“The beautiful thing about learning is that no one can take it away from you.” — B.B. King As adults who work at Milton Primary Academy, we are all responsible for the future success of all the pupils who are fortunate enough to attend our school. It is our mission to secure the foundations for their future educational journeys and create future stars. The learning environment and school culture that we create and maintain will ensure our pupils feel safe, secure and happy to learn. They acquire the knowledge they need to move through their primary school journey in a supportive and nurturing environment, setting them up for their next stages of education. As well as knowledge from our ambitious curriculum offer, we must also educate them with the ‘cultural capital’ that they need to become future citizens in modern Britain, guided by a strong sense of moral purpose, respect and responsibility. The culture in which our pupils are immersed at Milton is determined by the adults who work here. It is everyone’s responsibility to work consistently to uphold our values and vision to create a sense of belonging for all. We work as a team and pull together to host events, provide opportunties and support the day to day running of the school. This document, ‘The Milton Way,’ sets out the principles, roles and responsibilities for all staff that work here and who will provide rich opportunities, giving our pupils the very best from the beginning.
Relationships “I have learnt that people will forget what you said, people will forget what you did, but people will never forget how you made them feel” - Maya Angelou Getting to know the pupils at Milton is a vital part of your job as an educator. Building strong, positive relationships means pupils trust you and will learn from you. From Early Years, we ‘Expect the best from the beginning’ and all staff play a part in setting the predictable routines and expectations for our pupils to thrive. Pupils should always refer to you as Miss/Mrs or Mr followed by your surname and children should be addressed by their first name. This ensures they know the boundaries and respect is shared between pupils and staff. We meet and greet children every morning into school: on the school gates, at school entrances and at classroom doors. We are consistent with our terminology so that all children are treated equally and no child feels any different to their peers. We show an interest in our pupils and their hobbies and interests to show that we care. We build relationships with pupils by showing that we listen to them and celebrate their successes in and out of school. At Milton, we promote a positive behaviour approach. We reward positive behaviour and ensure that children are not overlooked for doing the right thing all of the time.
As expectations are high throughout school, it is essential that we celebrate when pupils do their best in lessons and for when they try hard. We publicly praise the pupils at Milton and if a sanction is needed, this is a last resort. Pupils know our behaviour system and are given reminders about choices and next steps. We follow our three school rules, ‘Be Respectful. Be Ready. Be Safe.’ daily and model these. A conversation in the corridor, a phone call home, a Remarkable Day card are all ways to celebrate the positives and support relationships. We pride ourselves on our relationships with parents and promote an open-door culture. Parents know who to speak to and when. They are supportive of the school and the approaches that we take. Our school values underpin daily life and behaviour management at Milton. These are ‘just what we do’ and are consistent across the school.
Managing Behaviour “Norms don’t just bleed between classrooms, but between schools and families and other local contexts.” — Peps Mccrea All staff are responsible for managing pupil behaviour. Pupils are still learning how to behave and as trusted adults, we are responsible for teaching them how to do this inside and outside of the classroom. We model our ASPIRE values daily and positively narrate to the pupils, so they learn along the way. Normalising this behaviour then becomes the everyday culture at Milton. The expectations for behaviour are clearly set out in the school Behaviour Policy and when pupils do not follow these expectations, it is our responsibility to be consistent and address issues as they arise. The leadership team will always support staff with behaviour as needed, but the appropriate systems must be followed so that if escalation is needed, it is done so in the right manner. If you ask a pupil to do something, they should do it and respect should be shown at all levels in the school community. Our tiered approach to managing behaviour ensures pupils have opportunities to reset and refocus on their choices.
When a pupil says, ‘I’m sorry,’ this is enough. There should be a reset for the pupil/s involved. Pupils should always say what they are sorry for as part of self-reflection and respect. Pupils need to know what you expect from them, and your expectations need to be high. The pupil engagement strategies that we use must be used consistently in all classrooms and language used around school as required. The use of: STAR; 3,2,1; Turn & Talk; Agree, Build, Challenge are some strategies that support behaviour management in classrooms but have to be consistently used as part of normal teaching practice. Behaviour is better managed when there are safe, positive relationships between staff and pupils. Spending time getting to know our pupils is imperative to unlocking academic and personal potential.
Consistency “Consistency is the true foundation of trust. Either keep your promises or do not make them.” — Roy T Bennet It doesn’t matter how we do things, it matters that we do it. Consistency is the key to success. If everybody knows what is expected and does their best to ensure it is consistent across the school, then we will have alignment and successful approaches. All staff working in our school must have high expectations and model what we expect of our pupils as this may not happen in their homes. You must ensure that you: understand and follow our ASPIRE values. The language that we use is consistent across school and the wider trust. have seamless, established routines in your classrooms so that pupils feel safe and know what is expected of them. use teaching approaches in the same way to support all pupils with understanding what is expected of them, especially our most vulnerable. have classroom environments that support learning and are utilised as learning tools for all. follow the Behaviour Policy consistently. It is important that pupils are not confused as they move around school or from one class to another as part of transition. They will challenge teacher expectations when they see inconsistencies and this could damage relationships. Being inconsistent undermines our culture which we do not allow.
Teaching Manners “Good manners are a way of showing other people that we have respect for them.” — Bill Kelly Our approach to good manners starts in EYFS where we teach table manners at lunchtimes. This then is to be continued as pupils progress through school and As adults, we bring with us different staff should model table manners to pupils experiences of our own upbringing and when supervising at lunchtimes. just like the pupils’ for whom we are responsible for, we will have varying ideas Remember, we expect the best from the beginning. of what ‘good manners’ are.
Respect is one of our ASPIRE values in school.
It is therefore vital that we are clear about what our expectations of good manners are, and that we are consistent in what we expect from our pupils. We must teach pupils how to respond to adults and to each other. This starts when you meet and greet the pupils at school and classroom doors. Pupils should respond with ‘Good morning/Good afternoon’ or similar response or a ‘thank you’. When taking the register, pupils should be welcomed by name with ‘Good morning/Good afternoon...’ as a norm. When challenged about behaviour, pupils should be respectful to staff and should never be allowed to shout or raise their voice at a staff member. They should always be directed to say, ‘I’m sorry’ as appropriate. This should also be modelled by staff and the same respect shown both ways.
Modelling manners is part of our school culture. Staff meet and greet each other in front of pupils by their professional name and model holding doors open. Allowing people to pass and offering thanks is normal practice at our school. There are times in school life where you will need to use your professional judgment and manage behaviour differently with some pupils. This does not mean you let standards drop, but if you feel that challenging a behaviour or an issue may escalate, then speak to the pupil’s teacher and share any observations. Pupils have lived experiences too, and it is our job to ensure they feel safe and comfortable in school.
Lesson Entry & Exit Start of the day: A member of staff must be stood at the classroom door to meet and greet students each morning. Lockers/communal aeras must be overseen and left tidy after each interval. Pupils must be smart, in full uniform and reminded about this by the class teacher each morning. Communication with parents should take place when uniform is not conformed to. Resources should be ready and accessible at all times. Stationery must be appropriate and not stall learning. Pupils should come in to handwriting recordings to support smart starts to the day and secure foundational skills. Staff to take the register, welcoming pupils with ‘Good morning/Good afternoon...’ and pupils to respond with ‘Good morning/Good afternoon.’ Break & Lunchtimes/Home time: Pupils are not to wait outside following breaktimes for long; staff must be prompt to collect the class. When exiting, pupils should be lined up and led out to breaktimes/home time always led by the teacher. Pupils should walk around school quietly, showing respect for each other's learning and school rules. When the bell/whistle/music signals end of breaktime, pupils should walk calmly to their line. Staff should have high expectations for a calm, well-organised classroom where all pupils settle into learning upon entry.
Classroom Culture “A high-quality curriculum is one that gives pupils the knowledge and cultural capital they need to succeed in life.” — Ofsted Creating a classroom culture where mistakes are acceptable and everyone learns together is what we believe at Milton. We believe that knowledge empowers pupils and fuels a level of curiosity about the world. In all classrooms we expect that our staff deliver the following: our well planned and considered curriculum offer that is consistently delivered across all classes well maintained and up to date working walls that support learning for all an adapted curriculum that is ‘Essential for some, Useful for all’. a classroom culture where pupils can challenge their own and each others thinking using ‘Agree, Build, Challenge’ a curriculum that is vocabulary rich where knowledge is built upon knowledge. strategies such as ‘3 before Me’ to support independence and overcoming challenges. effective feedback for pupils that addresses misconceptions in the moment and with further practice.
All staff should be clear in their directed prompts such as: 3,2,1 STAR Choral response prompts Volunteers Turn & Talk Silent Solo Stop & Jot Thinking time Using a timer to keep pace This supports all learners but especially our most vulnerable. In all classes, we aim for 100% participation and without the attention of the whole class, pupil engagement and learning wil not be at its best. We trust our teachers to make professional judgements when teaching and if a reset is needed to ensure all pupils know the expectation, this is acceptable. Modelling of learning is central to our approach and supports foundational knowledge and skills. All learning must be modelled and explained to secure understanding.
Classroom Environment "The classroom environment should do the talking when the teacher is not." — Debbie Diller Desks, including teacher desks, are to be clutter free and support learning. When pupils have too much on their desk, they can find organisation difficult and this can impact learning. To further support learning and expectations, all displays are to have modelled handwriting in line with year group expectations. These should be clear and accessible, modelling your expectations daily.
Our Brilliant Basics cover 5 key areas that we feel are required to establish a positive and conducive learning environment. As educators, it is our responsibility to set the standards and classroom environments reflect your standards and expectations. They should be calm, positive places that everyone feels safe to be part of. Pupils must be responsible and take care of school resources as a non-negotiable. This therefore has to be modelled by you as not all pupils have high expectations at home. We believe that classrooms environments should fully support learning, that is why our classroom walls are considered Working Walls and corridors are used to showcase and celebrate outcomes. Displays should be working and up to date with current learning foci that pupils can reference to support their working memory and recall. Foundation subjects should be vocab and knowledge-rich, utilising duel coding where possible to support all learners.
Class Displays At the start of every year, our classes create a Class Charter/Agreement that is signed and understood by all. This sets your expectations from the beginning and ensures all pupils follow school rules daily. Our Aspire Mountain display should also reflect each pupil’s aspirations for the future. This links to our school values and should be celebrated and shared to create a real sense of belonging for all.
Challenge Everything “The standards you walk past are the standards that you accept.” — David Hurley Your jurisdiction doesn’t end when you leave your classroom, or the end of your break duty - you have as much investment in the culture of our school as anyone and you should be treated the same. If you see something that doesn’t fit with our ethos, then challenge it. Don’t think ‘someone else will sort it.’ Challenging things doesn’t have to take a long time, simply directing a pupil to, ‘Tuck your shirt in please.’ or asking, ‘Where are your school shoes?’ can take seconds and shows that we do not allow standards to slip - it is everyone’s responsibility. Consistency is key to success and pupils recognise who will and won’t challenge them, this can then lead to upset and frustrations from staff and parents which we aim to avoid. If you challenge a behaviour or issue that you have addressed, always follow it up to check it has been done. If you ask a child to tuck their shirt in, stop them and wait until it is done, don’t say it in passing as the request them becomes a choice.
Pastoral Responsibility “Every child deserves a champion - an adult who will never give up on them, who understands the connection and insists that they become the best they can possibly be.” — Rita Pierson Be organised and curious - have access to each pupil’s data so you know their starting points and tackle attendance immediately. Make it your business to know their family circumstances and be mindful of this when you manage your classroom environment.
As educators, you are the expert in your classrooms. Your job is to pass on your exceptional subject knowledge to the next generation so that they too can become experts. As primary school staff, you also hold a key pastoral role. As their class teachers, you hold more emotional currency than you will ever know. Your class represent you and they should not want to disappoint you in any way. No child should be letting you down; make sure they make the right choices at breaktimes and during lessons and show respect to others. You are their consistent, you are their trusted adult and you are their champion. This is because of the relationships that you form with them as individuals and their families. This is why it is even more important that you expect the best from the beginning and do not place a ceiling on what they are capable of.
If you feel a pupil needs support, talk to the leadership team and SENCo to seek advice on next steps. You know your pupils better than anyone and support can be offered via Early Helps, pastoral intervention or external support if needed. Don’t doubt your own abilities and impact. Sometimes the best person to support a pupil is you. You are encouraged to research and seek appropriate materials to support in class.
Inclusion “Inclusive schools are places where all children learn together and feel they belong.” — UNESCO Inclusion to us means making sure that all are welcomed, valued, respected, and given equal opportunities to participate, regardless of their differences. All pupils have a right to a high-quality education and as staff at Milton, it is our job to make this possible. Every decision that we make is child centred, with their best interests at heart. Whether pupils have SEND needs or are Pupil Premium, we do not put a ceiling on what pupils can achieve and our tiered approach supports provision at all levels. From the moment pupils start at Milton, identification of need is spotted early, and a graduated approach is followed to ensure pupils, staff and families get the right support and advice at the right time.
Our universal offer is what is seen in every classroom at Milton. We believe in a ‘Essential for some, Useful for all’ approach to our offer which could include the following: Visual timetables Self-Regulation Boxes Widgits Visual timers Thinking time Working walls All staff play a part in developing and ensuring inclusive strategies support teaching seamlessly. Support staff are highly trained to deliver bespoke interventions and our SENCo provides advice, training and support to meet the needs of all pupils. Through the use of digital technology, we support our Y3-6 pupils through Showbie and other platforms to build independence and skills over time.
Early Years Foundation Stage “Expect the best from the beginning.” EYFS Vision. From the moment pupils join our Early Years setting, we have a clear and ambitious vision therefore all pupils get the best start to their education. Our EYFS team are specialised in the curriculum that they offer and take all reasonable steps to ensure all pupils have access to an ambitious provision that is bespoke to our context and progresses from EYFS to KS1. Early identification of individual need is an area that we pride ourselves on at Milton. Due to our enhanced approach to transition, we build relationships with pupil and parents early and have strong professional links to local pre-school settings. We hold open evenings, inschool stay & play sessions as well as home visits to give all pupils the very best start to their educational journey. Our priority is that pupils feel safe and that they belong in order to access learning and thrive.
Our Personal, Social, Emotional Development (PSED) curriculum is research based and links to our local authority and context. We use our ‘Aspirosaur’s’ to teach PSED and prepare pupils for KS1. Through our civic role, we hold free ‘Foundations for Futures’ sessions monthly where parents start to come to the school and learn more about early education. Early Years supports all ages and stages of development and at Milton we promote and deliver key foundational skills such as handwriting and phonics to secure the basics quickly. Our Good Level of Development (GLD) is consistently above national and where cohorts or pupils require additional support, leaders act on this to ensure gaps do not widen over time.
Leading by Example “Setting an example is not the main means of influencing others, it is the only means.” — Albert Einstein Setting the standard that you expect starts at the beginning - be the standard that you expect. Everyday is a new opportunity to set the standard that you expect, but it is best set at the beginning - when you meet your new class. Classrooms should always be clutter free, organised, accessible and teacher desks should have a clear desk rule. By leading by example and modelling this This is not only for our pupils, but for to the pupils everyday, it then becomes ourselves as staff. To work with pupils is a the norm and classes are conducive priviledge and to be trusted to educate learning spaces. and influence is an honour that we must not underestimate. At Milton we pride ourselves on our school environment and everyone plays a part in How we present ourselves, both personal maintaining the standard. presentation and through our body language sets the tone for what kind of Modelling manners, modelling behaviours person we are and how pupils and and taking time to have conversations parents see and respond to us. with pupils builds up the emotional To get the respect from all stakeholders, currency that they may not receive at our dress should be professional and home. reflect the positions that we are in. High expectations are key at Milton Primary.
Teaching is a stressful profession, but an incredibly rewarding one, so it is important that we must take care to always speak to each other with the utmost respect, especially in front of the pupils that we serve.
Assessment “Assessment is most powerful when it is used to identify strengths, address misconceptions, and inform next steps in learning." — Dylan Wiliam ‘If you don’t know what pupils know, how do you know what to teach?’ This is the question that we always revert to when discussing assessment. Our approach to assessment is thorough, carried out in a timely manner and serves a purpose. From the moment a pupil starts our school, they will be assessed to ensure they get the right support at the right time. Although we know statutory assessments don’t always reflect a pupil's educational journey or ability, we know that they have to be done, and we believe that it is our job to prepare pupils as best we can to succeed. For pupils who are on the SEND register or are Pupil Premium, we carry out standardised assessments such as: Sandwell for maths Salford for reading HAST for spelling BPVS for vocabulary These data sets support us in addressing gaps in knowledge, but also show a pupil’s progression from starting points.
Formative assessment: plays a big part in our everyday offer. Teachers use a range of strategies to gather data such as: Questioning Mini whiteboard work Live marking Verbal Feedback Volunteers Cold Calling Summative assessment: testing takes place on a termly basis for most core subjects and through Smart Grade and DCPro, we track data which informs pupil progress meetings. Staff are supported by leaders with assessment to ensure accurate data is gathered and a pupil’s journey can be celebrated and supported as needed.
Our Curriculum Offer “Great teaching needs great curriculum, and great curriculum needs great teaching.” — Doug Lemov Our curriculum offer is entrenched in research. It is broad and ambitious and designed to be knowledge and vocabulary rich. Our curriculum offer is based on the National Curriculum, but in some subjects we go beyond this. We have designed our offer to be inclusive and progressive to ensure knowledge is cumulative over time. As a school, we only use accredited schemes to support staff workload. To enhance our curriculum, we adapt to our taught through genre specific units. We school context and our beliefs around celebrate reading and writing daily, what a good educational offer should look knowing that reading underpins access to like. the whole curriculum offer. From EYFS to Y6, we take curriculum design seriously and outline what knowledge we want pupils to know and when. We pride ourselves in our forward thinking approach and share our practice in the WAT family of schools.
Through our own subject dashboards, we have mapped all foundation subjects to ensure all staff know what we believe a high-quality curriculum should look like and immersed in those is key vocabulary and links to previous learning.
Early reading and phonics follows the Recent work on Task Design has led to Little Wandle scheme that is followed with improved outcomes in history, geography fidelity and leads to strong outcomes. and science. By supporting pupils working memory, we build schematas overtime Maths is based on White Rose Maths, but and secure knowledge for future learning. teachers plan lessons from the small steps and use workbooks to ensure Sports and music are highly promoted progression and challenge for all classes. and celebrated in school with specialist Our English curriculum is focused around teachers delivering these areas along side a class text with a key focus on teachers. foundational skills and grammar opportunities
Attendance & Safeguarding “Attendance is everyone's responsibility because attendance is a safeguarding issue." — DfE Safeguarding is Everyone’s Responsibility.
Attendance is Everyone’s Responsibility.
All staff have a duty to safeguarding our pupils. Whether that be emotionally or physically, we have a duty of care and must work together to build relationships where pupils feel safe around trusted adults.
Just like safeguarding, all staff play a part in managing and promoting the attendance of pupils. We have an Attendance Lead who manages attendance on a daily basis and through our rigorous tracking, patterns and trends can be identified early. We follow our Attendance Policy to manage attendance.
In school, we have a Designated Safeguarding Lead (DSL) and Deputy Designated Safeguarding Leads (DDSL). All of these staff are trained to Level 2 and above to ensure statutory safeguarding practice is adhered to. Staff can approach the DSL or a DDSL whenever they have a concern about a child. We follow the Child Protection & Safeguarding Policy which outlines our approach to keeping children safe in school including MyConcern for recording. We offer to support our families via a tiered system and will engage with external agencies as needed. We have: School Support - open to all Early Help - bespoke support for a family led by school Child in Need - led by Children’s Services Child Protection - led by Children’s Services. We offer Early helps for those who struggle with attendance, behaviour, learning or even just home routines and relationships.
We have a tiered approach to attendance too. If an issue is spotted, we follow: Tier 1 - Phone call from class teacher Tier 2 - Phone call/meeting with a middle leader Tier 3 - Meeting with a member of SLT Our school target is 97% and where attendance is good, this is celebrated with pupils and parents. Pupils receive certificates to reward strong attendance and classes receive whole class rewards too.
Personal Development “Pupils should develop character as well as intellect.” — Martin Luther King Jr Personal Development is the ongoing process of improving yourself - building knowledge, skills, character, confidence, wellbeing and understanding of the world.
Staff Development Equally, staff are just as important. Through the CPD opportunities that Windsor Academy Trust offer and our in-school coaching and CPD offer, we are able to talent spot our staff and encourage them to progress further too.
Academic success is important to us and outcomes over time show progress, but we have never solely focused on the academics. The personal development has always been equally as We ask that if staff wish to explore further CPD, important. they speak to a member of SLT. As educators, it is our job to spot pupils' talents and interests and provide opportunities for them to thrive beyond the classroom. This could be through: music - singing & instruments dance sports Milton’s X Factor Residential & educational visits WAT opportunities such as WAT COP and WAT a Choir Our strong PSED/PSHE & Relationships Education offer is fully embedded into our curriculum offer and pupils know and understand the fundamental British Values. We always seek the positives in pupils and will utilise their strengths to ensure they experience a positive primary school journey. Our nurture and well-being offer is very strong. We have a Welfare team including a Nurture Lead who work with pupils 1:1 or on a group basis to support any specific needs. We also have links with external agencies such as StayWell to provide opportunties that are specialised and beyond the National Curriculum. All staff can offer nurture support to pupils when needed and some staff are trained as mental health first aiders too.
Break & Lunch Times “Every active playtime is an investment in children's wellbeing, friendships and learning." Active play and providing pupils with opportunities to socialise and build friendships is important in all schools. We acknowledge that pupils spend a lot of time in the classroom and need to have fun, enjoyable playtimes to not only provide them with rest breaks, but to also make friends and build relationships. Some pupils flourish outside the classroom and we believe that providing them with engaging activities to support their personal development is important. Our playground is zoned to enable a range of activities to be planned for. We have playgrounds for each key stage which have a selection of playground equipment that staff provide and monitor to keep pupils busy and active. Pupils are able to come together when needed on the main playground and field, where they can enjoy exploring the areas beyond the school yard. Through leadership roles such as Playground Leaders and prefects, we encourage pupils to become role models and engage with others to keep playtimes and incidents minimal. We also have Wellbeing ambassadors who ensure we have a no bullying culture and that all pupils enjoy their break times.
Behaviour expectations and approaches outside are the same as in the classroom. Pupils are expected to be respectful and keep each other and themselves safe. Staff should always model behaviours that they expect, and we praise through rewards, such as Lunchtime Supervisor awards. Pupils are reminded about our playtime rules and it is our job as staff at Milton to be consistent with those rules and keep expectations high. When pupils break these rules, there are sanctions in line with our Behaviour Policy and teachers should be informed if an issue arises.
The Leadership Team “Leadership is not about being in charge. It is about taking care of those in your charge.” — Simon Sinek
The role of the leadership team is this: to enable learning. This means that the leadership team at Milton support teachers and support staff to be the very best that they can be. As a leadership team, our aim is to remove the unnecessary workload and ensure that the culture within our school supports the learning for all pupils. We will always maintain high expectations, ensuring that staff and pupils know with certainty what is expected of them and we will never ask someone to do something that we wouldn’t be prepared to do ourselves.
By visiting your lessons and being present around the school, we show our support to you. If we ‘take over’, then we disempower staff, but equally if we can offer support upon request or necessity, we will.
We will offer feedback to support staff growth and have face to face discussions We lead by example and are accessible as much as possible. We aim to not to all staff when/if needed. ‘blanket monkey’ staff via email and will always keep administrative tasks such as Your leadership team are constantly emails to a minimum, whilst ensuring coaching and developing others, including effective communication. within the leadership team. We will always seek staff voice when possible and Our motto is ‘If it doesn’t impact learning, stand side by side with staff who lead then we don’t do it!’. any aspect within our school. We celebrate and recognise staff and pupil achievements and aim to empower you to be the best versions of yourself.
We aim to use our data, observations and feedback to grow the school on its journey from ‘Strong’ and strive to take staff on the journey too.
Community Partnerships “When schools, families and communities work together, children succeed.” — National Education Association All funding raised supports school projects and initatives that we couldn’t do alone. Wider reach work is something that we wish to develop over time such as a PTFA and other routes to fund raising.
Community engagement is key at Milton and has been a priority for many years. Through links with the community, we are fortunate to have support from community partners such as the local church, child care settings, health and community hubs. Our welfare team work with agencies such as the PCSO’s, community cohesions team and others to help keep our pupils educated and safe in their day to day lives. Staff support and engagement with community events is key in continuing the strong links that we already have to keep the school a central part of the community. We expect all staff to support key events on our annual calendar such as: Discos Milton Christmas Market Non-Uniform days Themed events WAT a Run Milton X Factor
Through our harvest celebrations and fundraising, we support local charities such as food banks to show our wider commitment, we have a Milton Food Pantry which is run monthly from the school site. Donations to support this free offer come from our community links and charities. Parent involvement starts in EYFS where parent workshops support early years knowledge and Secret Storytellers promote a love of reading from the start. As a staff member, we encourage you to seek opportunities for wider community involvement to broaden the experiences and opportunities for our pupils.