Longnor CE Primary School Prospectus

About Us

A Welcome from our Headteacher

This website is aimed at letting you know more about the life and work of Longnor Church of England Primary School, which is a Local Authority controlled, co-educational establishment.
Find out about our Staff, how we teach, our performance, starting at our school or read on here to find out more about our outlook on primary education.
Forest School Kites
The years which your child spends in primary education are extremely important and as a school we are concerned for the well-being, happiness and development of the children in our care.
IT & ComputingWe work hard to provide an atmosphere where children feel secure in an interesting and stimulating environment. We also aim to provide a balanced curriculum, with a wide range of learning opportunities. Our overall aim is for the children to reach their full potential and become independent and responsible members of the community.

We believe that we can only achieve the best for our children by close co-operation between home and school. Parents are positively encouraged to share in their children’s education and members of staff are always available to discuss related issues.

IMG_0036The information in this website is periodically checked to ensure that it is up to date, however we will endeavour to notify you of any changes as they arise.
We trust that you will share with us in making this a successful and happy period in both you and your child’s life.

Lucy Adams
Headteacher


School Governors

We expect our children to achieve the highest possible standards according to their ability, to develop their talents to the full, and to become socially conscious, confident, tolerant and hard-working members of society in the future. The Governors of Longnor CE Primary School are responsible for the strategic leadership of the school and for ensuring the school is run to promote the highest standards of education to ensure these achievements.

The responsibilities of the Governing Body are defined in law and include:

  • planning the future direction of the school
  • promoting high standards of educational achievement, including monitoring progression and achievement
  • ensuring the quality of the curriculum
  • managing the school budget including prioritising spending and approving staffing levels
  • appointment of the Headteacher and supporting the appointment of other staff
  • providing a parental voice
  • acting as a critical friend, providing both support and challenge.

The Governing Body is ultimately accountable to the public, although individual governors are generally protected from personal liability provided they act honestly, in good faith and within their powers. The Headteacher and staff are responsible to the Governing Body for the delivery of the curriculum, use of public resources and the effectiveness of teaching and learning. The governors are not involved in the day to day operation of the school.

The Governing Body performs most of its work in three standing committees: Curriculum, Finance & Personnel and Buildings, Health and Safety. Ad hoc committees are set up in certain circumstances, for example to recruit a new head teacher or establish wrap around care. Additionally, every governor is expected to take responsibility for one or more subject areas. Normally, the full Governing Body meets every term and the committees report to these meetings.

Governing Body Impact Statement 2015-16

Governors come from a wide range of backgrounds. Many will have a knowledge of education but Governors from other areas of work or experience bring a vital outside view, making suggestions and asking questions which might not be thought of by people closely involved with the school. Personal qualities such as enthusiasm, tact and the willingness to listen and question are more important than specific knowledge or experience of education. Individual Governors will have differing beliefs, values, views and experience to contribute to the work of the Governing Body. There is a full training programme provided by the Local Authority including induction training for new governors.

Details of the governing body membership can be found using the link below:

Governing Body Membership

School Governors

 Local Authority Governor
Mr. N. Hawkins (Chairperson)
Mr. T. Phoenix Parent Governor
Mrs. J. Willis (Vice – Chairperson) Foundation Governor
Mrs. L. Downes Co-opted Governor
Mr. M. Ireland Co-opted Governor
Mr. J. Mason Co-opted Governor
Mrs. H. Canney Parent Governor
Mrs. J. Bullock Parent Governor
Mr. T. Phoenix Parent Governor
Mrs. L. Adams Headteacher
Mrs C. Hughes Teacher Governor
Mrs. N. Parker Clerk to the Governors

Staff

We have an excellent team of staff working at Longnor School who are dedicated to bringing new learning experiences to the children each day.

Headteacher Mrs L. Adams
Teaching Staff Class 1 (Reception/Yr.1) Mrs J. Tearle (Forest School first aider)
Class 2 (Yr.1/Yr.2) Mrs C. Hughes (teacher in charge in Head’s absence)
Class 3 (Yr.3/Yr.4) Ms J. Jackson
Mrs A. Boulton
 Class 4 (Yr.5/Yr.6) Ms A. Mullock
Mrs L. Adams
 SENCO Mrs A. Boulton
Ancillary Staff Administrator Mrs S Parkin
Administrative Assistant Mrs L. Childs (first aider)
Teaching Assistants Mrs J. Barnes (first aider)
Mrs J. Cooper (first aider)
Mrs J. Maple
Mrs J. Newton (first aider)
Mrs L. Russell (first aider)
Cashier Mrs L. Childs (first aider)
Dining Assistants Telford and Wrekin Council
Supervisory Assistants Mrs J. Barnes (first aider)
Mrs J. Cooper (first aider)
Mrs J. Newton (first aider)
Mrs L. Russell (first aider)
Cleaner-in-Charge Mrs K. Emery
Cleaning Assistant Mr T. Morris
Early Bird Club leaders Mrs L. Childs and Mrs L. Russell
Night Owls Club Leader Mrs J. Newton

School Ethos

Longnor School CrossRecognising its historic foundation, the school will maintain its religious character in  accordance with Christian principles and in partnership with the Church of England at parish and diocesan level. The school aims to serve its community by providing an education of the highest quality within the context of Christian values and practice. It also encourages an understanding of the meaning and significance of faith through the experience it offers to all its pupils.

Longnor C.E. Primary School is proud of its strong and distinctive ethos which promotes the core Christian values of trust, consideration for others, respect, care, forgiveness, thankfulness and resilience. Children feel valued for who they are which builds confidence. Trust is placed in the children to develop their own learning and social skills. Consideration for other people and the world around is demonstrated through the achievement of our Green eco-flag status. Children have a sense of awe and wonder at creation. They appreciate it through forest school, celebrate the changing of the seasons and their link to Christian festivals. These values underpin all that we teach and what we strive to foster in the children.

British Values Statement

 


Aims

The school follows the National Curriculum, incorporating both the Primary and Early Years Foundation Stage curriculum. The following provide an outline of the basic principles of Longnor Primary School:

Dissecting Owl PelletsOur overall aim is to provide rich and challenging learning experiences which enable our children to reach their full potential and become independent and responsible members of the community. Within the school we work to create an environment which is stimulating and interesting, where children develop an enthusiasm for learning and feel motivated to learn. We also set out to create a caring friendly atmosphere in which children feel secure and develop a sense of belonging.
We aim to provide a curriculum which is distinctive, creative and appropriate to the needs of all our children. We regard each child as an individual and provide equal opportunity for all, catering for individual needs and different Learning Styles through differentiation of tasks and a variety of activities. We aim to equip children with the “tools” or skills for learning. In addition to being both literate and numerate we feel it is important for children to be able to observe, communicate effectively, solve problems and be creative. We also strongly promote independent learning.
We look for quality in all aspects of the children’s work and have high expectations of our pupils. The school aims to deliver a full and balanced curriculum, planned around themes, which set out to provide meaningful and stimulating contexts for learning. These are supported by visits and use of the local environment. Alongside this we recognise the need for some discrete teaching.
Longnor SchoolAs a staff we use a variety of approaches, as appropriate, ranging from individual to whole class teaching. Through work and play we also help to develop a respect towards each
other and the world around us. We hope to develop social skills including: confidence, self-motivation and discipline, independence, cooperation and consideration of others. These attributes we feel are encouraged in part through the teaching of Personal, Social and Health Education, R.E. and P.E., alongside such initiatives as ‘Forest School’, and the ‘School Garden’, which place a general emphasis on the child as an autonomous learner. We also aim to promote children’s personal development, safety and well-being, through strong partnerships with parents and the local community. We encourage children to be conscientious and have a positive attitude to their work in school. Our aim is for all children to feel a sense of achievement.


Our Background

Longnor School is a Primary school with four classes, serving a wide, predominantly rural, catchment area, between Shrewsbury and Church Stretton.

School Entrance
The School GroundsThe main school building has been in use since 1957. In 1998, the school received a new Hall in recognition of its need for additional dining, assembly, music and movement space. A fourth classroom followed in 1999 as the school moved to four-teacher status. Other building developments have included: an extension to this classroom, a Library/Independent Learning Area and improved Staffroom, Office and Secure Reception Area facilities.

In 2014 we added a double demountable classroom which is now a base for one class and a study area. The study area is used for the before and after school club, independent and group learning, cooking, art, music tuition, SAT booster classes and meetings. By moving a class out of the main building we have been able to extend the hall which is now big enough for indoor sport.

There are also extensive grounds, which have been developed by the children and include: a Pond and Dipping Platform, Children’s Garden, Sensory Garden, Forest School Area, Adventure Playground (including Climbing Wall), Secure (all-weather) Play Area, Veranda, Outdoor Classroom and Tepee. The school is well equipped, with new furniture throughout. There is a 4:1 pupil to computer ratio and an Interactive Whiteboard facility in each classroom.

School Field Panorama
The school has now had four successful OFSTED inspections – the more recent in 2011 describing the school as Outstanding. These findings have been echoed in four very positive Anglican Church inspection reports and are also supported by the L.A.


Transport

Many of the children are provided with transport, organised by the L.A.* However, some children come from outside the school’s designated catchment area. In these cases, parents transport their own children to and from school.
*A pupil is entitled to free transport if:
they are living 2 miles or more from the designated school for the area (distances are measured over the shortest available pedestrian route)
or
they need to cross the A49 which has been designated as a hazardous road.


The School Day

Welcome to Longnor School

Morning Session: 9.00 a.m. – 12.00 noon                                                                                                (Break 10.15 a.m. – 10.30 a.m. / Assembly 10.30 a.m. – 10.45 a.m.)
Lunch: 12.00 noon – 1.00 p.m.
Afternoon Session: 1.00 p.m. – 3.15 p.m.

School opens for 190 days each academic year for children – with an extra 5 days for staff (Professional Development Days). Children come into school and into their classrooms as soon as they arrive. School, in this context, includes the grounds. It should be noted that we cannot accept responsibility for children who arrive at school before 8.45 a.m. Teachers will be in their classrooms ready to receive the children at this point. The school day starts at 9.00 a.m. and ends at 3.15 p.m. – when children are normally either, met by Parents or Guardians in the Collection Area (to the front of school), or directed to their school bus. If you have been delayed for any reason, we will keep your child until you arrive or arrange collection. Please contact the school if this situation arises, as it is reassuring for a child to know their parent is on the way. Please also let us know of any changes in routine at the end of the day.


School Meals

Dinners are provided in school at a cost of £2.20 per day (£11.00 per week). Meals are cooked on-site with a wide choice of vegetables and puddings. There is always a vegetarian option.

All money should be sent into school in an itemised envelope with your child’s name on it. This should be brought into school on a Monday if you pay weekly or on the first day of term if you pay termly. If you pay for school meals by cheque, these should be made payable to “Telford and Wrekin Council”.

You may wish to send a packed lunch for your child to eat in school. Please do not send drinks in glass bottles. If your child is to change from School Dinners to Sandwiches, or vice versa, please let us know by letter the week before.

Children are allowed to bring in fruit to eat at break time. Free fruit is provided for Early Years Foundation Stage and Key Stage 1 children, as part of the Free Fruit for Schools Scheme.

Children under the age of 5 are provided with free milk to drink at break time. If your child is 5 or older and would like to have milk at break time, you can pay for it by  registering with Cool Milk.

Cool Milk


Clothing

Our school colour is Royal Blue and our Code of Dress consists of:
Grey or black trousers, shorts or skirts.
White or blue shirts.
Royal blue sweatshirts, cardigans and fleeces. Sturdy shoes/sandals. (Blue and white checked dresses are an option during the summer months).
Polo shirts, sweatshirts, cardigans, fleeces and baseball caps are available through the school. On days when the children have Forest School, suitable outdoor clothing should be worn.
For games lessons, all children require a P.E. kit. This should comprise of a plain blue or white T-shirt, blue or white shorts, socks and a suitable top (track suit or spare school sweat shirt) for warming up. A pair of trainers (giving good grip and support) is also required. P.E. kit should be brought to school every Monday, left in school and then taken home every Friday.
An adult’s old shirt is very useful for protecting your child’s clothes during art and craft lessons. It helps if these are adapted so that your child can put them on and take them off independently. For safety reasons the wearing of jewellery is prohibited (except for pierced ear studs and watches). We insist that watches are taken off for P.E. and games lessons. If children have pierced ears, then studs should be removed for all P.E. activities. ALL CLOTHING SHOULD BE CLEARLY MARKED WITH YOUR CHILD’S NAME. (Nametapes can be purchased through the school).

Clothing Order Form


Curriculum & Learning

The school caters for a wide range of needs, abilities and ‘Learning Styles’. Children generally make very good progress due to the stimulating and meaningful contexts and outcomes in their work, a strong emphasis on the visual and practical, careful differentiation and support at all levels.

Children Enjoying a Good Read

Staff have a very clear picture of the needs of different children and of each cohort. Planning takes these needs into account. There are high levels of experience and expertise amongst the staff, who work very hard to nurture individuals – recognising and building on the strengths and positive aspects of all.

National Curriculum

As part of the National Curriculum, every maintained school has to provide a curriculum which consists of:

Core Subjects: English, Mathematics and Science
Foundation Subjects: Design Technology, Computing,
History, Geography, Art, Music, Physical
Education, Personal and Social Education, and
French.

Religious Education is taught through the Shropshire Agreed Syllabus.

The Education Act divides children’s learning into Key Stages – the Primary School taking a responsibility for the first three.

  • The Early Years Foundation Stage (EYFS) is for reception children (age 4-5)
  • Key Stage 1 is for children in Year 1 (age 5-6) and Year 2 (age 6-7)
  • Key Stage 2 is for children in Year 3 (age 7-8), Year 4 (age 8-9), Year 5 (age 9-10) and Year 6 (age 10-11)

Assessment

Children are assessed at the end of the reception year in all areas of development. At the end of Year 1 they have a phonics check.

Assessment of children’s progress, in all areas of the curriculum, is carried out by the class teacher throughout their time in school, with formal assessment and reporting at the end of each key stage. At Key Stages 1 and 2, formal assessment includes both Assessment Tests and Teacher Assessments.

Our Curriculum

The life skills of independence, teamwork, responsibility, respect, confidence and communication underpin all the work we do at Longnor School. These skills are embedded in thematic work and in the way children behave on a daily basis. We strive to develop confident, independent children who have the skills to lead a successful life.

To see how our themes are put together click on the Long Term Plans below

English

Our English curriculum consists of reading, writing, speaking, listening and drama. Children are taught English every day, based on the requirements of the National Curriculum.

Reading is initially taught through the use of synthetic phonics, using the ‘Letters and Sounds’ programme. Books are colour banded in Key Stage 1 to enable the children to progress seamlessly through the stages. Each child will receive a guided reading session each week where they share the reading of a book with a group of children. This is followed by activities and discussions lead by the teacher. We stress the importance of reading and children are expected to read at home every night, whether it is homework based on their guided reading book or a suitable book of their choice. Reading for enjoyment is always encouraged.

The writing part of the curriculum links, wherever possible, to the thematic work we are covering at the time. There are sometimes discrete grammar lessons. We cover a wide variety of writing styles and use exciting contexts to stimulate ideas for writing, whether they are other texts, trips out of school, visiting speakers or creative experiences.

Spelling is taught using the Look, Cover, Say, Write, check method. Weekly spelling lists are sent home following a lesson focusing on a certain rule.

Children are always encouraged to listen to the ideas of others. They are given many opportunities to express their own opinions and share in discussions. Drama is often incorporated into our themed work and each class performs a play to parents once a year.

Mathematics

Mathematics lessons are taught each day and, where possible, the work is linked to the overall theme. Enjoyment of mathematics is central to the work we do and we aim to link it to real life situations.

Each lesson incorporates the requirements of the National Curriculum and is taught on many levels, so that the activities are suitable for each child in the class. The work is based around the areas of: number, geometry, statistics, fractions, measurement, ratio and proportion and algebra, often taught through problem solving. Mental calculations are part of each lesson. Times tables are central to many aspects of mathematics, so the children are encouraged to learn them on a regular basis.

Calculations Policy

Science

Science lessons are often linked to the class themes or mathematics. Children are encouraged to solve problems using their prior knowledge and to set up experiments to answer questions they often pose themselves. We use the outdoors as much as possible when teaching science, often teaching it through Forest School sessions. Throughout the year each child will be taught to plan a variety of experiment types, make predictions, carry them out in a fair way and evaluate them.

Computing

Computing is integrated into each theme. The children all have access to computers and the Internet and are given regular opportunities to use them appropriately. We teach them how to research a project, present information, handle data, write a program and control mechanisms. Each class has a bank of computers for the class use, in addition to this there are a number of laptops that can be taken into each class.

Design and Technology

Design and Technology often links with the overall class theme. Children are taught to use a wide range of tools and equipment to make models of their plans. Food and cooking is taught wherever possible, in addition to our planned blocks. Tasks usually involve evaluating products then planning a solution to the problem set, making a model and reviewing how well their model meets the requirements.

History and geography

History and geography are always taught through our themed work. We have organised the ideas in the National Curriculum into meaningful themes which form the basis of our projects. Visits and visitors into school link to the themes, often being the inspiration for work. We use the local area as much as possible and encourage the children to contribute to conservation both locally and internationally. Work in geography often encompasses looking at people from other communities and cultures. The children are encouraged to use a wide range of resources to inform their learning, this may include books, atlases, maps, the internet, artefacts and videos.

Creative Arts

Art, music and drama feature strongly in each of our themes. Children are given the opportunity to express themselves through these subjects on a regular basis. Imaginative themes often lead to the use of the outdoors to incorporate the creative arts, with good links to Forest School. We value the imaginative ideas the children have and provide exciting contexts for them to explore them.

P.E.

We teach the children a wide range of sports to encourage participation and enjoyment. Outdoor sports include football, rugby, basketball, hockey, athletics, tennis, golf, orienteering and multi-sport. Indoor sports include gymnastics, dance and multisport. During the spring term Key Stage Two have swimming lessons at Concord College. There are regular P.E. lessons in the week, both outside and inside as we have a large hall, playground and field. One PE lesson in the week is delivered by a sports coach, who also runs an after school club.

PE Long Term Plan

We take part in a number of inter-school tournaments such as: cross country, multi-sport, dodge ball, hockey, orienteering, rounders, basketball, tag rugby, high fives netball, cricket and swimming. In addition to working with children from other schools, it gives the children experience of competitive sport.

Longnor School has run competitive football teams for both boys and girls for many years. The teams take part in the Shropshire Schools and Colleges Football Association competitions and have been very successful on a number of occasions.

PSHE

The life skills of independence, teamwork, responsibility, respect, confidence and communication underpin all the work we do at Longnor School. These skills are embedded in thematic work and in the way children behave on a daily basis. We strive to develop confident, independent children who have the skills to lead a successful life.

PSHE is often taught through other subjects, such as healthy eating in science. Specific PSHE teaching is carried out in all classes, based on the Shropshire Healthy Schools scheme. Cultural awareness is developed through visitors, trips, literature and topic work.

We are delivering the Shropshire Respect Yourself: Eat Better, Move More, Relationship and Sex Education programme. For more detail of what is taught in each year group  click on the link below.

RSE Lesson Overview

Children’s questions are dealt with appropriately as they arise throughout their time at our school.

Drug awareness is taught to the older children using the STAR (stop, think, act, reflect) program. The children in Year 5 and 6 get the opportunity to attend the Crucial Crew days in the summer term.

Forest School / Outdoor Learning

One session of Forest School or outdoor learning is taught in every class each week. These sessions link to the overall class topic and can involve creative activities, science, Design Technology, literacy and P.E. Some of the favourite activities include den building, cooking on an open fire and creating models using willow from our willow maze. Sessions are sometimes taught in designated Forest School areas off-site; however we do have our own Forest School area with a fire-pit, stage, willow hut and climbing area. Forest School / outdoor learning sessions happen throughout the year, so it is important that children bring appropriate clothing for the time of year.


School Visits

Visit to BattlefieldLongnor School is situated within a stimulating environment and we use the local area, along with other places of interest, as a basis for study.
Parents are notified in writing, and permission is sought, for any visits outside the immediate area. However, we do ask for all parents to complete a general consent form. It is our firm belief that children learn best by “seeing and doing”. Class visits are an integral part of the themes being covered and make them more meaningful for the children.
IMG_0070


The Church

Religious Education is taught through a thematic approach using the Shropshire Agreed Syllabus. The local Parish Priest also visits the school on a regular basis to teach each class and lead worship.
St. Mary's Church LongnorAll children experience daily worship together within the school or class assembly. The whole school also meet to celebrate the main Christian festivals. In accordance with the requirements of the 1988 Act, worship is broadly within the Christian tradition. All parents have the right to withdraw their children from both R.E. and Collective Worship.


SEN

Special Educational Needs & Disability

The school’s Special Educational Needs & Disability policy is based on the following principles:

  • That all children are entitled to an inclusive, broad and balanced curriculum.
  • That all teachers are teachers of children with Special Educational Needs & Disability and have a responsibility to meet those needs with the advice and support of the school co-ordinator and external professionals; as appropriate.
  • That needs will be identified at an early stage and progress monitored in line with the national Code of Practice.
  • That pupils with Special Educational Needs & Disability will be fully integrated into the life of the school, enabling them to maximise their potential as learners and to contribute to the social and cultural activities of the school.

Gifted, Talented and More Able Children

In attempting to meet the needs of all children, the school recognises that some children have special gifts or talents. It is important that children have an opportunity to develop their skills and succeed.
The needs of gifted and talented children are catered for through:

  • A broad and balanced curriculum.
  • A full range of extra-curricular activity.
  • Careful and sensitive involvement of specialists, consultants and peripatetic teachers.
  • Special visits and visitors.
  • Well established links with clubs and agencies outside school.
  • Celebration of achievement.

There is also recognition that a varying percentage of children, within relatively small cohorts, represent a potentially ‘More Able’ group whose needs should be met by:

  • Careful differentiation of both task and outcome to ensure challenge.
  • Additional provision, at times within a range of ‘Support Groups’.

Pupils with Disabilities

Governors have taken a number of steps to prevent disabled pupils from being treated less favourably than others. They have adopted an Accessibility Plan to ensure that all children have access to the curriculum and to the physical environment of the school.

You can find out more about SEND at our school by looking at these documents:

Longnor Local Offer September 2017

Longnor SEND Policy


Pupil Premium

Pupil Premium funding is designed to provide schools with additional resources to support potentially vulnerable children, such as those who are Looked After or those on Free School Meals. The funding for 2015/16 is £1320 per child.

How the funding is spent and the impact it has

Current spending is based on the idea of providing additional class support to each eligible child using a simple formula. At the moment, this is equivalent to 2 hours teaching assistant support per week for each child. The children will be supported through targeted intervention either in small groups or within the class lessons. Funding is also used towards class trips, music lessons, milk at playtime and visits.

The progress of all pupils is carefully monitored, so the impact of the Pupil Premium funding can be evaluated and targeted as necessary.

For a more detailed breakdown of the spending and consequent impact of the Pupil Premium funding please click on the link below.

Pupil Premium Funding 2014-2015

Pupil Premium Funding 2015-2016

Pupil Premium Funding 2016-2017

Registering for Pupil Premium

If your child does not have Free School Meals but may be eligible due to your family’s income level, please contact the office (in confidence) to register them, or you can register online at:

https://www.shropshire.gov.uk/free-school-meals/are-you-eligible-for-free-school-meals

Children in Key Stage One who receive the Universal Free School Meals still need to be registered for Pupil Premium if they are to receive the extra funding. Even if you do not wish them to have the meals, registering them would mean we could still claim Pupil Premium funding that may be used to help your child.

For general information about Pupil Premium click on the link below:

http://www.ofsted.gov.uk/resources/pupil-premium

 


Clubs

Gardening ClubExtra Curricular Activities

A range of activities are on offer to the children during the year and are provided by children, parents and members of staff, on a voluntary basis, during lunch times or after school. Whilst there is some fluctuation, these typically include:

  • Rugby
  • Football
  • Netball
  • Athletics
  • Choir
  • Craft
  • Gardening
  • Multi-skills
  • Animation
  • French
  • Drama
  • Dance
  • Quiet Games
  • Colouring
  • Street Dance

Before and After School Care

Since opening the new study area we have been able to provide before and after school care. Both clubs are run by members of the school staff and are a useful service for working parents.

Early Birds Club

This runs Monday to Friday 8.00am – 8.45am during term time (excluding PD days). It takes place in the study area, then the children are taken across to their classes at 8.45am when they start the school day. A breakfast of toast, cereals and a drink is available if required. There are many activities on offer, depending on your child’s interests, these include: crafts, outdoor play, construction kits, puzzles, computer activities, board games, children’s TV and DVDs. It costs £3.50 per session and can be pre-booked by contacting the school office or you can turn up on the day.

Night Owls Club

This takes place Monday to Thursday 3.15pm – 5.30pm during term time (excluding PD days) in the study area. A light tea is served after 4.15pm. There are many activities available such as: crafts, construction kits, cooking, outdoor activities (e.g. den building), indoor and outdoor sports, board games, children’s TV and many more. The cost is £7.50. Please contact the school office to book a place. If your child needs to use it on an adhoc basis please let the school office know as soon as possible.

Childcare vouchers can be used for before and after school care.


Forest School

Hot Chocolate in the ForestAll children enjoy regular Forest School sessions. Based on a Scandinavian idea, Forest School involves children working, with their teachers, in a woodland setting. The usual curriculum is followed but in an outdoor, practical context, using learning and teaching strategies which raise awareness, self-confidence and independence, and develop other key skills including: the ability to communicate, collaborate and solve problems as part of a team. In addition to the physical, social and health benefits for the children, the outdoor environment has proven to be a good motivator. This flows back into the classroom and impacts positively upon achievement. The school has its own Forest Area, located within the school grounds.
The school is also a Green Flag Eco School.

Forest School Images


Admissions

Shropshire Council is the admissions authority for the school and determines the admission arrangements.
For admissions to Reception Year, application must be made through Shropshire Council by 15th pge-brochure-front-page-300pxJanuary prior to the year in which your child is due to start school. All applications received by this date will be considered and parents will be informed by Shropshire Council on 16th April if they have been allocated a place for their child. Further details can be found in the Parents’ Guide to Education booklet or on Shropshire Council’s website: www.shropshire.gov.uk/schooladmissions.
Printed copies of this booklet are available on request from the Admissions Team, Learning & Skills, Shirehall, Abbey Foregate, Shrewsbury, SY2 6ND.
Any specific requests for information on admissions should be directed to the Admissions Team:
E Mail: schooladmissions@shropshire.gov.uk
Tel: 0345 6789008.
Children can attend primary education from the September following their 4th birthday. The law requires that children attend school from the start of the term following their 5th birthday. Parents can request that the date their child is admitted to the school is deferred until later in the school year, or until the child reaches compulsory school age in that year. They can also request that their child attends part-time until they reach compulsory school age.
At Longnor School, part-time education requires a commitment to the full term – mornings only. The school has an admission limit of 15 for each Year Group. If there are more applications for places than are available within the admission limit, then priority is given based on:
Admissions Criteria:
Children with an Education, Health and Care Plan which names Longnor School will be allocated places, after which places are allocated up to the Published Admission Number of 15 according to an agreed set of criteria in strict order of priority as shown below.

  1. Looked After Children who are in Public Care or children who were Looked After but ceased to be so because they were adopted.
  2. Children living inside the designated catchment area will have priority of admission. If there are not enough places for all the children in the catchment area then the following criteria for admission will apply in order:
    2a. Priority will be given to children living within the catchment area who will have an older sibling at the school on the day they are due to start school.
    2b. After that, priority will be given to other children who live within the catchment area.
  3. If there are spaces still available after the above criteria have been applied, children living outside the designated catchment area will be offered places according to the following criteria:
    3a. Children who will have an older sibling at the school on the day they are due to start school.
    3b All other children. Each category will be rank ordered according to the distance from home to school as a straight line measurement.

Mid-term applications

Mid-term applications will be dealt with using the same admissions criteria given above. To apply for a place other than the start of Reception, parents should apply directly to the school on a mid-term application form available on the Shropshire Council website www.shropshire.gov.uk/schooladmissions or from school. If there is a space in the relevant year group a place will be granted. If the application is for a place in an over-subscribed year group then the Headteacher will consider whether additional places can be offered above the published admission number. If a place cannot be offered, parents will receive a formal letter and information on how to appeal against the decision from Shropshire Council Admissions Team.

Our Admissions Policy can be downloaded here:


Starting School

We have lots of information on this website for new starters. Use the links above to find out what you need to know about your child’s start at Longnor School.
Forest School Masks
There are a few things which you can do to help your child settle into school quickly.
A few suggestions include:

  1. Encouraging your child to dress and undress unaided.
  2. Helping your child to be able to tie shoelaces.
  3. Being able to use the toilet independently.
  4. Being able to sit and listen to a story.
  5. Encouraging your child to talk and ask questions.
  6. Being familiar with books and how to use and take care of them.
  7. Establishing a left to right routine when reading.
  8. Being able to count using everyday objects.

Class Organisation

Classes are currently organised as follows:
Class 1 Reception & Year 1
Class 2 Year 1 & Year 2
Class 3 Years 3 & 4
Class 4 Years 5 & 6
Children in the classes may be organised differently during the day,
often depending on the task or activity being carried out or on the ability
of the child. The class structure within the school is reviewed annually.


Longnor School Circle

Longnor School Circle

Longnor School is lucky to have a busy, active School Circle. School Circle holds four main aims:

  • To regularly bring together the wider family of the school – children, parents, carers, teachers, grandparents and local community – in order to connect, socialise and support each other.
  • To create memories for our children outside the classroom. The giggles from the Duck Race and the thrills from the Halloween Disco will echo down the years.
  • To raise funds for those ‘extras’, that can’t be met by the annual budget.
  • To help our teachers to provide the richest curricular and extracurricular activities, making school a pleasure and giving our children the best start in life.

Events

School Circle provides the drinks and nibbles after the Harvest Festival, Carol Service, Easter Service and Leavers Service – a lovely opportunity to catch a few moments with other families before heading home. It also caters for and hosts the children’s Christmas party.

Further events and fundraising typically include:

  • Halloween Disco
  • Bingo Night
  • Duck Race
  • Recycling second hand clothes
  • Selling Christmas cards the children have made
  • Car Boot Sale
  • Snowman Drive
  • Summer Show

 

Where does the money go?

The school can rely on a regular, termly contribution that is most commonly used to partially subsidise the trips and extracurricular activities that the children engage in.

School Circle also provides funding for the school to take the Key Stage 2 children to swimming lessons at Concorde College.

Occasionally the teachers will make a request for a specific item that has worn-out, be it sports equipment, bikes and trikes, computers, whiteboards, books or gardening tools.

Recently, School Circle are pleased to be able to facilitate the kitting-out of the newly-created learning area with cupboards, tables, a cooker, fridge and microwave.

School Circle can fund these ‘extras’, so the Governors can focus their annual budget on what matters most – an excellent  teaching team and support staff.

How can I help?

Every family automatically becomes a member of the School Circle when a child joins Longnor School, becoming as active as they wish in helping to organise events and fundraising activities.

All are welcome at the monthly meetings, which are light-hearted and fairly informal, but even if you can’t attend there are still many ways you can get involved at whatever level suits your circumstances and skillset.

We do have a Chairperson and Treasurer, but like the knights of old, every parent or carer has an equal place in the circle. The more voices heard, and the more hands helping, the better.

 


Contact Us

LONGNOR C E PRIMARY SCHOOL
Frodesley Road
Longnor
Shrewsbury
Shropshire
SY5 7PP

Telephone: 01743 718493
Fax: 01743 718493

Headteacher – Mrs L Adams: head@longnor.shropshire.sch.uk
Administrator – Mrs S Parkin: admin@longnor.shropshire.sch.uk