Number of pupils at July 2022 - 405
Published number intended to admit in academic year 2022/23 - 60
There is no guarantee of a place for children living in the priority admission area.
In the event of over-subscription places will be allocated using the following criteria in the order given:
- Looked After Children and previously looked after children (as defined in the Primary Education in Essex booklet);
- Children with a sibling attending the school;
- Children living in the priority admission area;
- Remaining applications.
In the event of over-subscription within any of the above criteria, priority will be determined by straight line distance from home to school, those living closest being given highest priority.
Children are legally entitled to a full time place in school in the September following their fourth birthday. However, parents still have the right to start their children, full time, in the term after their fifth birthday which is when the child reaches ‘compulsory school age’. Similarly, parents can request that their child attends school part-time until they reach compulsory school age - this should be agreed directly with the school.
All children will be invited to start full time in September of the academic year that they will be five. This will be phased over a two-week period.
Parents are expected to supply proof of date of birth of child.
New entrants are invited to visit the school in the term prior to their entry. Parents are invited to stay during the visits to discuss any points they may wish to raise.
Children are also visited at home prior to entry, if parents consent.
Each school has a published admission number in the “Schools Admissions Policies Directory”
Ethos and Values Statement
At Lincewood Primary School all staff are committed to creating “The Best Possible Introduction to Education” for all pupils. The whole of our school community are committed to our 'I CARE' values:
Children are taught about these values and their meanings and are rewarded for demonstrating them in their day to day life.
We foster a growth mindset within our pupils and staff. We believe that mistakes are part of the process and should be viewed positively in order to help us move forward and make progress. Challenges are to be tackled with resilience and perseverance, and by working hard, whatever their individual circumstances or social background, we can succeed.
Pupils learn about different cultures, religions and social groups, and accept and appreciate peoples’ differences. In preparation for becoming good citizens of the future, five social and emotional aspects of learning are nurtured:
- Managing feelings
- Social skills
At Lincewood Primary School, our pupils are taught to be competitive in a positive way and to enjoy life with a sense of humour. They are taught the importance of pursuing interests and having leisure activities outside lesson time, and equipped with strategies to help them cope with life’s inevitable stresses. This is supported through our many extra-curricular activities, which we encourage pupils to participate in.
We use the Thrive approach to prepare children for life’s emotional ups and downs. This approach aims to support children to know how to be, and what to do, with differing and challenging situations. As a result, our children are more self-assured and ready to engage with life and learning.
All pupils have access to a broad and balanced curriculum, which links directly to the National Curriculum and is full of enrichment and wider opportunities to thrive. Within our curriculum, children learn about the importance of physical exercise, healthy diets and the detrimental effects of drugs and other harmful substances on health. Looking after yourself, and preparing for the future is key, and all pupils and staff are supported to develop the relevant ICT skills necessary to manage, access, evaluate, store, utilise and communicate effectively.
In a world which is frequently encountering ecological problems, pupils are also educated about the need to take responsibility for the local and global environment. Our school is nested within a forest and pupils are encouraged to frequently interact our natural surroundings, teaming with wildlife and natural habitats, which we are extremely proud of.
We recognise that improvement is limitless and we will never cease to consider implementing and monitoring new and existing initiatives. There is a continual cycle of whole school self-evaluation within which challenging targets for improvement will be set and reviewed. The professional development of all staff members is of the utmost importance.
Standards of attainment are high and a wide range of teaching strategies are used to facilitate enthusiastic learning. Pupils have a detailed understanding of how to deal with challenges in different contexts and are curious, aspirational, resilient and prepared for real-life situations. They are proud of their differences and empathetic towards others.
We strive to provide an education that develops literate and numerate pupils, who are enthusiastic about learning, who think critically, question everything and solve problems strategically.
Arrangements for parents to visit the school
Arrangements can be made to visit the school by appointment with the Headteacher, who will be pleased to see parents, show them the school, provide further information and enable them to see and acquire any relevant documents.
Parents of new entrants will be invited to a meeting during the term prior to their admission to school. This will provide an opportunity for parents to see the school and to meet the teacher whose class the child will be joining. The children will also meet their class teachers prior to their start in September.
There are two formal consultation evenings and one open evening each academic year but, if you would like to discuss your child's education at any other time, please contact the school to make an appointment with either the class teacher or Headteacher. Teachers are unable to discuss individual children with parents during the teaching day.
There will be other occasions (specific events, concerts, Parents and Friends Association functions etc.) when you will be invited to see the work of our school, as well as an annual Governors/Parents Meeting, if requested by a sufficient number of parents. We actively encourage the involvement of parents and carers. Parent/carer helpers assist our teachers and are represented on the Governing Body.
You will be sent regular newsletters with details of events and achievements and in the summer term you will receive a written report on your child's work and progress.
Non smoking policy
The school operates a non-smoking policy. Smoking is not be permitted at any time within any of the school buildings. We also aim that smoking will not occur anywhere on the school site during the time that children are present and we hope that parents will support this policy.
Road safety policy and car parking
We need your help to keep everyone safe. In line with the school’s road safety policy, parents are requested not to park on the yellow zig zag lines directly outside the school before and after school. Berry Lane can be a busy road and if the entrance to school is blocked, children are unable to see traffic approaching. If you come to school by car we would ask you to observe the yellow lines and NOT to park outside the school, up on the kerb or blocking the entrances to the surrounding homes. We ask everyone to be as considerate as possible and remember our aim is to keep everyone safe and avoid accidents! The staff car park is unfortunately not open to parents/carers – the only exception to this is to allow disabled access.
The School Day
|MORNING SESSION - 8.50am to 12.15/12.30pm
|MORNING SESSION – 8.50am to 12.45pm
|AFTERNOON SESSION – 1.30pm to 3.20pm
|AFTERNOON SESSION – 1.45pm to 3.20pm
|MORNING BREAK – 10.30am to 10.45am
|MORNING BREAK – 10.30am to 10.45am
At the beginning of the day reception children will be ‘collected’ from the reception playground gate by a member of staff and this gives parents an opportunity to talk briefly to teachers and support staff about any issues or concerns.
In KS1 and KS2 the children can start coming into school and into their classrooms from 8.40am. The duty teacher will inform them of the time and that they are therefore allowed to enter the school. They should not be in the school playground before 8.30am unless there has been prior agreement with the Head Teacher. If they arrive after 8.40am they should go straight into class where they can engage in early morning work provided by the teachers. The teachers will be in their classrooms from 8.30am. All the children need to arrive by 8.50am and if they arrive after that time they will be registered as late.
Can you please ensure that your child arrives promptly (lateness causes distraction and upheaval to the teacher, class and school office), with the right equipment and brings nothing to school which might cause distraction or waste time.
Every teacher is responsible for his/her classes work and the teachers will plan in Year groups. Care is taken to ensure that the children are guided through work in Maths, English, Science, Design and Technology, History, Geography, P.E., Computing, Music, Art and P.S.H.E. in accordance with the requirements of the National Curriculum and the LA's Curriculum Policy Statement.
A variety of teaching approaches are used varying from whole class instruction to small groups and individual work as appropriate.
The school follows the Primary Strategy. This requires a daily, structured hour of English teaching involving whole class, group and individual work.
The teaching of reading takes place through the structured teaching of phonics. Phonics sessions are taught discretely using the Read, Write Inc Phonics approach (RWI). Click here for a Parents' Guide to RWI, and how you can support your child. Teachers also teach reading through group guided reading lessons which focus on the next steps for children to make progress. This gives the children greater opportunities to learn the mechanics of reading and the understanding of reading and to discuss their responses to written material.
The teaching of reading fluency and comprehension takes place as whole class lessons. Children are able to borrow graded reading books to take home from their classroom collections and all classes have a weekly library session where they are able to borrow additional fiction or non-fiction material. There is a focus on the enjoyment of reading and all classes are read age appropriate high quality texts by their class teacher.
A wide variety of literature is studied in English lessons and the children are encouraged to develop their creativity through a range of writing styles. Talk4Writing is used to help children to learn and innovate stories and texts, and Grammar, punctuation and spelling together with joined handwriting is taught alongside.
Mathematics teaching also follows the guidelines as set out in the Primary Strategy. The approach to teaching is based on 4 key principles: A dedicated maths lesson every day. This will be between 45 – 60 minutes; Direct teaching and interactive work with the whole class and groups; An emphasis on mental calculation; Controlled differentiation, with all pupils engaged in mathematics relating to a common theme. You can see an overview of what we teach and when we teach it on the Lincewood Maths Yearly Overviews - Adopted from White Rose (Click)
Year 5 and Year 6 pupils are arranged in three “sets” of approximately 20 pupils for their Maths and Writing lessons
For all Core and Foundation subjects we use a skills based curriculum. The basis for children’s learning is centred around a progression of skills from Foundation Stage to Year 6. The priority is given to the learning of these skills with children becoming more proactive in their learning as they progress through the school.
Children will follow the areas of learning outlined in the Statutory Framework for the Early Years and Foundation Stage. The curriculum is designed for children aged 0-5 years regardless of the establishment in which they are being taught.
The children are taught about seven areas of learning and development. The first of these is Communication and Language development which involves giving children opportunities to experience a rich language environment. Through this, children develop their confidence and skills in expressing themselves and learn to speak and listen in a range of situations.
The second area is Physical development. This involves giving children opportunities to become active and interactive and to develop their co-ordination, control and movement. . The children are encouraged to be confident and be aware of the positive benefits of being healthy and active. To this end we have a vast range of equipment, a large hall for P.E. and a swimming pool used by the Reception children from the summer term. We also have a superb outdoor play area specifically designed for our Reception children which is in use daily all the year round.
Personal, social and emotional development involves helping children to develop a positive sense of themselves and others and to form positive relationships and respect for others. Children are encouraged to manage their feelings and to understand what constitutes appropriate behaviour. They learn to respect others and to have confidence in their own abilities.
Literacy development involves the children learning to link sounds and letters and begin to read and write. Children are given access to a wide range of materials to ignite their interest in Literacy.
Mathematics provides children with the opportunity to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems and to describe shapes and measures. Confidence and competence are encouraged in these lessons and much of this work is of a practical nature