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St Thomas of Canterbury Catholic Primary School

Assessment Policy

Our Mission Statement

We are a Catholic Community committed to:

  • Mutual respect, positive encouragement and participation
  • Recognising the different personal and educational needs of all pupils
  • The delivery of the full national curriculum together with a religious education syllabus approved by the Catholic Church
  • The highest standards of teaching, learning and performance
  • Maintaining a supportive partnership with parents and guardians, the parish and the wider community
  • The professional development of all staff

Aims

This policy will

  • recognise the paramount importance of assessment for learning

  • clarify the procedures surrounding the schools use of assessment (both summative and formative) the schools use of target setting, record keeping and report writing

  • highlight the need for accurately marked work

  • make clear the next steps for continued pupil progress

  • make clear the role of reflective and responsive lessons and teachers

Formative and Summative Assessment

“Classroom formative assessments allow teachers to make decisions and monitor their instruction based on student performance, while summative assessment occurs at the end of a learning unit and determines if the content being taught was retained” Ainsworth, L., & Viegut, D. (2006). Common formative assessments. Thousand Oaks, CA: Corwin Press.

  • Assessment for learning is formative assessment.

  • Assessment of learning is summative assessment and involves judging pupils’ progress performance against national standards.

Assessment in FS1 and FS2

Assessment is collected in a formative manner using daily snap shots of pupils learning. As part of the teaching and learning process we assess pupils’ progress in relation to Development Matters (Target Tracker) and then the Early Years Goals. An initial baseline assessment is carried out at the beginning of term 1 and then further assessment is based on the accumulating observations and knowledge of the whole child.

KS1 and KS2

In KS1 a combination of end of unit/term summative assessment occurs (as shown in the assessment timetable); as one part of assessing progress more informal formative assessment occurs. The assessment for learning is fundamental to the development of independent learners. Through ‘the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there’ (ARG 2002) assessment for learning encourages pupils to take ownership of their learning. http://www.aaia.org.uk/afl/assessment-reform-group.

A successful learner requires carefully planned lessons targeted to the needs for the learner. The pupils’ progress will be assessed formally and informally to allow for the next step to be taken on their learning journey, helping pupils to enjoy learning and make good and continued progress.

To allow for successful learning all pupils must be given the tools for independent learning. They need to understand the next steps and be responsive to what they are taught.

Pupils have personalised learning through;

  • establishing supportive conditions for learning
  • using assessment for learning to support decision making on planning learning opportunities and teaching strategies
  • clear targets

Pupils work will be assessed informally on a daily basis and teachers are expected to address any areas of need in future planning.

Pupils are encouraged to use self assessment where appropriate to assess their own performance. In KS2 the assessment process is more summative with end of unit/term assessment in maths, GPaS, reading comprehension, writing, R.E. and science. The cycle of assessment is shown in the assessment timetable; this data is analysed and informs the teacher for future planning.

Whole School

Individual reading records are kept and a contact book is kept to allow home and school to liaise. Reading ages are recorded using the Salford Reading Test twice a year. Spelling ages are collected twice a year using the Schonell Spelling Test. Mathematics tests occur at the end of each term and a gap analysis is completed allowing for informed planning in future lessons.

Formal assessments are made using the Rising Stars optional tests at the end of years 3, 4 and 5 and Standard Assessment Tasks will be administered in accordance with the requirements of the Government at the end of KS1 and KS2. We also administer NFER tests in years 3,4 and 5.

Assessment in R.E.

Using the respond part of the “Come and See” scheme of work all pupils, review what has gone before, to make their own assessment of what has recently been explored, and to look ahead with the confidence of knowledge gained from past or present. Three times a year all children are assessed and given a band, this is then recorded on Target Tracker. Pupils work undergoes whole staff moderation and pupils self-assess their achievements.

Marking

Teachers use a common policy for marking work which is fully understood and adhered to by all. (See Marking and Feedback Policy)

Banding and Record Keeping

To ensure the accurate banding, adequate coverage of the curriculum and adherence to the highest standards, pupils’ work and teachers’ lessons undergo regular work scrutiny, pupil book trawls, lesson observations, analysis on Target Tracker and moderation. The outcomes are discussed with the SMT and SENCO at regular Pupil Progress Meetings. These are outlined on the assessment timetable, staff meeting timetable and observation timetable. (See attached timetables)

Records are needed to track the progress of individual pupils or groups of pupils. They should help to identify targets for future improvements and help develop pupils’ knowledge and skills. They are needed to inform future planning and should help to confirm end of year and statutory end of key stage assessment.

The school uses Pupil Progress Meetings, Target Tracker, Provision Maps and Education Health and Care Plans to identify areas of success and target requirements.

Report Writing and Statutory End of Year Tests

Three opportunities a year will be given to parents and guardians to meet with the class teacher. A report will be sent home once a year outlining pupil progress. At the end of year 2 and year 6 a written report showing statutory end of year test results will be sent home.

Additional Educational Needs

Children identified as having additional educational needs will have a written Individual Education Health and Care Plan (EHCP) and this will be reviewed annually. A Provision Map is produced for each class, each term and it is the teacher’s responsibility to make sure that all work is differentiated to the necessary requirements of the pupils.

Written: September 2015 Renewal Date: September 2017

 
St Thomas of Canterbury Catholic Primary School

Behaviour Policy

Mission Statement

We are a Roman Catholic Community committed to:
  • Mutual respect, positive encouragement and participation.
  • Recognising the different personal and educational needs of all pupils.
  • The delivery of the full national curriculum together with a religious education syllabus approved by the Catholic Church.
  • The highest standards of teaching, learning and performance.
  • Maintaining a supportive partnership with parents, the parish, and the wider community.
  • The professional development of all staff.
Aims

All children shall be taught to:
  • Respect themselves
  • Respect individuals and their property
  • Respect school property
This shall be evident when children:
  • Say “please” and “thank you”.
  • Line up quietly without pushing.
  • Walk in quietly, keeping together and obeying Prefects’ instructions.
  • Take responsibility for their own actions.
  • Apologise and show contrition.
  • Put up their hands quietly and do not shout out in class.
  • Sit quietly in the dinner hall and respond to instructions from Midday Meals Supervisors.
  • Show developing listening skills without interrupting or fidgeting.
  • Walk quietly around the school, keeping in single file and to the left of the corridor and, especially, the stairs.
  • Use the toilet facilities responsibly, NOT as a communal gathering place.
  • Give way to adults, do not “push past”, and remember to say “excuse me”.
Playground routines
  • Children walk quietly to their exit onto the playground.
  • Junior children will NOT be allowed into school without permission from teacher or midday meals supervisor.
  • Ball games will be kept to the nominated area of the playground.
  • Junior children ONLY will be allowed to sit on the wall. NO child will be allowed on the bank behind the wall unless collecting a ball with the express permission of the teacher in charge.
  • At the end of play the teacher on duty in the junior playground rings the bell and:
  • ALL CHILDREN STAND STILL AND WAIT IN SILENCE
  • WALK IN SILENTLY WHEN THEIR CLASS IS CALLED
  • ALL BALLS ARE PICKED UP
  • THE WATER FOUNTAINS ARE NO LONGER USED
Coming out of school
  • Preparation for departure should be made in good time so that children can leave promptly.
  • Children should be in uniform and be tidy – NO TRAINERS.
  • Teachers to escort children to the front of the school.
  • Children should keep to the paths.
  • Teachers should ensure children are collected.
  • After 3:50 pm, children waiting shall stay quietly in the hall or library.
Positive Reinforcement

In class:
  • Castle points.
  • Stickers.
  • Showing good work.
  • Open praise.
In school:
  • Showing good work.
  • Open praise.
  • Junior certificates.
  • Infant certificates.
  • Head Teacher’s Award stickers.
Other:
  • Midday Meals Supervisor castle point awards.
  • Special letter to parents.
Sanctions
  • Time out – children work at a table by themselves; no contact with other children.
  • Lunchtimes – Infants sent to “time out” area by the fence; junior children sent to area by Mrs Hurrell’s outside door. More serious offences to be dealt with by Mrs Phillips or, ultimately, the head teacher (Mrs Myatt).
  • Loss of playtime, kept in by class teacher.
  • Sent to a nominated teacher:
    • Infants – Mrs Copperwheat
    • Juniors – Mr Griffin
    • If child persists in misbehaving – deputy head (Mr Round).
    • Ultimately – head teacher (Mrs Myatt). This will result in a letter being sent home to parents to inform them of the reason (Appendix 1). If the child is sent to the head a second time, a further letter will be sent home, requesting that the parents come and discuss the situation with the head teacher (Appendix 2).

Persistent behaviour problems may result in a behaviour support programme being introduced for the child, with relevant/suitable rewards and sanctions.

Serious Misdemeanours

If serious difficulties arise which may require exclusion, then the head must adhere to the Governors’ procedure.


Date: Summer 2016

Review date: Summer 2018

 

St Thomas of Canterbury Catholic Primary School

Marking and Feedback Policy

Mission Statement

We are a Roman Catholic Community committed to:

  • Mutual respect, positive encouragement and participation
  • Recognising the different personal and educational needs of all pupils
  • The delivery of the full national curriculum together with a religious education syllabus approved by the Catholic Church
  • The highest standards of teaching, learning and performance
  • Maintaining a supportive partnership with parents, guardians, the parish and the wider community
  • The professional development of all staff

Aims

At St Thomas’ we feel that marking and feedback should:

  • Be manageable for teachers and accessible to all children

  • Relate, where appropriate to the learning objective for that lesson

Give children recognition and appropriate praise for the success of their work

  • Encourage children by demonstrating the value of their work, thought and effort

  • Give children clear strategies on how they can improve their work

  • Allow specific time for children to read, reflect and respond to the marking where appropriate

  • Inform future planning

  • Provide a tool for teacher assessment

  • Use of consistent pen colours and marking codes. (see appendix)

Objectives

  • Promote the child’s self esteem, interest and respect for their work

  • Encourage and praise by noting examples of good practice

  • Demonstrate to the child our interest and concern for their work

  • Focus children’s attention on some of their errors and suggest ways to improve them for next time

Marking Strategies

At St Thomas of Canterbury we will endeavour to use a range of marking and feedback strategies for example.

Oral Feedback - This will be given whenever possible as a priority and is particularly important for subjects that do not always have written evidence.

Summative -Usually consists of ticks or crosses, for closed tasks or exercises.

Secretarial -Marking of spelling, punctuation, grammar etc. – this should NOT be applied for every piece of work but used appropriately for each child.

Focused / Quality -Marking that concentrates on the learning objective of the task set and focuses on closing the gap between what they have achieved and what they could have achieved, in order to extend their thinking.

Self Marking -Where appropriate, children should self mark closed tasks individually, in groups, in pairs or as a class.

Frequency of Marking -Marking should, where possible, take place soon after the work is completed and be handed back as soon as possible.

Longer term tasks may be marked on completion of the task.

Equal Opportunities

All children will have equal access to quality marking and feedback.

Codes and Colours

All marking, across the curriculum, is to be in green pen. There should be regular pink ‘next step’ comments in literacy. In numeracy books and foundation subjects pink ‘next step’ comments will be used when necessary.

Stamps can be used instead of code if preferred.

Mark

Meaning

VF

Verbal feedback was given

T or TA

Teacher or TA assisted the individual or group specifically

I

The work was totally independent with as minimal input as possible to allow the task to be completed. This will be used when appropriate.

Green Ink

General comments in relation to the learning objective or other appropriate aspects of the child’s work.

Green is for GOOD

Pink

Ink

Constructive comments that will move the child’s work forward.

Pink is for THINK

Reviewed: April 2015

Next review date: April 2017

 

St Thomas of Canterbury Catholic Primary School

Maths Policy

Mission Statement

We are a Roman Catholic Community committed to:

  • Mutual respect, positive encouragement and participation
  • Recognising the different personal and educational needs of all pupils
  • The delivery of the full national curriculum together with a religious education syllabus approved by the Catholic Church
  • The highest standards of teaching, learning and performance
  • Maintaining a supportive partnership with parents, guardians, the parish and the wider community
  • The professional development of the staff

Introduction

Mathematics equips pupils with the uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem solving skills and the ability to think in abstract ways.

Mathematics is important in everyday life. It is integral to all aspects of life and with this in mind we endeavour to ensure that children develop a healthy and enthusiastic attitude towards mathematics that will stay with them to encourage economic wellbeing.

It is important that a positive attitude towards mathematics is encouraged amongst all our pupils in order to foster self-confidence and a sense of achievement.

National Curriculum

The New National Curriculum 2014 order for mathematics describes what must be taught in each year. St Thomas of Canterbury School follows the New National Curriculum 2014. This ensures continuity and progression in the teaching of mathematics.

Aims

At St Thomas’ we aim to provide:

  • The pupils with a mathematics curriculum, which will produce individuals who are literate, numerate, creative, independent, inquisitive, enquiring and confident.

  • A stimulating environment and appropriate resources so that pupils can develop their mathematical knowledge, skills and understanding to their full potential.

    Objectives

    Our pupils should:

  • Have a sense of the size of a number and where it fits into the number system
  • Know by heart number facts such as number bonds, multiplication tables, doubles and halves
  • Use what they know by heart to facilitate mental arithmetic.
  • Calculate accurately and efficiently, both mentally and in written format, drawing on a range of calculation strategies.
  • Recognise when it is appropriate to use a calculator and be able to do so effectively
  • Make sense of number problems, including real life problems, and recognise the operations needed to solve them
  • Discuss and explain their methods and reasoning using correct mathematical terms
  • Judge whether their answers are reasonable and have strategies for checking them where necessary
  • Suggest suitable units for measuring and make sensible estimates of measurements
  • Explain and make predictions from the numbers in graphs, diagrams, charts and tables in appropriate curriculum areas
  • Develop spatial awareness and an understanding of the properties of 2D and 3D shapes
  • Recognise and know the value of Roman Numerals. To use Roman Numerals in simple calculations, expressing their answers as Numerals.

Provision

Pupils are provided with a variety of opportunities to develop and extend their mathematical skills in and across each phase of education.

The teaching of mathematics at St Thomas of Canterbury Catholic Primary School provides opportunities for:

  • Group work
  • Guided work
  • Paired work
  • Whole class teaching
  • Individual work

Pupils engage in:

  • The development of mental strategies
  • Written methods
  • Practical work
  • Investigational work
  • Problem solving
  • Mathematical discussion
  • Consolidation of basic skills and number facts
  • The appropriate use of ICT to support learning

At St Thomas of Canterbury Primary School we recognise the importance of establishing a secure foundation in mental calculation and recall of number facts before standard written methods are introduced.


Mathematics contributes to many subjects and it is important children are given opportunities to apply and use Mathematics across the curriculum and in real contexts.

We endeavour at all times to set work that has high expectations for all, is challenging, motivating and encourages pupils to talk about what they have been doing.

Planning

To fulfil the requirements of the National Curriculum 2014, we use the objectives for each year group as our long term plan to help ensure that our yearly targets are met, to aid the progression of our pupils and to enable the sharing of good practice.

KS1 and KS 2 work is based on the Collins Primary Numeracy scheme, with teachers preparing their own sheets and dipping into other additional schemes where, using their professional judgement, they feel this is appropriate.

The class teacher differentiates the plans, materials and resources to suit classes as necessary.

Weekly plans identify the specific activities and teaching strategies that will be used to meet the objectives, as well as the differentiated group activities and plenary tasks.

The key objectives are covered within a daily maths lesson. Cross curricular links provide the children with further opportunities to practice and improve their mathematical skills.

Equal Opportunities

We teach Mathematics to all children regardless of their ability and provide learning opportunities matched to the individual needs of children.

This is monitored by analysing pupil performance throughout the school to ensure that there is no disparity between groups.

Special Educational Needs

We endeavour to enable all children to access the Mathematics curriculum at their own level. It is the responsibility of the class teacher to identify needs and to differentiate planning as appropriate.

Access to the Mathematics curriculum is ensured through:

  • Differentiated activities
  • Differentiation of tasks
  • Differentiation by outcome
  • Provision of suitable materials and resources

Assessment Recording and Reporting

Assessment is regarded as an integral part of teaching and learning and is a continuous process. It is the responsibility of the class teacher to assess all pupils in their class.

In our school we are continually assessing our pupils and recording their progress. We see assessment as an integral part of the teaching process and strive to make our assessment purposeful, allowing us to match the correct level of work to the needs of the pupils, thus benefiting the pupils and ensuring progress.

Information for assessment will be gathered in various ways: by talking to the children, observing their work, marking their work, etc. Teachers will use these assessments to plan further work.

Formal assessments will be carried out termly and recorded on Target Tracker

We aim through careful planning to ensure that there is inbuilt progression and continuity of the Mathematics teaching within the school. To this end we ensure the regular reviewing of:

  • The School Development Plan to ensure periodic reviewing of Mathematics within the school
  • Regular monitoring of lessons and books
  • Regular Pupil Progress Meetings

A written report is produced for each child in the summer term

Resources

Mathematics resources are located:

  • Juniors - in the Maths cupboard

  • Infants – in the classrooms

  • Some general resources in each classroom

    Health and Safety

    The school will endeavour to provide a safe environment in accordance with the Health and Safety Policy.

    The Role of the Maths Coordinator

    It is the role of the Mathematics Curriculum Group to:

  • Monitor the planning, teaching and assessment of Mathematics throughout the school
  • Support staff in the planning and delivery of the Mathematics lessons
  • Attend INSET and ensure all staff remain up to date with current Mathematics teaching
  • Identify resource needs and submit a bids for the purchase and organization of central resources
  • Be aware of any Health and Safety issues within Mathematics

Reviewed: May 2014

Next review date: May 2017

APPENDIX 1: Calculations Policy

Progression towards a standard written method of calculation

Introduction

The New Curriculum 2014 provides a structured and systematic approach to teaching number. The school places emphasis on teaching mental calculation strategies. Informal written recording should take place regularly and is an important part of learning and understanding. More formal written methods should follow only when the child is able to use a wide range of mental calculation strategies.

Reasons for using written methods

  • To aid mental calculation by writing down some of the numbers and answers involved
  • To make clear a mental procedure for the pupil
  • To help communicate methods and solutions
  • To provide a record of work to be done
  • To aid calculation when the problem is too difficult to be done mentally
  • To develop and refine a set of rules for calculation

Whole School Approach

We have developed a consistent approach to the teaching of written calculation methods. This will establish continuity and progression throughout the school.

Mental methods will be established. These will be based on a solid understanding of place value in number and will include the following:

  1. Remembering number facts and recalling them without hesitation

    e.g. pairs of numbers which make 10

    Doubles & halves to 20

  2. Using known facts to calculate unknown facts

    e.g. 6 + 6 = 12 therefore 6 + 7 = 13

    24 + 10 = 34 therefore 24 + 9 = 33

  3. Understanding and using relationships between addition & subtraction to find answers and check results

    e.g. 14 + 6 = 20 therefore 20 –6 = 14

  4. Having a repertoire of mental strategies to solve calculations

    e.g. doubles / near doubles

    bridging 10 / bridging 20

    adding 9 by +10 & -1

  5. Making use of informal jottings such as blank number lines to assist in calculations with larger numbers e.g.83 – 18 = 65

  6. Solving one-step word problems (either mentally or with jottings) by identifying which operation to use, drawing upon their knowledge of number bonds and explaining their reasoning

  7. Beginning to present calculations in a horizontal format and explain mental steps using numbers, symbols or words

  8. Learn to estimate/approximate first e.g. 29 + 30 (round up to nearest 10, the answer will be near to 60).

    Place value will be taught mental from Reception class where number lines are used. In Yrs 1 and 2
    the empty number line will then be introduced to aid calculations.

    Subtraction will be taught by counting on and counting back depending on the numbers.

When are children ready for written calculations?

Addition and subtraction

  • Do they know addition and subtraction facts to 20?
  • Do they understand place value and can they partition numbers?
  • Can they add three single digit numbers mentally?
  • Can they add and subtract any pair of two digit numbers mentally?
  • Can they explain their mental strategies orally and record them using informal jottings?

Multiplication and division

  • Do they know the 2, 3, 4, 5 and 10 time table
  • Do they know the result of multiplying by 0 and 1?
  • Do they understand 0 as a placeholder?
  • Can they multiply two and three digit numbers by 10 and 100?
  • Can they double and halve two digit numbers mentally?
  • Can they use multiplication facts they know to derive mentally other multiplication facts that they do not know?
  • Can they explain their mental strategies orally and record them using informal jottings?

The above lists are not exhaustive but are a guide for the teacher to judge when a child is ready to move from informal to formal methods of calculation.


Stages in Addition

1. Mental method, using partitioning:

47 + 76 = (40 + 70) + (7 + 6)

 
 


2. Vertical layout, contracting the working to a compact efficient form:

 

368

 

+493

 

861

1 1

   
   

3. Bigger numbers and decimals

Stages in Subtraction by Decomposition

  1. 563 - 241 (Horizontally) 500 – 200 = 300 60 – 40 = 20 3 – 1 = 2

5

6

3

- 2

4

1

3

2

2

4 5

15 6

13

- 2

7

8

2

8

5

Stages in Multiplication

  1.  
     


    Arrays and groups

     
     


2. Mental method using partitioning multiplying tens first: 38 x 7

38 x 7 = (30 x 7) + (8 x 7) = 210 + 56 = 266


3. Grid layout 38 x 7

x

30

8

 

7

210

56

266

 
 


4. Grid layout - extend to bigger numbers i.e. 238 x 7

x

200

30

8

 

7

1400

210

56

1666

Extend to ThHTU

 
 


5. Extend to bigger numbers: 56 x 27

56 x 27 = (50 + 6) x (20 + 7)

x

50

6

 

20

1000

120

1120

7

350

42

392

 

1350

162

1512

 
 


6. Extend to HTU x U

 
 


7. Long multiplication

Vertical format, compact working

 

56

 

x

27

 
 

392

units

 

1120

tens

 

1512

total

 

1

 

Stages in Division

 
 


1. Number lines & grouping

 
 


2. TU ¸ U (bus stop method)

14r2

5 ) 72

  1. HTU ¸ U

    36r4

    7) 256 remainders may be expressed as a fraction 36 4/7

    5. Extend to decimals

    12·5

    7)87· 5 remainder is now expressed as a decimal

    6. ‘Chunking’ HTU ¸ TU

560 ¸ 24

     

560

 

24 x

10

= 240

- 240

Approximate answer

     

320

550 ¸ 25 = 22

24 x

10

= 240

- 240

       

80

 

24 x

2

= 48

-48

       

32

 

24 x

1

= 24

-24

Answer: 23 r 8

 

23

 

8

7. Efficient chunking HTU ¸ TU

560 ¸ 24

   

560

 

24 x

20

- 480

Approximate answer

   

80

550 ¸ 25 = 22

24 x

3

-72

       

Answer: 23 r 8

 

23

8

8. Extending to an efficient standard method

560 ¸ 24 =

23r8

24)560

-48

80

-72

8

Extend to decimals with up to 2 decimal places

Summary

  • Children should always estimate first
  • Always check the answer, preferably using a different method eg. the inverse operation
  • Always decide first whether a mental method is appropriate
  • Pay attention to language - refer to the actual value of digits
  • Children who make persistent mistakes should return to the method that they can use accurately until ready to move on
  • Children need to know number and multiplication facts by heart
  • Discuss errors and diagnose problem and then work through problem - do not simply

re-teach the method

  • When revising or extending to harder numbers, refer back to expanded methods. This helps reinforce understanding and reminds children that they have an alternative to fall back on if they are having difficulties.

MULTIPLICATION TABLES

Learning multiplication facts is a vital part of any child’s mathematical development. Once rapid recall of multiplication facts becomes possible, a whole host of mathematical activities will seem easier. Children need to be able to recall multiplication facts in any order and also to derive associated division facts. The expectations for each year group are set out below:

Year 1

Count on or back in ones, twos, fives and tens and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple.

Year 2

Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts.

Year 3

Derive and recall multiplication facts for the 2, 3, 4, 5, 8 and 10 times-tables and the corresponding division facts.

Year 4

Derive and recall multiplication facts up to 12 × 12, the corresponding division facts and multiples of numbers to 12 up to the twelfth multiple.

Year 5 and 6 practice and consolidation of previous years

When reciting tables the following pattern will be adhered to in all year groups for whole school consistency and consolidation.

One times two is two

Two times two is four

Three times two is six

And so on up to

Twelve times two is twenty four

 
 
 
St. Thomas of Canterbury Catholic Primary School

Religious Education Policy

Our Mission Statement

We are a Roman Catholic Community committed to:
  • Mutual respect, positive encouragement and participation
  • Recognising the different personal and educational needs of all pupils
  • The delivery of the full national curriculum together with a religious education syllabus approved by the Catholic Church
  • The highest standards of teaching, learning and performance
  • Maintaining a supportive partnership with parents, the parish and the wider community
  • The professional development of all staff
Aims

At St. Thomas’ we aim to educate the whole person based on the belief that the human and the divine are inseparable.

We provide:
  • A way of life based on Gospel values.
  • A sense of belonging to a community that places Jesus at its centre and therefore demonstrates the Christian values of respect, trust, honesty and cooperation.
  • A celebrating community which accepts prayer, assemblies, liturgies and worship as a vital part of everyday life, thus enhancing our pupils’ experience of and witness to Christ’s presence in today’s society.
  • Opportunities for our pupils to grow in their awareness of what it means to be a member of the Catholic Church.
  • An understanding and sympathetic appreciation of the faiths of others.
  • A familiarity with the religious language, signs, symbols and gestures of worship and prayer.
  • Opportunities for our pupils to move from an inherited faith (or non-faith) to a personal faith.
The teaching of Religious Education

The foundation of religious education at St. Thomas of Canterbury is the “Come and See” programme. The three themes are based on the main teachings of the Vatican Council and explore Church, Sacraments and Christian Living.

Week 1: EXPLORE

The life experiences of the children are explored. Key questions raised, shared, investigated and their significance reflected upon.

Weeks 2 & 3: REVEAL

This is the heart of the scheme where knowledge and understanding of the Catholic faith is revealed through the Word, in scripture, Tradition, doctrine, prayers rites and Christian living.

Week 4: RESPOND

This is where the learning is celebrated and final assessments made.

The teaching of others faiths and religions is part of the ‘Come and See’ scheme. Judaism is studied by everyone and is taught every year for one week. It gives us the opportunity to learn more about our Jewish sisters and brothers. Islam, Hinduism, and Sikhism rotate on a three year cycle with one week's teaching time.

Collective Worship

Our assembly programme is:
  • A whole school assembly is on Thursday morning led by the Senior Management Team..
  • A class assembly every other week, led by a different class each time and presented to the whole school and parents on Friday afternoon.
  • Foundation Stage and Key Stage 1 assembly on Wednesday morning, shared between all infant staff.
  • Key Stage 2 assembly on Monday morning shared between all KS2 staff.
  • Daily morning, lunchtime and evening prayers/ celebrations in the class room.
School Masses

Each child will take part in a service/ Mass every 3 weeks on Tuesday morning.

It is at the discretion of the teachers to choose the Mass and Assembly themes, although they are usually linked to their “Come and See” topic.

On Holy Days a whole school Mass is celebrated in the hall to which all members of the School Family and parish are invited.

Year 6 attend a special leavers’ Mass with their teachers at Aylesford Priory; this enables them to reflect upon their years at St. Thomas of Canterbury and prepare for the next stage on their journey towards adulthood.

Parents, clergy and friends are regarded as an integral part of the School Family. They are always invited to share the School Family’s acts of worship on Tuesday morning, Holy Days and Friday afternoons.

FS1, FS2 and KS1 perform Nativity plays. Year 4 and 5 present a Passion Service and Year 6 present the Stations of the Cross. The staff present the Christmas Service to the school.
 
Preparation for the Sacraments of Reconciliation and First Holy Communion

In accordance with the Diocesan Guidelines for the preparation of the Sacrament of Reconciliation and Eucharist, preparation begins when the children are in Year 3 i.e. 7+ years.

Preparation for the Sacraments is conducted during an after school club. The parents are invited to attend several meetings during the year to help them prepare their child. The school works closely with the parish and through means of the “Come and See” programme, it supports the Catechetical Sacramental Programme.

There are various celebrations during the year including a family celebration of the Sacrament of Reconciliation in early spring, culminating in the celebration of the Sacrament of Eucharist in June. The children also have an additional celebration in school at Corpus Christi or thereabouts.

Equal Opportunities

Through the delivery of R.E. we aim to actively promote, in the light of the Gospel values that we teach, an understanding of the importance of equal opportunities. The R.E curriculum encourages the children to learn, discuss and consider other cultures and their religions and evaluate their own spirituality.

Special Educational Need
A variety of tasks in keeping with the skills and abilities of the children should be offered.
 
Assessment and Recording Keeping
Assessment is an integral part of the Respond element of “Come and See”. We encourage children to review what has gone before, to make their own assessment of what has recently been explored/ discovered, and to look ahead with the confidence of knowledge gained from past or present. Twice a year all children have a level recorded. Pupils work undergoes whole staff moderation and pupils self-assess their achievements.
 
Responsibility
“Teachers are responsible for what goes on in the classroom. Staff, along with the school governors and clergy, are responsible for the Gospel atmosphere of the school. These have the unique task of marrying together their sphere of life with academic and religious spheres.” (Religious Dimension of Education in a Catholic School.)

The Head and the R.E. coordinator are responsible for the leadership of religious education within the school.
 
The Right of Withdrawal
The school recognises the right of parents to withdraw their child from participation in Catholic worship and instruction in the Catholic faith. However, having children from different faith backgrounds from within the school family, the right of withdrawal has not, as yet, been taken up by any parent or guardian.
 
Revised: OCTOBER 2014
Review: OCTOBER 2016