Bliss Charity

Information

Values and Ethos

Mission Statement

The Bliss Charity School aims to provide a caring, secure and enriching experience; each child is encouraged to develop strong personal, academic, physical and creative skills for lifelong learning.

 

Admission arrangements

The Bliss Charity School is a nondenominational aided primary school for children aged 4+ to 11.

The planned admission limit, i.e. the maximum number of children it is planned to accept into the 4+ age group in the academic year is 30.

The admission oversubscription criteria are as follows:

Places will be allocated to pupils who have a statement of educational needs / EHC plan that names the school as appropriate provision.

When there are more applications than places available, priority will be given in the following order:

  1. Children in Public Care or previously in public care but immediately after being looked after became subject to an adoption, residence/child arrangements order or special guardianship order.
  2. Children with specific medical and or social needs, supported by written evidence from an appropriate professional person- see NCC policy.
  3. Children living in Upper and Nether Heyford. The school reserves the right to request further information from NCC and other agencies to verify the accuracy and permanence of any home address stated in the application.
  4. Pupils with an older brother or sister continuing at the school at the time of admission of the younger child the school reserves the right to request further information from NCC and other agencies to verify the accuracy and permanence of any home address stated in the application
  5. Other children.

If the admission number is exceeded within any criterion, applications will be prioritised by use of distance tie break. This is the distance the children live from the school. These distances are measured on straight line basis in line with the NCC measurement systems.

If you expect to be living at a different address when your child’s place is required, and you would like the new address to be considered as your child's place of residence when the application is considered, then written evidence confirming the move will be required before considering any application for a place.

The school would expect to see either a letter from your solicitors confirming exchange of contracts (in the case of the purchase) or written confirmation from your landlord that a tenancy has been granted and in either case that the move will be completed on or before the date the place is required. An official document such as the electoral roll may also be used to check addresses.

If a place is offered on the basis of a fraudulent or misleading application from a parent (for example a false claim to residence in a linked area) which results in a child with a stronger claim being turned down, the offer of a place will be withdrawn.

Please find our Pupil Data Collection and in-Year Referral Form, together with our Prospectus in the sidebar of the page.

 

Performance data

2016 Key Stage 2 – 28 pupils in cohort,

Reading, writing & maths – 17/28    61% (national figure - 53%)

Average 'scaled score' for Reading - 105     Maths - 105

 

Reading

Writing

SPaG

Maths

Test results 23/28   23/28 24/28
 % 82%   82% 86%
National results 66     70
Teacher Assessment 27/28 21/28   27/28
% 96% 75%   96%
National results 66% 74%   70%

 

2016 Key Stage 1 – 30 pupils in cohort

  Reading Writing Maths  
Number of pupils 23/30 22/30 23/30  
% 77% 74% 77%  
National results 74% 65% 73%  

  

The Curriculum

We have a page dedicated to Curriculum delivery. Please follow the link in the Key Weblinks panel for more information.

 

Behaviour policy

A downloadable copy of the Discipline policy is available on the side bar of the page.

 

Charging and Remissions policy

A downloadable copy this policy is available on the side bar of the page.

 

Equality Information

Prime Aims 2016

  • To explore any barriers to success that may prevent the achievement of our boys compared to girls particularly at middle Key Stage 2 with the aim of reducing these particularly in reading and writing.
  • To encourage more positive adult male role models for the children, through use of parents, grandparents and sporting links.
  • Foster more links with schools of different faiths, learning about different cultures, particularly at Key Stage 1.

Please find our Equality Analysis, Engagement and Genral Information in the side bar or the page.

 

Sports Funding

Sports Premium Funding Allocation

The purpose of the Primary PE and Sport Premium Grant is to fund additional and sustainable improvements to the provision of PE and sport, for the benefit of primary-aged pupils.  It is also to be used to encourage the development of healthy, active lifestyles. 

This use of the Primary PE and Sport Premium Grant at The Bliss Charity School fits in with the school’s vision of providing enriching experiences and developing physical skills.

Click here to read about the impact and sustainability of our funding in 2015-2016 and to find out about how we’re planning to improve outcomes in PE and school sport in 2016-2017 by spending our grant in four areas:

  1. Quality PE lessons - For all pupils to access high quality, active and well-resourced PE lessons throughout the school.
  2. Active playground - For the playground to be a safe, healthy environment full of adult-led and child-led physical activity. 
  3. Intra-school sport - For all pupils to have regular opportunities to engage in competitive sporting activity with other pupils within our school in a range of activities. 
  4. Inter-school sport - For as many pupils as possible to have regular opportunities for competitive sporting activity with pupils form other schools in a range of activities. 

Click here for the Department of Education link to the Primary School’s Sports Funding page.

 

Pupil Premium 2015-16

The school is required by the government to publish to parents how the Pupil Premium has been spent. In 2015/16 the school had 14.9% of pupils eligible for pupil premium and received £1,320 per child in Pupil Premium Grant. The pupil premium was allocated to children on the Free School Meals register, some who were adopted or who had a parent in the forces. This money has been allocated to be spent in the following ways:

To create a fund for children entitled to Free School Meals, now or in the past five years, to use to provide access to:

    • School trips, extracurricular activities and opportunities to develop confidence and boost learning;
    • Additional individual or small group tuition programmes for those children who need support in their learning to reach their potential; e.g. small group reading, writing or maths tuition;
    • Individual musical instrument hire and tuition;
    • Supporting the cost a Teaching Assistant to work with pupils to overcome barriers to learning.
  • To support children’s learning in the classroom by:
    • Ensuring that the adult to child ratio enables all children to benefit from guided group work.
    • Ensuring that the children who qualify for FSM have their needs clearly identified and their progress closely monitored through school.
    • Supporting further intervention in learning when this would help a child reach their potential.
    • Implement a program of one to one support where applicable.
    • Introduction of the metacognitive learning scheme to develop the capacity of children to become successful learners throughout their lives.
    • Development of ‘star learner groups’ devised to enable selected children to receive more intensive support to overcoming barriers to learning through the metacognition programme.
    • Lesson study programme to enhance the teaching and learning for selected groups of children.
    • Major focus on feedback to children through targets and marking.
    • Teaching Assistant training to ensure that assistants work effectively and have maximum impact on the learning of children.
    • Advice taken on use of Pupil Premium from the Pupil Premium toolkit and the Sutton report.

Governance

We have provided a page dedicated to our Governors. Please follow this link for details.

School policies are written and reviewed by school subject leaders and the senior management team. The policies are then reviewed by all staff, often at a staff meeting.

Policies are then reviewed by the governors on the Resources or Curriculum committee and consultation with parents (where appropriate). When everyone is agreed the policy is adopted by the Full Governing Body and signed by the Chair.

All school policies are regularly reviewed and updated as necessary. The school has a rolling program for review of policies.

 

 

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