exceeding the Key Stage 1 class size pledge.

g) In the event of an absolute tie-break, the final decision will be made according to proximity of the home and will be measured using the RBWM Geographical Information System as described in the RBWM Admissions Booklet.

The School has made every effort to comply with all relevant legislation, and this policy should be read in conjunction with the Schools Admissions Code 2014 https://www.gov.uk/government/publications/school-admissions-code--2

Clewer Green Church of England (Aided) First School

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Admissions Procedure 2021/2022

Clewer Green - School Catchment Area

Clewer Green Church of England (Aided) First School

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The Governing Board Our policy can be viewed here.

We have a Governing Board that comprises of 9 people and they each fulfil a different role as Governors. As a church school, some of the Governors represent the Diocese of Oxford, some represent the Staff, Parents and some are appointed to represent the Harcourt Trust, which has supported the school since its creation over 200 years ago, by the Countess Harcourt. Staff and Parent Governors are elected members of the Governing Board.

In essence, the Governing Board has a wide-ranging remit but its main functions are:● ● ●

The setting of the strategic direction of the school Ensuring accountability for the educational performance of the school Ensuring the best use of financial resources

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The Governing Board The present Governors are as listed below: Mrs Sarah Langley

Parent, Chair of Governors

Reverend Rosie Webb

Governor Ex-Officio, The Rector of the Clewer Benefice, Vice Chair of Governors

Mr Martin Tinsley

Headteacher

Mr Neil Knox-Hall

Parent

Mr John Farmery

Foundation

Mr Daniel Jansen

Foundation

Mrs Jane Cockman

PCC (St Andrews)

Mrs Samantha Collinson-Jones

Staff

Mr Graham Farhall

Harcourt Trust

Mrs Karon Branch

Associate Member

Mrs Lucy Bird

Associate Member

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Ofsted Report can be viewed here.

Dear Mr Tinsley, Short inspection of Clewer Green CofE First School Following my visit to the school on 12 February 2019, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the inspection findings. The visit was the first short inspection carried out since the school was judged to be good in July 2015.

This school continues to be good. The leadership team has maintained the good quality of education in the school since the last inspection. You are highly ambitious for the school and have a good understanding of its strengths and areas for development. You ensure that staff provide the best for the pupils. You are relentless in your determination and enthusiasm to ensure that Clewer Green continues to thrive and develop as a successful school in the local community. You are supported well by the deputy headteacher and other school leaders. Parents and carers are highly supportive of the school. One parent said: ‘Clewer Green First School has provided my son with the confidence to learn and enjoy learning. His development, since starting the school in September 2018, has been great.’

The governing body has continued to demonstrate strong leadership. It takes a highly active role in holding senior leaders to account for pupils’ progress. Governors are also very supportive of you and the leadership team. They are thorough in evaluating the school’s strengths and areas for development. Governors visit regularly to check the effectiveness of the school’s work and monitor the safeguarding arrangements.

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Ofsted The calm, supportive and well-organised environment ensures that everyone is valued within this caring community. Strong and established routines ensure that pupils’ behaviour is good and that they feel safe. Pupils move around the building in a calm manner and are respectful of each other. Pupils say that they are happy at the school and value the staff. Pupils are very proud that they have many exciting clubs, including French, street dance and football. They told me that they can always find an adult to talk to if they are worried about something. The highly effective displays in the classrooms and corridors enrich the learning environment.

The school supports the wider community, including by raising money for 18 local and national charities. Also, Year 4 pupils visit and undertake a range of activities in a local residential care home for the elderly.

Leaders have successfully addressed the areas for improvement identified at the last inspection. Teachers have high expectations of pupils’ learning. They support pupils well by responding effectively to their work so pupils know how to improve their understanding and skills. This was particularly evident in pupils’ writing. Leaders and governors are rigorous in evaluating the plans for improvement. Middle leaders now take a more significant and effective role in monitoring and evaluating their areas of responsibility.

Safeguarding is effective.

There is a strong culture of safeguarding at Clewer Green First School. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed. You provide ongoing training for staff and governors, so that everyone knows what to do if they have a concern about a pupil. Governors are knowledgeable about safeguarding and ensure that this aspect of the school’s work is given high priority and meets current requirements. Leaders ensure that recruitment checks are firmly in place for all those who work or volunteer at the school. The school’s site is secure and safe.

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Ofsted Pupils feel safe in the school and are well supported by the adults around them. Almost all parents also agree that their children are safe at the school. Pupils confidently told me that they know how to take part in fire practices, and in partial and full lockdowns. You promote safety in all that you do, and it is woven through the curriculum. Pupils have opportunities to learn how to keep themselves safe, for example during the recent internet safety day.

Inspection findings ●

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●

During this inspection, we agreed to focus on: how effectively leaders ensure that disadvantaged pupils achieve well, particularly the most able disadvantaged pupils; how leaders ensure that pupils with special educational needs and/or disabilities (SEND) make good progress; and how effective the quality and depth of learning across the wider curriculum are.

The tracking of disadvantaged pupils’ progress is thorough, and the additional support for pupils is evaluated effectively. Teachers’ thorough assessment identifies pupils’ next steps so that they make strong progress. In the lessons we visited, disadvantaged pupils were engaged and working well towards meeting their learning goals.

Disadvantaged pupils receive a wide range of well-chosen activities and additional, well-planned adult support.

Leaders also ensure that disadvantaged pupils have access to a range of enrichment activities to further support their wider development. These include chess, sports and further writing opportunities.

Funding to support disadvantaged pupils is used effectively. The governing body holds leaders to account for the spending of the pupil premium. Governors look at how the funding is used to support pupils in the best way. However, leaders accurately recognise that a greater proportion of the most able disadvantaged pupils could make even better progress and work at greater depth.

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Ofsted ●

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Most pupils with SEND make good progress, and some make very strong progress. The highly effective support provided by teaching assistants ensures a wide variety of well-chosen interventions to meet pupils’ needs. Pupils have positive attitudes to learning and are keen to achieve well. Leaders track pupils’ progress precisely, and the additional interventions are evaluated effectively to ensure that pupils make strong gains in their learning.

The school offers a broad and balanced curriculum that engages and excites pupils. There are strong links across the curriculum, including a range of writing opportunities through the history topics. Staff are committed to providing activities and experiences that are relevant and inspiring. Pupils are enthusiastic about the curriculum and enjoy the wide range of enrichment opportunities that bring learning alive. These include an exciting Year 3 Roman Day, when, through role play, pupils learned about how Romans went into battle. It also gave pupils experience of examining historical artefacts. Children have many opportunities to develop their natural curiosity about the world around them.

For example, in my visit to the Reception classes, children were captivated and enthused by locating minibeasts using magnifying classes and then classifying them. Work in pupils’ books shows that they are making good progress across a range of subjects.

At the end of key stage 1, pupils leave the school with attainment that is higher than the national averages in reading, writing and mathematics, including the national averages for working at greater depth. These outcomes demonstrate that strong leadership has resulted in high proportions of pupils making good and, for some, extremely strong progress in reading, writing and mathematics. Your curriculum motivates and inspires pupils. It ensures that all groups of pupils learn well. You agree, however, that more needs to be done to ensure that the teaching of the wider curriculum systematically develops pupils’ skills, for example, in history and geography. Equally, you and the governors are aware that the tracking of pupils’ progress in the wider curriculum is not as well developed as it is in English and mathematics

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Ofsted Next steps for the school Leaders and those responsible for governance should ensure that:

● ●

there are sustained improvements for the most able disadvantaged pupils so that they achieve the higher standards the tracking of pupils skills in the wider curriculum is strengthened.

I am copying this letter to the chair of the governing body, the director of education for the Diocese of Oxford, the regional schools commissioner and the director of children’s services for Windsor and Maidenhead. This letter will be published on the Ofsted website.

Yours sincerely,

Darren Aisthorpe, Ofsted Inspector

Information about the inspection I met with you, the deputy headteacher, key stage leaders, the special educational needs coordinator and three governors. I met with two representatives of the local authority and the school link adviser for the Diocese of Oxford. I also had a meeting with a group of pupils. I spoke with eight parents on the playground, and considered 108 responses to Ofsted’s online questionnaire Parent View, including 73 free-text comments. Together with senior leaders, I observed teaching and learning across the school. I examined pupils’ learning in their mathematics books, their English books, and their science and topic books. I also evaluated children’s learning journals and looked at evidence of learning in the classrooms. I observed pupils at breaktime and spoke with them informally. I also considered the school’s action plan, the school’s selfevaluation and a range of documentation related to safeguarding, governance and pupils’ progress.

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SIAMS Report

The report can be viewed here.

School context Clewer Green Church of England VA is a first school with 287 pupils on roll. The majority of pupils are of White British heritage. Few pupils speak English as an additional language. The proportion of pupils who are considered to be disadvantaged is in line with national averages. The proportion of pupils who have special educational needs and/or disabilities is in line with national averages. The school serves two parishes and has pupils from several armed services families on roll.

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SIAMS Report

The school’s Christian vision Every child has been blessed by God with unique potential. Our vision for Clewer Green is to inspire and nurture children in a safe, happy and caring Christian community, where everyone is valued and enjoys learning.

'I can do all things through him who strengthens me’ Philippians 4:13

Key findings ●

● ● ● ●

The school’s vision, underpinned by carefully chosen and theologically understood Christian values, is owned and lived out by all members of the school community. It drives all aspects of the school’s work and as a result, all pupils and adults flourish.

Well established links between school, church, families and local organisations create a community where all respect and care for each other and live well together.

A strong culture of inclusion and welcome ensures all are treated with dignity and respect as people created in the image of God. It is a place where pupils, some with significant additional needs, experience fresh starts.

Inclusive and invitational collective worship is central to the school day for all, regardless of their beliefs. Pupils aspire to be worship leaders and are keen to take even more responsibility for aspects of worship.

As a result of high-quality teaching in religious education (RE) pupils develop a good understanding of Christianity and other world faiths and how the values are common to all. They are less aware of Christianity as a world-wide multi-cultural faith.

Clewer Green Church of England (Aided) First School

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SIAMS Report

Areas for development ● ● ●

Develop a rigorous monitoring and evaluation schedule of the school’s Christian distinctiveness, involving staff and governors, to ensure that the school maintains its distinctive Christian ethos.

Provide further opportunities for pupil involvement in worship to enhance spiritual development.

Explore how the curriculum and wider partnerships can promote pupils’ understanding of Christianity as a global faith.

How effective is the school’s distinctive Christian vision, established and promoted by leadership at all levels, in enabling pupils and adults to flourish?

Inspection findings Leaders at all levels, under the guidance of the headteacher, ensure that the community is a living testimony to its biblically founded vision and that all believe they ‘can do all things through him who strengthens me’. (Philippians 4:13). The associated Christian values of love, courage, faith, respect and honesty are the foundation stones of this thriving Church school. The vision is well established and along with the clearly articulated values, has a significant impact upon the school’s strategic direction. Governors’ systems for monitoring and evaluation of standards are rigorous, although monitoring of the impact of the vision and Christian distinctiveness is less well developed. Governors accurately identify priorities and provide appropriate support and challenge. Adults benefit from personal and professional development that promotes their wellbeing and enables them to support pupils to achieve their best. The school successfully develops staff to lead in Church schools and in response to action points in the last inspection, has ensured that governors have undertaken a range of training resulting in greater awareness of important issues, including safeguarding.

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SIAMS Report Every pupil is nurtured and thrives. Individuality and diversity are welcomed and celebrated. Clewer Green is an inclusive school with a strong culture of welcome. Pupils, some with complex social and learning needs, and who have struggled at other schools, have second chances. They thrive as a result of the school’s commitment to its vision. In living the vision, the school emphasises reconciliation and forgiveness, ensuring exclusion is rarely used. Several pupils and families have improved their wellbeing after moving to the school, enjoying success and security, sometimes for the first time. As one pupil affirmed, ‘I feel at home here’.

Governors’ spending priorities reflect and promote the school’s Christian vision and are focused upon meeting the needs of each individual pupil so they can achieve their potential. They have prioritised funding to provide additional support for looked after pupils outside the classroom and outreach to vulnerable families. The curriculum provision is driven by the vision to raise pupils’ aspirations as well as their achievements and inspire them to reach their potential. As a result, pupils are provided with essential core learning and a range of exciting enrichment activities. Academic progress is good, including for those pupils who are vulnerable or who have additional needs, because they are excited by their learning. They succeed in becoming independent, inquisitive and spiritually mature learners.

Being a community and living well together are strengths at Clewer Green. Pupils flourish with a range of leadership positions such as reading buddies, peer mediators and worship leaders. They have a strong sense of empowerment with the school council at the heart of much decision making and fund raising. Pupils are confident that they know who would help them if they had any problems, including talking to a friend: ‘they could comfort me’. They say that bullying is rare. They are prepared to take the lead in challenging and regulating behaviour, reminding each other of the school’s expectations to uphold Christian values. They identify the living out of the school’s values in others, and nominate them for a special school council award. The school’s Christian vision underpins the approach taken to promoting aspiration as well as celebrating success. Rewards systems place equal value upon effort and achievement.

Clewer Green Church of England (Aided) First School

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SIAMS Report The school’s considerable range of charitable actions includes those initiated by pupils as well as adults. Each of the four ‘houses’ supports its own chosen charity and takes responsibility for regular fundraising events. Adults in the school community, including several parents, are excellent role models. They regularly raise funds for the school, the nearby hospice and national charities.

Following this example, pupils independently organise sponsored events and sales, raising funds for school projects and local and global good causes. Supported by the local vicar, pupil groups make regular visits to a local care home. They put on musical and dance performances that delight the residents. As a result of this social action, pupils understand that they can support those in need through fundraising, personal action and prayer. Thus, the seeds of courageous advocacy are being sown in their hearts and spiritual and social development is nurtured. Relationships between the school, other local schools and the parish community are very strong. This is because these communities engage with each other. Several parents said they chose this school specifically because it promotes strong community links, especially with the church.

Collective worship is a strong expression of the school’s Christian vision. It is often led by the local vicar who is a regular and welcome visitor. Worship is inclusive and attended by all adults in the school community as well as all pupils. It is based on Bible teachings and regularly gives time to reflect on Christian values. Church seasons, Anglican traditions and individual, local and more widespread needs are all encompassed. It is thoughtfully planned and regularly evaluated by the worship coordinator, the vicar and pupils from the worship leaders’ group. This shapes worship planning. Pupils say they like leading and taking part in worship.

Many, including those with a range of world faiths, apply for the coveted worship leader roles. Those selected take their positions very seriously. Others say they would like to be involved more. Worship services vary in style over the week and occasionally take place in church, which helps pupils to develop an appreciation that Christians worship in different ways. Pupils are comfortable in prayer and reflection because they recognise the value of both. They value the opportunities they have for prayer every day and describe feelings of calm and comfort they experience in the reflective garden and prayer corners. One pupil described how praying made her ‘feel safe’. Pupils talk confidently about their response to worship and show age appropriate understanding of the Christian beliefs about the nature of God, as Father, Son and Holy Spirit.

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SIAMS Report

RE teaching time and the balance of curriculum content meet all requirements for a church school. The newly adopted scheme of work promotes an enquiry-based approach. This, together with teachers’ strong subject knowledge and skilled questioning inspires pupils and helps them articulate their thinking. Visits, such as to a Hindu temple, enhance learning and spiritual development. The contributions of pupils of various world religions in RE lessons helps pupils to understand some of what unites different faiths. Pupils are less aware of Christianity as an international and multicultural faith.

Clewer Green is an inclusive, nurturing school that encourages everyone to be aspirational. The vision makes a powerful difference to the lives of pupils and adults.

The effectiveness of RE is Good Teaching, learning and progress in RE are good. RE is led by a dedicated and knowledgeable co-ordinator who shares good practice across the school. Leaders monitor standards accurately and rigorously and assessment is used consistently. Marking of work promotes good progress because teachers pose questions that lead to dialogue and deepen learning. Work in RE is effectively tailored to meet the needs of all children at the school.

This enables all pupils, including those with additional needs, to flourish academically.

Headteacher Martin Tinsley

Inspector’s name and number Lynne Thorogood 799

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SIF (Supplementary Information Form) Please ensure you fill in the form for admissions - Academic year beginning 2021.

Click here to access.

Clewer Green Church of England (Aided) First School