CRANFORD PRIMARY SCHOOL BROCHURE

Dear Parents,
Welcome to Cranford Primary School.
It is important to make the right choice for your child. This brochure has been especially
written to provide you with the necessary information and to help you understand what we
have to offer.
At Cranford Primary School we provide a happy, caring and safe environment for your
child. We work hard to ensure that your childs experience of school is a positive one and
one which encourages a love of learning and self-discipline from the start.
The school is now in its fourth year as an all through primary school. It was amalgamated
in September 2011 from the existing Junior and Infant schools. The amalgamation has
been very successful visitors to the school often comment on how happy, friendly and
confident the children are from Nursery through to the Year 6 classes. This friendly and
respectful ethos was commended by Ofsted in March 2013, as were the high standards of
achievement and attainment:
Since the opening of this new school, leaders, governors and staff have worked
together with determination to make sure the quality of teaching is good and pupils
achievement is good. Pupils behave well. They are courteous and polite.

Children in our school come from different cultural backgrounds, they have different
religions and they speak different languages. We celebrate and value this diversity. We
encourage the children to be proud of their own culture, religion and language and to show
respect for those of others.
The curriculum in the school is well planned with a priority given to developing high
standards of literacy and numeracy. Our work is supported by a good level of resources
and additional staffing to meet the individual needs of the children. We work hard to
ensure each child has acquired the study skills necessary for them to continue their
development at the next stage of education.
A positive partnership with parents is vital in achieving our aims. Home and school must
work together and we need your support and co-operation. In return, we hope you will find
the school welcoming, willing to listen and willing to respond to your questions, concerns or
suggestions.
At present we have a number of staff who can speak languages other than English. These
include Punjabi, Hindi, Urdu, French, Spanish, Polish and Portuguese. Staff will always be
happy to translate for parents when needed.

Mrs Meena Walia

Head Teacher

CRANFORD PRIMARY SCHOOL

BERKELEY AVENUE
CRANFORD
MIDDLESEX
TW4 6LB

HEADTEACHER:

Mrs. M. Walia

DEPUTY HEADTEACHER:

Miss. T. Virdi

ASSISTANT HEADTEACHER:

Mrs A. Beardon

CHAIR OF GOVERNORS:

Mrs. J. Matthews

SCHOOL ADMINISTRATOR:

Mrs E. Thomas

HEADS PA:

Mrs S. Edet

BUSINESS MANAGER:

Mrs C. Milstead

WELFARE/ADMIN ASSISTANTS:

Mrs A Chaudhry
Miss D. Grant

PARENT SUPPORT ADVISER:

Mrs L. Hopkins

TELEPHONE NUMBER:

020 8759 0305

FASCIMILE NUMBER:

020 8754 0208

EMAIL:

office@cranfordprimary.hounslow.sch.uk

Corporate Director:

Alan Adams

Childrens Services and Lifelong Learning

Civic Centre
Lampton Road
Hounslow
Middlesex
TW3 4DN
Telephone Number: 020 8583 2000

Environment
Cranford Primary School was moved to its present site in 1937 from a small building on the
Bath Road. A Nursery Unit was purpose built in 1971 and six mobile classrooms were
added in 1975. The school is now over 70 years old, but every effort is made to maintain it
to a high standard.
The Early Years areas are arranged to allow for the wide variety of activities which take
place. They are well-resourced with equipment suitable for the age of the children and
which reflects their backgrounds and cultures. There is a safe Early Years playground
where the children are able to play with a range of equipment including bicycles and a
fitness trail. There is a covered outside area which allows for outdoor learning.
Due to our proximity to London Heathrow and the resulting levels of noise, we have been
provided with a new roof and double glazed windows and doors by Heathrow Airport.
The school has good facilities including two large assembly and dining halls, an ICT suite in
Key Stage 1 and a community room. We have twenty four well equipped classrooms and a
nursery, each with an interactive white board, at least two computers and access to the
Internet. Each class has regular use of individual laptops. There are also, across the
school, well-resourced bases for language support and special needs.
We are aware of the need for good security and the school has installed security systems
and CCTV on the entrance doors near the classrooms and on other locations around the
school site. This allows the doors to be locked shut during the school day and additionally
allows us to monitor the whole site from the school office.
Outside, there is a conservation area. The large playground has been marked out with
games and landscaped with two fitness trails based on soft surfaces for the children to play
on. There is also a large playing field bordered by trees. There are covered areas outside
some of the classrooms in the playground to allow the use of this space for teaching. Last
year we installed a Play Pod in the playground for children to access and use creatively at
lunchtimes.
Near to the entrances to the classrooms and in the Key Stage 2 parking area, there are
shelters and bicycle/scooter racks.
Childrens Centre
Cranford Childrens Centre was completed in May 2008 and is now open for use by the
community. The centre has two buildings and is one of 14 centres in Hounslow. In 2011
the Centre was inspected by Ofsted and rated Outstanding the first Childrens Centre in
Hounslow to do so.
Childrens Centres are a new way of supporting families with children under 5. The centre
aims to improve the outcomes for local children. The Centre provides a Core Offer of
services that are designed to meet the needs of the community.
A privately run Nursery provides care from 8.00am to 6.00pm five days a week throughout
the year.

Community Lounge
The Community Lounge offers families a warm friendly environment where they can access
a range of services.
The Centre has links with Jobcentre Plus and provides advice on training and courses. It
also offers a range of courses for Adult Learners (ESOL and computer classes).
The Primary Care Trust offers services such as Ante/Post Natal Care, baby clinic, breast
feeding support, healthy eating and parenting programmes.
Outreach Services are in place to enable families to access services.
A Baby, Toddler and Parent Group plus stimulating activities in Stay and Play sessions are
also available.
The School Breakfast Club is held in the Community Lounge.

ADMISSIONS
Catchment Area Map

Prospective parents are very welcome to visit the school with their child and, if you can
make an appointment in advance, the Head Teacher will be very pleased to show you
around the school. Appointments can be made through the School Office.

Admission Criteria
Cranford Primary School has an admission number of 90. Children will be admitted in line
with Hounslow Local Education Authority policy as of September 2012.
If more than 90 applications are received, priority will be as follows:

Pupils with elder siblings who attend the school and expected to continue at this
school in the following school year.

Pupils with needs arising from a recognised condition.

Pupils living nearest to the school, (defined as the crow flies from the door of the
childs permanent place of residence to the main entrance of the school).

Looked after children have a priority for admission.

Where the planned admission limit is exceeded within one of the categories listed above,
pupils will be admitted according to those with a permanent place of residence being
closest to the school.
The school will write to all parents whose children have been offered a place.
Parents of children not allocated a place, will have the right to appeal to the Local Authority.
The school expects all factual information to be correct and cannot accept addresses of
child-minders or grandparents.
Admission at the Beginning of the School Year
Nursery

Children are admitted part time to the Nursery at the beginning of the
school year in which they become four, following the offer of a place by
the school.

Reception

Children are admitted to our full time Reception classes at the

beginning of the school year in which they become five, following the
offer of a place by Hounslow Council.

Please note that the school year begins on 1 st September and ends on 31st August.
The school operates staggered admission arrangements for both Nursery and Reception.
Children entering Years 1-6 at the beginning of the school year would start on the first day
of the term.

Admissions throughout the Year

Children are admitted at any time during the school year to classes where there are
vacancies.
If the number of children seeking admission at the beginning of the year, or during the year,
exceeds the number of places available, then priority will be given in accordance with the
criteria published by the London Borough of Hounslow.
The school will try and arrange an interpreters help at the time of the admission interview
when and where this is possible.
The maximum full time school roll is 669.
Transfer from the Nursery to Reception is not automatic and places will be allocated
according to criteria published by the London Borough of Hounslow.
Transfer to Secondary Education
Children usually transfer to Secondary Education at the end of Year 6 when they are aged
eleven. Information about Hounslow Secondary Schools is provided in the Autumn Term.
Parents are required to complete the School Transfer form in the Autumn Term of Year 6.
Times
Morning Nursery
Afternoon Nursery

8.45am 11.45am
12.45pm 3.45pm

Reception Lunchtime
Key Stage 1

11.30am 12.50 pm
8.50am 12.00pm
1.15pm 3.30pm

Key Stage 2

8.50am 12.15pm
1.15pm 3.30pm

These times provide approximately 21 teaching hours per week for Key Stage 1 and 24
teaching hours for Key Stage 2, excluding registration, the daily act of worship, break times
and lunchtimes.
The school is open for 190 days per year for children. Each year, there are five staff
training days and one day which is taken as an occasional days holiday if the school is not
needed as a Polling Station. A list of holiday dates for the current year is available
separately.

Please make sure your child is brought to school in the morning and collected in the
afternoon on time. In the interest of the childrens safety, please wait with them in the

morning until staff arrive. Collecting children on time in the afternoon is also important, as
they can get very upset if they think they have been left.
If children are collected late, the school reserves the right to charge a fee of 5.00 per
child.
Children should be brought to school and collected from school by a responsible person.
Please let the school know in advance if someone different is collecting your child from
school. The school will not let a child go home with someone they do not know unless they
have been told of a change in arrangements in advance.
Year 5 and 6 pupils can walk home alone if parents complete a permission slip and the
arrangement is authorised by the Head Teacher.
Attendance
Please make every effort to ensure your child attends regularly as good attendance is very
important. When your child is absent from school, please let us know immediately the
reason by letter, telephone or verbal message. If you do not inform us then the school will
contact you initially by text and then followed up by a phone call later that day.
Our registration system is web based and this means we can monitor attendance closely.
If a child is frequently absent, we will follow this up and we will involve our Education
Welfare Officer. If your child is absent for any reason other than for a hospital appointment,
evidence of illness or family emergency then this will be marked in the register as an
unauthorised absence.
Regulations about term time holiday are now much stricter. It is expected that families will
take their holidays during the school holidays. Any period of unauthorised leave may
trigger a Fixed Penalty Warning letter. As from September 2002, the Governing Body
has agreed that no holiday leave during term time will be granted.

Punctuality
Before school, Key Stage 1 children and parents are asked to wait outside their Year group
entrance doors and Key Stage 2 children to wait in the Key Stage 2 courtyard. The
entrance doors are now opened at 8.50am to help children to be prompt into class. The
doors are then shut at 8.55am.
Any children and parents arriving after this time will have to enter the school through the
main entrance doors. A late book will then have to be signed indicating the reason for
being late. The school will involve the Education Welfare Officer where children are
persistently late.
Term Dates
Our term dates are published on the Cranford Primary School website. A list of this years
dates is enclosed.

CRANFORD PRIMARY SCHOOL

Term and Holiday Dates 2015/2016
Autumn Term 2015
Teacher Training Day Tuesday 1st September 2015
Autumn 1st half term Wednesday 2nd September Thursday 22nd October
Teacher Training Day Friday 23rd October 2015
Half Term holiday - Monday - 25th October - Friday 30th October
Autumn 2nd half term - Monday 2nd November Friday 18th December
Christmas Holiday - Monday 21st December 2015 Friday 1stJanuary 2016

Spring Term 2016

th

Teacher Training Day Monday 4 January 2016

Spring 1st half term Tuesday 5th January Friday 12th February
Half Term holiday - Monday 15th February Friday 19th February
Spring 2nd half term - Monday 22nd February Thursday 24th March
Easter Holiday Friday 25th March Friday 8th April

Summer Term 2016

Summer 1st half term Monday 11th April Thursday 26th May
May Day Bank Holiday - Monday 2nd May
Teacher Training day - Friday 27th May
Half Term holiday - Monday 30th May Friday 3rd June
Summer 2nd half term - Monday 6th June Wednesday 20th July
Teacher Training Day Monday 8th July
Summer holidays begin Thursday 21st July

Extended Services
At Cranford Primary School we offer a range of fun and exciting before and after-school
clubs.
We operate a breakfast club which aims to provide children with a healthy start to the day
in a stimulating, caring environment. The club opens at 7.45am and costs 3 per child per
session if booked in advance.
We also offer an extensive range of after school clubs including zumba, football, fencing,
chess, drama and music to name a few.
Cranford Primary School offers a 'Walking Bus' scheme for pupils in Years 1-4. The
children walk to school as a group along an agreed route under the supervision of
members of staff. The bus currently operates on Wednesdays and Thursdays only,
however this may increase if the scheme continues to prove popular and successful.

School Uniform
At Cranford Primary School we believe that school uniform is important. A smart and
distinctive uniform contributes to the public image of our school and ensures that our
children are always easily identifiable. By taking a pride in their appearance, children are
encouraged to take pride in other aspects of school life, including their work and
surroundings. It is expected that all children wear the uniform detailed below. It is expected
that parents will name all of their childs belongings and items of clothing.
The colours are purple and grey. The uniform is as follows:

grey trousers, skirt or pinafore dress

white shirt, blouse or t-shirt
purple jumper, cardigan or sweatshirt
school tie
black or purple head scarf if you wish your child to wear one
a sensible pair of black shoes that your child can put on and take off with the
minimum of help

Sweatshirts and t-shirts with the school logo on are available by order through the school.
Order forms are held in the school office.
Please make sure you put your childs name clearly (using a waterproof pen) in his/her
clothes to avoid any confusion. A box for lost property is kept in the entrance lobby.
For P.E. lessons, Games lessons and after school sports clubs your child will need:

good fitting plimsolls

a school t-shirt
a pair of black shorts or leggings

In colder weather your child can wear a plain, dark tracksuit.

P.E. clothing should be clearly labelled with your childs name. It should be kept in a bag
on your childs peg during term time.
Please note that NO jewellery is allowed to be worn during P.E. lessons.

School Uniform Shop

Items of school uniform are available to buy. Shop opening times are:
8.30 to 8.50 am on Tuesdays
3.15 to 3.45 pm on Thursdays

Child Protection
The school has strict guidelines which must be followed in any situations which relate to
issues of Child Protection. These guidelines are set by the London Borough of Hounslow.
All staff in school must be vigilant and all such matters have to be referred to Social
Services and to the Principal Education Welfare Officer at the Civic Centre.
Health and Welfare
The school has a number of staff who are qualified First Aiders. All staff will do their best to
ensure that children are kept safe and well in school. The Welfare Assistants deal with
minor accidents and illness during the school day with the lunchtime supervisors being
particularly responsible at lunchtimes. However, if your child is injured or is really unwell
then we will contact you by telephone.
It is very important that you make sure the school has your telephone number
and that you inform us immediately of any changes to your
home, work or emergency numbers.
Height and Weight Checks and Hearing tests are carried out during the Reception year and
Year 6. Dental checks are carried out for all groups.
The School Nurse can be contacted through the school office and she is happy to answer
any questions and concerns parents may have.
The school does not give medication to children except for medicines related to asthma or
if a child is on long term medication for a particular illness. In this case parents will be
asked to complete a medication consent form indicating what medications the child has to
take, when and how much. A record is kept of all medications given.
The health and safety of all children and adults on the school site is extremely important
and the following items are intended to assist in this:

Only stud earrings and essential items of jewellery with religious significance should
be worn in school. They need to be covered during P.E.

Children are supervised in the playground at all times during the school day, but we
would ask that children do not play on playground apparatus before or after school
when unsupervised.

In the interest of safety please be considerate in your parking outside the school and
where possible leave the car at home. Parking restrictions apply outside the school
and we would advise parents not to park their car on the zig-zag yellow lines as they
may incur a penalty for doing so.

The school site is a no smoking area and dogs are not allowed on the school
premises.

The school carries out regular health and safety checks. If you should see something that
is a risk to children or adults please inform the school office immediately.

School Meals/Refreshments
School meals are prepared on site and they offer a fully nutritional and balanced diet.
There is a choice of meals available each day. If your child does not eat certain foods for
any reason please make sure we know. Vegetarian meals are on the menu everyday.
We do not accept any cash or cheque payments for school dinners. Instead we use a
cashless payment system called Parent Pay to pay for school dinners. You will have a
secure online account which is activated using a unique user name and password. All
children in Reception, Year 1 and Year 2 may receive a free school lunch in accordance
with the Governments scheme to provide universal infant free school meals.
Children may bring a packed lunch to school instead of having a school dinner. Lunch
boxes MUST be clearly labelled with the childs name and class. In line with government
Healthy Eating guidelines no sweets, crisps or fizzy drinks are allowed in packed lunches.
Drinking water is provided for all children. Children may also go home for lunch. Children
should be collected at 12 noon in Key Stage 1 and 12.15pm in Key Stage 2. They should
be returned to their lunchtime supervisor between 1.10pm and 1.15pm.
Lunchtime supervisors are responsible for supervising the children while they eat their
lunch and also while they are at play in the playground. The lunchtime supervisors work
very closely with the teaching staff, but any problems which arise during the lunchtime will
initially be dealt with by them.
Children are able to have a carton of milk each day and this has to be ordered in advance
of a new term. A letter will be sent out to let parents know when milk has to be ordered.
Children are allowed to bring an alternative drink if they are unable to drink milk for medical
reasons. At other times during the day parents are encouraged to provide a small bottle of
water for their child to drink when he/she feels thirsty.
If you receive income support you may be entitled to free school meals and milk. Please
enquire at the school office for more details.
In Key Stage 1, a piece of fruit is provided for your child every day. Children in Key Stage 2
can bring in a piece of fruit to eat during morning playtime.
Please let us know if your child is allergic to any foods.

Behaviour
We aim to create an environment in which children feel happy, secure and confident and in
which children are able to learn how to read and write, how to discover, how to play
together and how to make things. Our expectation is that each child should develop a
positive self image.
We also expect the children and adults in the school to show, in the way they behave, that
they value and respect each other as individuals. Therefore, racist or sexist behaviour, or
any other behaviour which undervalues or offends, is unacceptable in our school.
We use a social skills programme to encourage the children to think independently and
take responsibility of their own actions. Incidents of inappropriate behaviour, bullying and
aggression will be responded to by all staff in accordance with school guidelines.
Our most important task is to educate the children at our school. We need parental
support to ensure that children become independent, self-disciplined and responsible as
this behaviour benefits society as a whole. At the beginning of the year, the classes set
rules for behaviour in the classroom and these are displayed for everyone to see and to
refer to, as necessary.

PSHCE
Personal, Social, Health & Citizenship Education gives pupils the knowledge and skills to
lead a healthy and safe lifestyle. The PATHS (Promoting Alternative Thinking Strategies)
programme is incorporated within the PSHCE curriculum together with the SEAL (Social
and Emotional Aspects of Learning) programme. Through these programmes the children
will develop the independence and confidence to make informed choices and become an
active member of the school community.
In their time at our school children will learn many aspects of personal development
including valuing themselves and respecting others, appreciating differences and diversity
and looking after their environment. An aspect of PSHCE in Key Stage 2 follows a health
education programme where children are taught about healthy living, the importance of diet
and exercise and the risks involved in the use of harmful substances.
Sex Education
Our approach to sex education is mainly through topic work and science. It takes into
account the childrens level of experience and understanding. If children ask questions,
they are given simple and factual answers.
In Key Stage 1, this might involve learning about the life cycles of animals and plants and
how human beings develop and grow.
In Key Stage 2, there is a sex education programme within the curriculum. Parents will be
given full information about the syllabus in advance for pupils in Y6.

Teaching and Learning

We have high standards and expectations and we help each child to achieve the best of
his / her ability. Through our commitment to equal opportunities, we ensure that all children
have equal access to the curriculum and that they develop a positive image of themselves.

We believe children learn best:

through relevant activities which stimulate interest, encourage enquiry and

promote understanding.

through play and active involvement in mental and practical tasks.

when learning is practically based with opportunities to learn by doing,

observing, solving problems and by experimenting. They also need
opportunities to practise and repeat activities.

when they have access to a range of activities which allow them to be

challenged. It is important they experience success but, at the same time,
feel sufficiently confident and secure to risk mistakes.

when learning opportunities are set within their own experiences. It is

important that we build upon the things that the children have done and
learnt at home and outside of school.

when they are able to work independently. They also need to be able to
question, solve problems, discuss and draw conclusions.

when they are interested and motivated. It is important that they have
good self esteem and that they are praised and rewarded for their efforts.

The methods of teaching used are varied and flexible, according to the activity planned and
the needs of the children. There is a balance of whole class teaching, group work and
individual work.
The children also have the chance to plan their own learning, to make decisions and to
take responsibility. Classrooms are organised to allow children easy access to equipment
and resources are clearly labelled.

Curriculum, Record Keeping and Assessment

The schools approach to the curriculum reflects that of the National Curriculum. English,
Mathematics and Science form the main part of the curriculum these are known as the
core subjects. The children also learn about Computing, Geography, History, Art and
Design, Music, Design and Technology, Languages, Physical Education and Citizenship
these are known as the foundation subjects. Religious Education is also part of the school
curriculum.
Staff at Cranford Primary aim to plan as much of the curriculum taught, as possible to
relate to real life experiences. This makes learning more meaningful for the children. The
topic themes are carefully selected for each year group. The teachers plan the topic
themes in detail to ensure that a broad and balanced curriculum is offered to the children
throughout their infant years. We aim to ensure continuity and progression between
classes and between year groups.
At the beginning of the year, information is shared with parents at a Curriculum Workshop
We also send home a Curriculum booklet to give parents more details on the work the
children will be doing and some ideas on how to help children at home.
The childrens knowledge and skills are developed through activity-based tasks, many of
which are practical in nature. The children are taught in a variety of ways individually, in
small groups and as a whole class. The childrens class work is supported by local visits
and organised outings, as well as arranging theatre groups, musicians, dancers and
storytellers to visit the school.
The curriculum reflects the multi-cultural community served by the school and also the
schools commitment to equal opportunities. Many of our children and staff speak
languages in addition to English and these are used in a variety of ways to enrich the
curriculum we have to offer.
Records are kept on all children to chart their progress and achievements. Regular
assessments are made to help the class teachers to identify the needs of the children and
to plan for future needs. A written report is sent to parents at the end of each school year
to give them a clear picture of the childs achievements and also areas for improvement.
On receipt of a written request the school will give parents access to their childs records
within 15 days.
The school carries out an entry assessment on every child who starts full-time school. This
has to be done within 5 weeks of a child starting school and it is then repeated again at the
end of the Reception year.
At the end of Year 2 and Year 6 Statutory Assessment Test results for English and
Mathematics are reported to parents. Parents have the opportunity to discuss their childs
end of Key Stage assessment with the class teacher.

Early Years Education

At Cranford Primary School your child will receive an early years education provided by
qualified teachers and nursery nurses within a well established school. The Early Years
has good links with a full range of experts including the school nurse, speech therapists
and health visitors.
We also have links with educational advisers, educational
psychologists and advisory support staff.
The Nursery and Reception expects and encourages good behaviour as part of a whole
school programme. Children are expected to be well mannered, respectful and to get on
with each other.
The children have a planned curriculum which focuses on all aspects of their development
physical, emotional, social as well as developing the skills for early reading and writing
and maths. They have the opportunity for scientific investigation, to make models, to use a
computer, to play musical instruments and to develop good hand and body control.
The Early Years curriculum aims to develop:

A positive attitude towards learning and the skills which will allow them to listen,
share, co-operate, take turns and to be independent.

Social skills which will help them to make friends and to be able to relate to other
adults and to cope with new situations.

Emotional security so that they feel happy, safe and confident.

The ability to communicate with children and adults and to make their own needs
known.

Independence skills in working as well as such things as dressing and going to the
toilet.

To help parents know more about the Early Years curriculum we have included information
about some of the things the children will be doing and learning whilst in the
Nursery/Reception class.
The curriculum delivered to children from the age of 3 to 5 is known as the Foundation
Stage.
It is called the foundation stage because it gives children a secure foundation for later
learning. The foundation stage should provide a good start for all children, where they feel
included, secure and valued whatever their ethnic, cultural, religious or family background,
home language, special education needs, gender, ability or disability.

This foundation stage is a distinct stage with its own early learning goals. Most children
should be able to reach these by the end of the foundation stage. This will prepare them
for work on the National Curriculum as they move to Key Stage 1.

For each child the staff will be aiming to keep a balance across seven areas of learning:

Personal, social and emotional development involves helping children to

develop a positive sense of themselves, and others; to form positive relationships
and develop respect for others; to develop social skills and learn how to manage
their feelings; to understand appropriate behaviour in groups; and to have
confidence in their own abilities.

Communication and language development - involves giving children

opportunities to experience a rich language environment; to develop their confidence
and skills in expressing themselves; and to speak and listen in a range of situations.

Physical development involves providing opportunities for young children to be

active and interactive and to develop their co-ordination, control and movement.
Children must also be helped to understand the importance of physical activity, and
to make healthy choices in relation to food.

Literacy development - involves encouraging children to link sounds and letters

and to begin to read and write. Children are given access to a wide range of reading
materials (books, poems and other written materials) to ignite their interest.

Mathematics involves providing children with opportunities to develop and

improve their skills in counting, understanding and using numbers, calculating simple
addition and subtraction problems; and to describe shapes, space, and measures.

Understanding the World involves guiding children to make sense of their

physical world and their community through opportunities to explore, observe and
find out about people, places, technology and the environment.

Expressive Arts and Design involves enabling children to explore and play with a
wide range of media and materials, as well as providing opportunities and
encouragement for sharing their thoughts, ideas and feelings through a variety of
activities in art, music, movement, dance, role-play, and design and technology.

In each of the seven areas of learning are the early learning goals which all children will be
supported to achieve by the end of the Reception year at school.
However, all children learn at different rates and some will reach their goals more easily
than other children. The staff in the Nursery and Reception classes will understand this
and will be experienced in assessing childrens progress and planning ahead to ensure the
activities are matched to meet each childs needs.

Key Stage 1 and Key Stage 2

Core Subjects
English
The English curriculum develops the childrens reading, writing, speaking and listening
skills. The teaching of core English skills takes place within a daily lesson as a minimum,
with additional opportunities to promote literacy within cross curricular lessons. One of our
main priorities is to ensure that children learn to read. We want children to develop a love
books so that they become fluent and confident readers.
Children are encouraged to write for different purposes and learn how to adapt their
language and style for a range of contexts, purposes and audiences from an early age. We
help them to learn how to spell accurately, to use a wide range of vocabulary, to use
punctuation properly and to have neat handwriting. We use cursive script in the school.
Children are encouraged to listen and speak in a variety of situations. They are
encouraged to develop social skills through discussion, taking turns, listening carefully,
asking and answering questions and making relevant comments, as well as developing the
ability to explain themselves clearly.
Mathematics
The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop
confidence and mental fluency with whole numbers, counting and place value. This should
involve working with numerals, words and the four operations, including with practical
resources, for example using concrete objects and measuring tools.
At this stage, pupils should develop their ability to recognise, describe, draw, compare and
sort different shapes and to use the related vocabulary. Children will be using a range of
measures to describe and compare different quantities such as length, mass,
capacity/volume, time and money.
In lower KS2 the principal focus of mathematics is to ensure that pupils become
increasingly fluent with whole numbers and the four operations, including number facts and
the concept of place value. This should ensure that pupils develop efficient written and
mental methods and perform calculations accurately with increasingly large whole
numbers.
Development in mathematical reasoning will increase so pupils can analyse shapes and
their properties, and confidently describe the relationships between them.
In upper key stage 2 pupils extend their understanding of the number system and place
value to include larger integers. This should develop the connections that pupils make
between multiplication and division with fractions decimals, percentages and ratio.
Application of these skills is developed through word problems and investigations.
With this increasing fluency and mastery across KS2, pupils should develop their ability to
solve a range of problems with simple fractions and decimal place value to develop their

ability to solve a wider range of problems, including increasingly complex properties of

numbers and arithmetic, and problems demanding efficient written and mental methods of
calculation.

Science
The principal focus of Science teaching at Cranford is to enable pupils to use practical
scientific methods, processes and skills to explore the world around them, expanding their
scientific view of the world and developing an understanding of a wide range of scientific
ideas. To achieve this children are encouraged to use scientific language and equipment
when observing, comparing, predicting, gathering and recording data and drawing
conclusions.
The Science curriculum includes learning about living things, the environment, forces,
energy and materials, as well as developing the appropriate scientific investigation skills.
Science contains cross-curricular links where possible.
The best way to learn the essential aspects of the knowledge, methods, processes and
uses of Science is through first-hand, practical experiences and our learning environments
enable this to happen. Children are encouraged to work as individuals, in pairs, in groups
and as a whole class, as appropriate. There is a range of science equipment in each class,
as well as a central resource base, which contains additional science equipment to support
the practical teaching of Science.
Computing and Technology
Computing & Technology is exciting, stimulating, creative and challenging subject. It is an
integral part of all curriculum areas and it is used to support and enrich childrens learning.
The new national curriculum for computing has been developed to equip young people with
the foundational skills, knowledge and understanding of computing they will need for the
rest of their lives. At Cranford Primary School the children will learn how computers and
computer systems work, they will design and build their own programs, develop their ideas
using technology and create a range of content.
To facilitate this we have a fully equipped ICT Suite, a network of classroom computers and
a trolley per year group equipped with netbooks and laptops for children and staff to use.
This range of equipment provides every child with equal access to the technological world.
The schools website is a source of information and all children are given a username to
enable them to access extra-curricular links to their learning and Espresso home learning.
Foundation Subjects
History
Through the History curriculum in our school, we aim to help the children understand about
Britains past and that of the rest of the world by identifying the differences in the way they
live their lives today and how people lived in the past.

We develop the childrens ability to ask questions about the past, to distinguish between
fact and myth and to recognise that past events have many different and often conflicting
explanations.

Geography
Pupils are first taught to understand their own locality, using direct experience, practical
activities and fieldwork close to the school. From this understanding children go on to learn
about diverse places, people, resources and natural and human environments in the world
developing their use of geographical knowledge, language, understanding and skills to
enhance their locational and place knowledge.
Languages
At Cranford we teach Spanish to children in Years 3, 4, 5 and 6 focussing on practical
communication. We aim to enable the children to express their ideas and thoughts in
Spanish and to understand and respond to speech and written language. Spanish is taught
using a range of techniques providing opportunities for the children to communicate for
practical purposes such as common greetings, buying groceries and ordering food.

Art and Design

We aim to engage, challenge and inspire the children by providing range of art experiences
throughout Key Stages 1 and 2, in order to develop their creative, imaginative and practical
skills.
The children are taught specific skills and techniques, as well as having the opportunities to
experiment and explore for themselves. We also teach children about the work of great
artists, encouraging them to evaluate and appraise their work and to understand the
historical and cultural significance of their art forms.
Design and Technology
In Design and Technology, we encourage children to look at, and improve their
environment and lives, by teaching them a range of design and technology skills. These
are built on through each school year in order that the children can design and make more
complex products which solve real and relevant problems and meet the needs and wants
of the audience they are intended for.
Design and Technology lessons are practical and children are taught about simple tools
and how to use them with various materials, such as wood, food and material. The
children are encouraged to question, investigate, design, test and evaluate their own ideas
and products and the work of others.

Physical Education
Gymnastics, games and dance all take an active role in our Physical Education (PE)
curriculum and the school is able to offer a wide range of apparatus to complement these.
Specific skills and techniques are taught during the lessons within the school hall and
outside areas with the aim of building physical confidence and a sense of fair play. We
provide a minimum of two hours of P.E. per week.

Music

Music enhances all areas of the curriculum, as well as being a subject in its own right. We
aim to develop an enjoyment of music and encourage active participation as part of a small
group, class, whole school or alone.
Children are given opportunities to perform and compose, listen and appraise, sing and
play a range of styles in many different situations.

Religious Education and Collective Worship

Religious Education
Our school is a multi-faith school with the majority of children coming from Sikh, Hindu
Christian and Muslim families. The school follows the London Borough of Hounslows
Agreed Syllabus. This means the children have to learn about the major world faiths.
The aim of Religious Education is to learn about and learn from religious and spiritual
insights, beliefs and practices.
The whole curriculum contributes towards the moral and spiritual education of the children
and Religious Education can make a particular contribution. We acknowledge the major
festivals of the different faiths such as Christmas, Diwali, Eid ul-Fitr and Baisakhi.
Parents have the right to withdraw their children from Religious Education and they are
advised to discuss this with the Head Teacher.

Collective Worship
Collective worship in our school takes place within the context of a whole school/class
assembly and we believe it plays a major part in establishing and promoting the ethos of
our school. It is meant to be a special time, different from the rest of the school day and a
time for the children to reflect and to consider a whole range of issues and feelings.
We acknowledge that the act of collective worship makes a significant contribution to the
childrens moral and spiritual development. It should provide a context in which they can
experience feelings such as awe, wonder, elation, appreciation, gratitude, respect and
reverence, and also, if appropriate, prayer.
Daily assemblies are held either in the hall altogether or in the classroom and, in line with
the 1988 Education Reform Act, each assembly includes an act of collective worship.
Since September 1990, the school has been granted a determination by Hounslows
Standing Advisory Committee for Religious Education (SACRE). This allows for our
collective worship to reflect the diversity of our school community and so we draw on a wide
range of beliefs and traditions in our assemblies.
Regular assemblies are held to which parents are invited.
Parents have the right to withdraw their children from collective worship and they are
advised to discuss this with the Head Teacher.

Children with Particular Needs

English as an Additional Language

A number of children in the school are learning English as an additional language. We
have several staff who identify the needs of the children and who then give children
specialist language support in small groups to develop their English. These specialist
teachers and the class teacher plan their work together to meet the childrens needs.
Sometimes, the support is given to some of the children in mother tongue. We encourage
our children to be bilingual. Developing their first language assists learning English as a
second language.
Using other languages as often as we can helps many children to learn and to participate
fully in all areas of the curriculum and it can ensure equal access to the National
Curriculum.
Special Needs
Children may be seen, at any time during their school careers, to have a special need for a
variety of reasons. It may be because they are experiencing difficulty in learning, or
because there are concerns about their attitude or behaviour.
All teachers closely monitor the progress of children in their class and where appropriate
the schools Special Educational Needs Coordinator (SENCO) is involved in identifying
specific needs and providing relevant interventions.
The school system for identifying and monitoring special needs follows a Code of Practice
set by the Department for Education. Parents are regularly kept informed about their
childrens progress and any concerns can be discussed with the class teacher. By working
together, parents and staff can help the children to overcome or minimise any difficulties he
or she may be experiencing.
Helping a child with particular needs might mean the class teacher has to set slightly
different work for a child to do and additional adult support may be given. It may also
mean we might ask one of Hounslows Teaching Support teachers or the Educational
Psychologist for advice on how to help.

Helping your child at home

Always remember to praise and encourage your child when they are trying hard. Try to
highlight the success they have achieved rather than any failure.
Your child will benefit enormously if any extra help can be given out of school hours. Here
are some ideas as to how you can play an important part in your childs education.

Join your local library - encourage an interest in books from the start

Read and share stories with your child in English and mother-tongue - discuss the
content and the pictures

Point out writing on road signs, food packages, television, road names, books and
magazines at home

Encourage recognition of numbers by looking at houses, cars, buses and around

your home at such things as clocks

Take time to talk and listen to your child and help them to build up confidence

Encourage children to practice dressing up in simple items of clothing and using

things such as zips, buttons and shoelaces

If you teach your child to write his/her name, please use a capital letter for the first
letter of the name and then lower case letters for the rest of the name.
e.g. Reema Patel
Mark Brown

Encourage your child to have a go at writing.

Homework is given out, and we suggest that you help older children in the following ways.

Listen to your child read every night and ask them questions about the book

Help your child to learn spellings for the weekly test

Encourage your child to write in sentences when they write at home

Practice addition and subtraction using numbers up to 20, using both written
calculation and mental arithmetic

Help your child to recognise coins and to make up different monetary amounts using
a variety of coins

Help your child to learn the 2x, 5x,and 10 times tables.

If you would like to know more about how you can help your child, please arrange to see
the class teacher.

Other Important Information

The School Community

Staff
A current list of our teaching and non-teaching staff is available from the school.
Governing Body
Cranford Primary School has its own Governing Body and it is made up of:

LA Governors who are appointed by the councillors of Hounslow

Parent Governors who are parents of children who attend the school at the time of
the elections. All parents have the opportunity to vote at these elections.

A Teacher Governor, who is elected by a ballot of all teachers.

Co-opted Governors who are elected by other members of the Governing Body
because of their links with the local community or their particular skills and
knowledge.

A list of governors is available from the school. Our governors bring a range of knowledge,
interest and expertise to the school. All governors are appointed for four years and they
play an important role in the running of the school. Governors must ensure the school is
fulfilling all obligations and the ultimate responsibility for many things rests with them
including the organisation, curriculum and budget for the school.
The full Governing Body meets at least once a term. It also has a number of committees
and working groups that meet more frequently to manage the workload. These committees
and working groups report back to the Governing Body at the main meetings.
We encourage governors to be involved in school life whenever possible such as special
assemblies and events and working with the children. These opportunities help governors
to understand what is going on in school and also allow the children to meet governors.
Photographs of the school governors are displayed in our entrance hall. Governors can be
contacted via the School Office. Agendas and minutes of meetings are also available on
request.

School Council

The children in Years 1 to 6 elect a member of each class to be their representative on the
school council. Meetings are held at least once a term, with the teacher governor, to
express the views of their class and to discuss ideas. They discuss a range of issues and
a number of the childrens ideas have then been implemented into the school. The teacher
governor reports back on the work of the children governors to the full Governing Body.
Photographs of the school council are on display in Key Stage 1 and Key Stage 2
noticeboards.

Community Links

A good partnership between home and school is vital. For most of our families this
partnership begins in the Nursery when home visits are made by staff.
In September a few weeks before your child starts Nursery, the Nursery staff will visit you
and your child at home. This helps to establish a good relationship between the Nursery
staff and parents and gives parents an opportunity to discuss any concerns about their
child in the privacy of their own home.
Before your child starts Nursery there will also be the opportunity to visit the Nursery
together so that your child can meet the staff again and see where he/she will be coming
every day.
After this we have termly parents meetings when parents have the chance to see their
childs work and to check on his/her progress.
Staff are always available to meet with parents in between this, but you should make an
arrangement rather than expect the teacher to be able to see you immediately.
Its widely recognised that the more involved parents are in their childs education, the
better the pupil performs at school. This is the reason we set up a 'Parent/School
Partnership Group.' This group aims to work together as a team by sharing ideas, helping
out at school events such as trips, assemblies and events and by raising funds for the
school.
Newsletters are sent home at regular intervals to keep parents in touch with events in
school. Parents are invited to the special assemblies that we regularly have. A list of dates
and events is always sent out at the beginning of term. The school website is a source of
information which is updated regularly with forthcoming events.
Parents are also welcome to help in class or with any of the school functions. If you would
like to help, please see your childs class teacher or the Parent/School Partnership Group
liaison teacher.

The school has made links with the local library and church through the children visiting or
members of their staff visiting the school.

Sustainable School
The school has a Travel Plan which has been written with the Local Authority school travel
advisor. The actions in the plan are put in place to encourage all children to walk or cycle to
school. To this end the school has provided waiting shelters, cycle/scooter racks and each
class has scooters for loan.
The school asks all parents to park at a distance from the school and walk the last 100
metres if you have no alternative but to use the car. In this way we will exist in harmony
with our immediate neighbours.
The school encourages the children to follow the 3 Rs: to recycle, reuse and reduce. We
are working towards becoming an eco school in the near future.

School Money
From time to time your child may need to bring money to school. Please make sure that
they bring it in a purse or envelope with their name on it.
When educational visits are made during the school day parents may be asked for a
voluntary contribution towards the costs. If we are unable to collect sufficient voluntary
contributions then it may mean the trip has to be cancelled. This also applies to any
educational activities brought into the school such as theatre companies and experts. We
always try and keep contributions as low as possible, but with costs of coaches and
entrance fees, this is quite difficult.
During the year we have various fund-raising events, including - book sales, fairs and social
evenings, and the monies raised are used to buy new equipment and to improve the
school. If your child brings money into school for these events please see that the money
is in a purse or envelope with your childs name and class on it. Letters will be sent home
each time your child needs to bring money into school.

School Equipment
All essential equipment needed by the children in school will be provided by the school.
Children are encouraged to bring pencils, colouring pencils, rubbers and sharpeners in a
pencil case which is clearly named.
The school reserves the right to charge for breakages and for any wilful damage.

Liability
The school does not accept liability for loss or damage to property of ANY description.

Complaints Procedures

Everyone wants the children to be happy and do well at school but occasionally situations
and misunderstandings do arise. We hope that we will be able to resolve most issues but
there may be an occasion when you may wish to make a complaint.
If any parent has a complaint about the school, we will ensure that we deal with it fairly.
Please contact the school at the earliest opportunity. If you need to discuss issues and
clarify any misunderstandings, we will always try to ensure that any complaints are resolved
satisfactorily.
Complaints should be addressed with the Class Teacher first.
If you are not satisfied with the outcomes, please see the Year Group Leader.
If the matter persists, you may then make an appointment to see either the Assistant Head,
or Deputy Head who will try to resolve the matter and if appropriate may decide to refer it to
the Head Teacher.