Haberdashers Askes Federation Crayford Temple Grove Prospectus 2014

HABERDASHERS’ASKE’S FEDERATIONTHREE SCHOOLS ONE VISION

CRAYFORD T E M P L E G R O V E

ALL CHILDRENAND YOUNG PEOPLE CANSUCCEED

Welcome to the Haberdashers’ Aske’s Federation. Our three Academies provide an education for children aged 3 – 18 in South London. We have been educating young people in this part of London since 1876 and throughout that time our

approach has been epitomised by high standards and academic excellence, a tradition that continues today. Our values of aspiration and achievement, personal responsibility, self-discipline and mutual respect are evident in all our work and result in young people who develop and grow as independent, resourceful and resilient individuals.

Our commitment is that, working in partnership with you, we can ensure your child gets the best possible start in life. All children and young people who attend our schools have the opportunity to gain academic qualifications to equip them well for the next stage of their life, but we provide so much more than that. Our vision is that by the time young people leave us they will have experienced a whole range of opportunities that not only build their mind, but also build their character. As a result they are fully prepared to be successful in their adult lives as workers, as parents and as partners.

Adrian Percival – Chief Executive

CHIEF EXECUTIVE’S WELCOME

On behalf of all the students and staff at Haberdashers’ Aske’s Crayford Academy, I would like to extend a warm welcome to our school. There is a very dynamic atmosphere here at the Academy not least because we are an all-through school in the process of extending our provision in both the primary phase and into the Sixth Form. All students are expected to stay within education to the age of 18 and we hope they will stay with the Academy.

Our curriculum is largely a challenging academic one, designed to ensure all our students can reach their potential and acquire the knowledge and qualifications which have currency in the real world. We provide a very strong focus on core subjects - English, mathematics and science – and believe the curriculum offer is greatly enhanced by our subject specialisms in technology and music.

We value our place within the Haberdashers’ Aske’s Federation and work closely with colleagues from the other schools to share expertise and benefit from one another’s strengths. At Crayford we are therefore able to capitalise on a tradition of outstanding educational provision spanning over a hundred years. All staff take advantage of Federation professional development opportunities, guaranteeing commitment from

everyone to provide personalised challenge and exceptional support for our students. Crayford Academy has successfully hosted the Federation Conference for 650 teaching and support staff, the focus being professional development and our commitment to raising standards as a team.

We are very proud of the environment in which we work and our students feel the same. Facilities for learning and recreation are first class, purpose built, safe and allow us to cater for a wide range of abilities. We have very high expectations of behaviour and uniform, codes of conduct are clear and we insist students behave respectfully towards others and their environment.

Crayford Academy is very popular with parents and children and brings stability and self-esteem to all involved. In total we serve more than 1400 students across the Crayford and Slade Green campuses. As Principal, I am determined that this school, our staff and students will make a positive difference to the community. I look forward to meeting you and working in partnership to secure the very best education for your child.

Richard Farrow – Principal

“STRONG AND DETERMINED LEADERSHIP FROM THE PRINCIPAL, SENIOR LEADERS AND THE GOVERNING BODY ACCOUNT FOR THE ACADEMY’S SUCCESSES.”

— OFSTED 2012 —

PRINCIPAL’SWELCOME

Welcome to Crayford Temple Grove (CTG), the primary phase of Haberdashers’ Aske’s Crayford Academy. CTG started as a one form entry primary on the Crayford site back in 2009. Since then we have grown and opened a second campus on the old Slade Green Junior site. This has given the opportunity for more children in Bexley and Kent to receive a Haberdashers’ Aske’s Education. Although we have two campuses we are a single primary school with a philosophy of ensuring that children receive the same high quality education whichever class or campus they are in.

The CTG curriculum has a strong focus on the core areas of learning; reading, writing and mathematics, and is dedicated to ensuring all our children are 100% ready for secondary education and eventually, university.

The Temple Grove element of the school name comes from a charity that the Haberdashers’ company work with to enrich primary education. The Temple Grove charity gives the school a budget each year for the enrichment of primary curriculum. Part of this funding is used to enrich learning outside of the classroom, which we build into our programs of study through the year. We also use part of the funding to run enrichment clubs delivered by external bodies.

As a popular school with a very high number of applicants each year into our three reception classes, we pride ourselves in offering a high quality co-educational education to the children from the community we are situated in.

Robert Celino - Primary Head Teacher

A MESSAGE FROM THE HEAD OF THE PRIMARY PHASE

STATEMENT OF VALUES, AIMS & ETHOS

The Haberdashers’ Aske’s Federation is a Federation of three all-through schools each at the heart of its community that share a vision for the education of children and young people. Our vision is built from our values of aspiration and achievement, personal responsibility, self-discipline and mutual respect. We are forward-looking and value innovation, but always within the context of our long tradition of providing excellent education. Based upon these values, we aim to ensure all the children and young people who come to our schools:

• Are happy and safe at school and are able to learn successfully within a supportive environment.

• Are able to achieve their full potential personally, academically and socially.

• Develop and grow as independent, resourceful and resilient individuals.

• Are equipped with the skills, qualifications and love of learning they will need to be successful in the world they will join as adults.

We will achieve these aims by providing a safe environment where all children and young people can succeed and through:

• Provision of a curriculum that is stretching, relevant and provides each student with the opportunity to excel.

• High expectations of every member of our community.

• Excellent teaching, leading to the highest standards of academic excellence.

• The best standards of behaviour based upon our values of mutual respect, self-discipline and self-confidence.

• A respect for tradition that embraces innovation and challenge.

THE ACADEMY OFFERS ALL CHILDREN THE CHANCE TO ACHIEVE THEIR FULL POTENTIAL.

“STUDENTS ARE EAGER LEARNERS AND THEIR LOVE OF LEARNING DOES NOT DIMINISH AS THEY GET OLDER.”

— OFSTED 2012 —

“THE YOUNGEST CHILDREN CONFIDENTLY USED PROGRAMS ON THE LARGE ‘SMART BOARDS’. TEACHERS’ SPECIALIST KNOWLEDGE IS STRONG.”

— OFSTED 2012 —

We wish to ensure that everyone contributes towards making the Federation a pleasant place in which to teach and learn. This policy should be read in conjunction with the Code of Conduct section in the Primary Phase handbook.

1. Children are expected to behave in a considerate and courteous manner at all times, as members of the Federation and of the local community. They are expected to show respect to all members of staff, visitors to the Federation and to each other.

2. The Federation has an Equal Opportunities Policy and expects the highest standards in language and behaviour, and mutual respect between all members of the community. Verbal abuse of any kind, including bad language or shouting is unacceptable in the Federation.

3. Bullying in any form is unacceptable in the Federation. Bullying is the intent to hurt or dominate another person (by physical or verbal intimidation, and also by exclusion or threatening gestures). Allegations of bullying will always be taken seriously.

4. All children are expected to have respect for property and for the Federation environment. This includes care for furniture and books, and

respect for display work and notices. Food is only to be consumed in the dining room or other designated areas and litter must be disposed of properly in the bins provided.

5. Chewing gum is not allowed anywhere in the Federation.

6. Good social behaviour is encouraged by the children moving round the buildings quietly, keeping to the right in the corridors and on the stairs, and being thoughtful towards others by holding open doors, and standing aside to let people pass when waiting to enter a room.

7. Punctuality and regular attendance is expected from all children.

8. Correct uniform is to be worn at all times, including the journey to and from school, as we believe that the way children look affects their behaviour and their relationship with the local community.

CODE OF CONDUCT EXPECTED FROM PUPILS

“STUDENTS IN THE PRIMARY PHASE BENEFIT FROM SUBJECT SPECIALIST TEACHING, FOR EXAMPLE, IN MATHEMATICS, ENGLISH AND DESIGN AND TECHNOLOGY.”

— OFSTED 2012 —

Throughout the school we follow the Crayford Primary Curriculum. Foundation subjects such as history and geography are taught through the cross curricular, thematic approach of the Crayford Primary Curriculum. Every two terms classes cover a different unit, such as Rainforests, Space or Transport. We use a yearly review that maps out the units that are taught. We have embedded our literacy in the thematic units to give the children a richer understanding of the topic. Families are actively encouraged to support their children’s learning through working in school with their child’s class to share their own experiences and through home learning tasks. Educational visits are often closely linked to these themes and play an integral part to extending children’s experiences and learning opportunities.

THE EARLY YEARS FOUNDATION STAGE

The Early Years Foundation Stage (EYFS) is the stage of education for children from birth to the end of the reception year. It is based on the recognition that children learn best through play and active learning.

The EYFS has four themes. These are:

1. A unique child2. Positive relationships3. Enabling environments4. Learning and development

Within the theme of learning and development there are seven areas. There are three prime areas and four specific areas. The prime areas develop quickly in response to relationships and experiences, and run through and support learning in all other areas. The prime areas are fundamental throughout the EYFS.

The three prime areas are:

• Personal,socialandemotionaldevelopment• Physicaldevelopment• CommunicationandLanguage

The specific areas include essential skills and knowledge. They grow out of the prime areas, and provide important contexts for learning.

The four specific areas are:

• Literacy• Mathematics• Understandingtheworld• ExpressiveArtsandDesign

OURCURRICULUM

The provision of the curriculum ensures that children experience a full range of learning opportunities including child initiated, teacher directed and group learning. Within the curriculum there are different ways in which children learn. These are known as the characteristics of effective teaching and learning.

These describe how children learn across a wide range of activities. They describe how children learn rather than what they learn. The three characteristics of effective teaching and learning are:

• Playingandexploring• Activelearning• Creativethinkingandlearning

Reading and writing are taught through guided reading and guided writing sessions alongside daily phonics and supported by a structured reading scheme (Oxford Reading Tree). Phonics is taught formally using the Letters and Sounds, Phonics Play and Jolly Phonics.

All children learn through play and have equal access to the curriculum. Learning takes place both indoors and outdoors.

Children are assessed throughout their time in the foundation stage through observations, conversations and photographs. Parents, staff and the children themselves all contribute to the assessment process. In the nursery class the developmental phases are used for assessment purposes and the foundation stage profile in reception.

KEY STAGE 1 (KS1) – YEAR 1 AND 2

The children in KS1 follow the Crayford Curriculum which incorporates the Primary National Curriculum. The transition from reception to year 1 is dealt with sensitively, especially in the first term where year 1 children learn through both formal and informal learning styles. All learning and teaching in KS1 is based on termly themes with children exploring subject knowledge through an overarching topic to facilitate the acquisition of core skills. Literacy, numeracy and phonics are taught daily and children have a weekly guided reading session with their class teacher.

Reading and writing continues to be taught through the use of synthetic phonics and supported by a structured reading scheme.

Children who are more able and those with additional educational needs are identified and interventions are put in place to help address their needs.

In year 1 the children undertake the National Phonics Assessment.

KS1 ends with children taking SATs, which supports the teacher assessment and denotes their National Curriculum attainment level.

KEY STAGE 2 (KS2) – YEARS 3 – 6

In KS2 all children continue to be taught the Crayford Curriculum which incorporates the International Primary National Curriculum. The teaching approach is generally thematic and cross-curricular links are made between subjects but has a strong focus on literacy and numeracy.

“FROM THE EARLY YEARS FOUNDATION STAGE THROUGH TO THE SIXTH FORM, STUDENTS ARE MAKING GOOD PROGRESS FROM THEIR STARTING POINTS. ”

— OFSTED 2012 —

TECHNOLOGY & MUSICCrayford Temple Grove as part of Haberdashers’ Aske’s Crayford Academy is a specialist technology, music school. A key part of this specialism is the access to specialist teaching and equipment in each of these

subjects. We will also be at the forefront of educational thinking in both these subjects and will create and lead many exciting projects to further develop the children’s knowledge and skills.

SPECIALIST SUBJECTS

“….CHILDREN FEEL SAFE IN THE ACADEMY. ”

— OFSTED 2014 —

HOME LEARNINGParents and children in key stage 1 and 2 are expected to carry out a range of activities and tasks at home to extend and enrich the learning introduced within the school day. All children are expected to read at home on a daily basis. Home learning Is given out on a MondayandreturnedonaFridayeachweek.

PASTORAL CARE All children are placed within a class group. The class teacher and support staff work in partnership with parents to ensure all children grow and develop into well rounded individuals. Every child belongs to one of the four houses, these are named after significant figures in the history of the sponsors Temple Grove Trust and are identified by colours which are Blue (James), Green (Walker), Red (Grenfell) and Yellow (Bell). House competitions and challenges nurture an enjoyment of team spirit and understanding of the importance of good manners in everyday life. BEHAVIOUR EXPECTATIONS Co-operative and positive behaviour is essential for children’s learning. At Haberdashers’ Aske’s Crayford Academy we use structured and consistent rewards and praise to encourage good behaviour throughout. Children are regularly praised for their ability to make good choices and behave appropriately. When children need reminding of our behaviour expectations, a carefully structured series of sanctions is used. Parents are regularly informed of their children’s good behaviour and any concerns are quickly highlighted.

“THE ACADEMY’S STIMULATING AND INNOVATIVE CURRICULUM HAS A POSITIVE IMPACT ON STUDENTS’ LEARNING, AND CONTRIBUTES WELL TO THE PROMOTION OF THEIR SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT. ASSEMBLIES ARE UPLIFTING, AND REINFORCE VERY WELL THE ACADEMY’S ETHOS OF RESPECT AND HIGH ASPIRATIONS.”

— OFSTED 2012 —

The Academy is an important part of the local community in Crayford and is involved in many community events. Forexample,theCommunityChristmasCarolServicewasheldattheschoolaswellastheLordMayorofBexley’sannual dinner. We have a very close association with the Crayford Rotary Club and Crayford Arrows Sports Club.

Recently the Academy facilities have been used by various groups, including church and sports to host events and activities.

COMMUNITY

“STUDENTS IN THE PRIMARY PHASE BENEFIT FROM SUBJECT SPECIALIST TEACHING, FOR EXAMPLE, IN MATHEMATICS, ENGLISH AND DESIGN AND TECHNOLOGY.”

— OFSTED 2014 —

OUR SPONSORS A RESPECT FOR TRADITION THAT EMBRACES INNOVATION AND CHALLENGE.

CRAYFORD T E M P L E G R O V E

THE WORSHIPFUL COMPANY OF HABERDASHERS

The Haberdashers’ Company is one of the Great Twelve Livery Companies and has a long history closely connected to the development of the City of London. Arising from this, in the 21st Century the Company plays a major role in the provision of support for education and is a vibrant participant in new educational initiatives. Alongside this, remains a continuing commitment to charitable work that continues to play an important part in the work of the Company.

Education is of prime importance to The Haberdashers’ Company. The schools that it supports in the maintained and independent sectors are of the highest national standard academically and prepare pupils for a full life. The Haberdashers’ Company supports pupils, past and present, of the Company’s schools, other educational establishments and young people in education.

The Company, as Trustee of the various educational charities that provide for the schools, is responsible for ensuring that the revenues are spent properly and that building projects are good value for money. The Company’s Education Committee maintains close links with the schools and is kept advised of broad educational issues and initiatives.

TEMPLE GROVE SCHOOLS TRUST

As well as receiving sponsorship from the Worshipful Company of Haberdashers, the Federation receives sponsorship from the Temple Grove Schools Trust, specifically for the benefit of the younger students.

Temple Grove Schools Trust is a charity founded some 50 years ago and springs from one of the country’s oldest prep schools, Temple Grove – founded in 1810 and the subject of the books ‘Cradle of Empire’ and ‘Waterfield’s School’. The Trust’s contemporary aim is to inspire excellence in primary education, particularly in schools in disadvantaged areas, whilst sharing best practice between the state and private sectors.

The Haberdashers’ Aske’s Federation is a multi-academy trust and all information on governance can be found on the Federation website: www.haaf.org.uk

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CRAYFORD T E M P L E G R O V E

HABERDASHERS’ASKE’S FEDERATIONTHREE SCHOOLS ONE VISION

HABERDASHERS’ ASKE’SCRAYFORD ACADEMY

1. Iron Mill Lane, Crayford, Kent DA1 4RS2. Slade Green Road, Erith, Kent, DA8 2HX

Telephone: 01322 402 180 Fax: 01322 402 181www.haaf.org.uk