KADER ACADEMY

Prospectus

KADER ACADEMY

Prospectus

Page 1

CONTENTS

1. ETHOS .......................................................................................................... 5

2. ACADEMY DETAILS .................................................................................... 6

3. STAFFING ..................................................................................................... 7

Teaching staff ......................................................................................................................... 7

Support Staff .......................................................................................................................... 8

Visiting Educational Support Services ................................................................................ 8

4. ACADEMY MEMBERS AND GOVERNING BODY ....................................... 9

Members ................................................................................................................................. 9

Governors ............................................................................................................................... 9

Parent Governors .................................................................................................................. 9

Teacher Governors ................................................................................................................ 9

Principal Governor ................................................................................................................. 9

Governing Body Committees ............................................................................................. 10

Election of Parent Governors ............................................................................................. 11

5. INTER SCHOOL LIAISON ...........................................................................12

Secondary Transition .......................................................................................................... 12

6. IN SERVICE TRAINING ...............................................................................13

Staff Training ........................................................................................................................ 13

Ofsted .................................................................................................................................... 13

7. CELEBRATING ACHIEVEMENT .................................................................14

Kader Owls ........................................................................................................................... 14

8. SPECIAL EDUCATIONAL NEEDS AND DISABILITY ................................15

9. CHILD PROTECTION ..................................................................................15

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10. SECURITY ....................................................................................................15

11. EXTRA CURRICULAR ACTIVITIES ............................................................16

Musical Activities ................................................................................................................. 16

Breakfast/After School Clubs ............................................................................................. 16

12. PREMISES ...................................................................................................17

Disability & Discrimination ................................................................................................. 17

13. SAFETY FIRST ............................................................................................18

Car Parking ........................................................................................................................... 18

14. ACADEMY REQUIREMENTS ......................................................................19

Admissions ........................................................................................................................... 19

Uniform.................................................................................................................................. 19

Home School Agreement .................................................................................................... 19

Responsible Use of Computers and the Internet Agreement.......................................... 19

Jewellery ............................................................................................................................... 19

Physical Education (P.E.) .................................................................................................... 20

Homework ............................................................................................................................. 20

Attendance ............................................................................................................................ 20

Punctuality ............................................................................................................................ 20

Discipline .............................................................................................................................. 21

Injuries................................................................................................................................... 21

15. THE PRIMARY SYSTEM .............................................................................24

Early Years (EY) ................................................................................................................... 24

Key Stage 1 (KS1) ................................................................................................................ 24

Key Stage 2 (KS2) ................................................................................................................ 24

16. THE CURRICULUM .....................................................................................25

Class Organisation .............................................................................................................. 25

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English .................................................................................................................................. 26

Reading ................................................................................................................................. 26

Mathematics ......................................................................................................................... 27

Science .................................................................................................................................. 28

Foreign Languages .............................................................................................................. 28

History ................................................................................................................................... 28

Geography ............................................................................................................................ 29

Art .......................................................................................................................................... 29

Music ..................................................................................................................................... 29

Computing ............................................................................................................................ 30

Design and Technology....................................................................................................... 30

Religious Education ............................................................................................................. 30

Personal, Social Health and Citizenship Education (PSHCE) ......................................... 31

Spiritual, Moral, Social and Cultural Development ........................................................... 31

Physical Education (P.E.) and Games ............................................................................... 32

Extra-Curricular Activities ................................................................................................... 33

Educational Visits ................................................................................................................ 34

Testing and Assessment ..................................................................................................... 35

Parental Consultation .......................................................................................................... 35

Pupil Information .................................................................................................................. 35

17. SOCIAL AND MEDICAL CARE ...................................................................36

Medical .................................................................................................................................. 36

Medicines .............................................................................................................................. 36

Children who are Unwell ..................................................................................................... 36

Infectious Diseases .............................................................................................................. 37

Skin Infections ...................................................................................................................... 37

Sex and Relationships Education ...................................................................................... 38

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Pastoral Care ........................................................................................................................ 38

Special Educational Needs and Disability (SEND) ........................................................... 38

18. GENERAL INFORMATION ..........................................................................39

Policy Documents ................................................................................................................ 39

Equal Opportunities ............................................................................................................. 39

Parental Participation in the Academy .............................................................................. 39

Secondary School Placement ............................................................................................. 39

Winter Conditions ................................................................................................................ 39

Complaints ............................................................................................................................ 40

Holiday Dates ....................................................................................................................... 40

Kader Academy Website ..................................................................................................... 40

Parent View ........................................................................................................................... 40

Disclaimer ............................................................................................................................. 40

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1. ETHOS

At Kader Academy the aim is to provide a broad and balanced curriculum where the

children have equal opportunities to develop their knowledge, skills and

understanding in a happy, safe and

caring environment.

By working in partnership with parents

and the wider community the school will

endeavour to prepare the children to

become responsible adults helping them

to build on self-esteem, develop

confidence and achieve their full

potential. We aim to encourage respect

for others, a desire for knowledge, and an

enthusiasm for lifelong learning.

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2. ACADEMY DETAILS

KADER ACADEMY Staindrop Drive Acklam Middlesbrough TS5 8NU

For all enquiries please contact: Mrs. Peace or Mrs. Burton (School Administrators) Tel: 01642 286599

Start Time Lunch Time Home Time

Nursery 08.30 11.30 to 12.15 15.15

Reception 08.50 12.00 to 13.00 15.05

Key Stage 1 (Year 1 & 2)

08.50 12.00 to 13.00 15.05

Key Stage 2 (Year 3,4,5 & 6)

08.50 12.20 to 13.15 15.05

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3. STAFFING

Teaching staff

Mrs. L. Chalk (Principal)

Mrs. A. Mitchinson (Vice-Principal)

Miss H. Arceri

Mrs. E. Burton

Mr. M. Croft

Mrs. J. Donald

Mrs. S. Donkanha

Mrs. V. Emms

Miss B. Glover

Miss S. Howard

Mr. S. Hurley

Miss N. Irwin

Mrs. J. Minter

Mrs. C. Morrison

Miss S. Scotney

Miss R. Smith

Mr. M. Stanbridge

Mrs. R. Stockwell

Miss R. Wilson

Mrs. L. Yendall

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Support Staff

Mrs. C. Finn School Business Manager

Mrs. S. Burton Clerical Assistant

Mrs. J. Price Clerical Assistant

Mr. R. Croft Caretaker

Miss L. Blackwood Higher Level Teaching Assistant

Mrs. S. Birch Higher Level Teaching Assistant

Mrs. L. Price Teaching Assistant

Miss S Laden Teaching Assistant

Mrs. W. Hedger Teaching Assistant

Mrs. T. Hasler Teaching Assistant

Miss P Small Teaching Assistant

Mrs R. Cook Teaching Assistant

Mrs. L Rahmani Teaching Assistant

Mrs C. Moorhouse Teaching Assistant

Mrs G Potter Teaching Assistant

Mrs. N. Wilkins Teaching Assistant

Visiting Educational Support Services

Mrs. M. Croft Learning Support Service

Mr. A. Clarke Education Welfare Officer

Mr. N. Thompson School Nurse

Mr. B. Peters Educational Psychologist

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4. ACADEMY MEMBERS and GOVERNING BODY

Members

Mr. R.B. Lomas (Chairman) c/o Kader Academy Continuous

Rev J. Hearn c/o Kader Academy Continuous

Mrs. P. Cunningham c/o Kader Academy Continuous

Mr. P. J. Leadbitter c/o Kader Academy Continuous

Governors

Mr. R.B. Lomas (Chairman) c/o Kader Academy 01 May 14 to 30 Apr 18

Mrs. P. Cunningham c/o Kader Academy 01 May 14 to 30 Apr 18

Mrs. Y. Ditchburn c/o Kader Academy 01 May 14 to 30 Apr 18

Mr.P. Leadbitter c/o Kader Academy 01 May 14 to 30 Apr 18

Mrs. C. Marchant c/o Kader Academy 27 Jun 16 to 26 Jun 20

Mr A. Hanif c/o Kader Academy 30 Jun 14 to 29 Jun 18

Parent Governors

Mr. B. Stinton c/o Kader Academy 01 May 14 to 30 Apr 18

Mrs. S. Dalton c/o Kader Academy 30 Jun 14 to 29 Jun 18

Teacher Governors

Mrs. A. Mitchinson c/o Kader Academy 21 Nov 15 to 20 Nov 19

Principal Governor

Mrs L Chalk c/o Kader Academy Continuous

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Governing Body Committees

The Governing Body of Kader Academy has been sub divided into the following main

committees.

Committee Chairman

Finance and Resources Committee Mr B. Lomas

Raising Achievement Committee Mr B. Lomas

Disciplinary Action Committee Mr B. Lomas

Appeals Committee To be set up when necessary.

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Election of Parent Governors

When a vacancy occurs for a Parent Governor, parents are invited to submit

nominations to the Principal using the prescribed form which is delivered to parents

by pupils. The term of office is for a period of four years from the commencement of

the term in which the appointment is made.

To be eligible for nomination you must:

Be the parent/guardian of a child who is attending Kader Academy.

Obtain the support of two other parents who have children at Kader Academy.

Not be disqualified.

The Education Regulations set out in full, the circumstances in which a person shall

be disqualified from appointment as a Governor. If an election is necessary, ballot

papers showing the names of the candidates are delivered to parents by pupils. After

voting, these envelopes should be sealed and returned to school by the declared

closing date. The Principal then arranges for the ballot papers to be counted and

informs the Governor Development section at Middlesbrough Council of the results.

The Governing Body Unit at Middlesbrough Council then notifies the candidates.

In cases where insufficient parents stand for election, the vacancies may be filled by

the Governing Body. In these circumstances, it is the duty of the Governing Body to

select a person who is the parent of a registered pupil at Kader Academy. However,

where this is not practicable, a person who is the parent of one or more children of

compulsory school age should be appointed. If the child of a Parent Governor leaves

the school, it is for the parent governor to decide whether or not to complete the four-

year term of office.

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5. INTER SCHOOL LIAISON

Pupils from Acklam Grange, Middlesbrough College and other local educational

establishments regularly visit Kader Academy.

Kader regularly participates in sporting events and competitions with local primary

schools.

The Principal regularly attends meetings with other head teachers/principals to

discuss curriculum and other educational matters.

Secondary Transition

The majority of Kader children leave Y6 to attend Acklam Grange, with some pupils

going to Macmillan Academy and other local secondary schools. Staff liaise regularly

throughout the year prior to the September admission. This allows the Y6 children to

get to know familiar faces and allows work on curriculum and assessment continuity

to take place. Discussions of any special educational needs for individual pupils also

take place at this time.

In June/July of the year of admissions Secondary School Induction Days are held for

Year 6 pupils from Primary Partner Schools. Pupils experience the lessons and

routines and meet staff and new classmates. This helps them to gain confidence

prior to attending a new school in the September.

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6. IN SERVICE TRAINING

Staff Training

Kader’s aim is to foster an ethos in which the professional development of the staff is

seen as an important aspect of the role of the academy.

In service training is planned to reflect the needs of individual staff and the whole

academy. This is identified through the Academy’s Development Plan, Staff

Appraisal and individual needs.

Ofsted

The Latest Ofsted Report can be accessed on the Ofsted website; www.ofsted.gov.uk. A summary of the key findings is as follows:

Kader is a happy and harmonious school. It provides a caring and supportive environment in which pupils feel safe and are valued.

Pupils’ behaviour is excellent. They are polite and treat each other with respect. They have excellent attitudes and enjoy their lessons a great deal.

Teaching is consistently good across the school and sometimes outstanding.

The curriculum provides a wide range of exciting experiences including after school clubs.

The Principal provides strong leadership and together with senior and middle leaders they have developed a strong staff team committed to improving the quality of teaching and raising attainment.

The governing body plays an important and successful role in supporting and challenging the school.

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7. CELEBRATING ACHIEVEMENT

At Kader Academy, achievement is celebrated in many ways and for many reasons. Some are listed below;

Being a good friend

Being Trustworthy

Being Responsible

Being Enthusiastic

Being Conscientious

Being Considerate

Having a positive attitude

Being supportive & encouraging others

Having a cheerful personality

Outstanding effort

Contributing to academy life

Every week, an assembly is held to celebrate the achievements of pupil’s within each

Key Stage. Children from Nursery to Y6 receive certificates to acknowledge their

personal, social and academic achievements over the year.

Kader Owls

Pupils, parents, staff and friends have

kindly donated Kader Owls to the academy

over the years. Many are purchased on

holiday and come from all over the world.

The owls are displayed in the entrance

adjacent to the Lower School Hall. Thank

you to everyone who has contributed over

the years.

Kader Owls on Display

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8. SPECIAL EDUCATIONAL NEEDS and DISABILITY

The Academy provides a Special Educational Needs and Disability co-ordinator

(SENDCO) who provides advice, support and resources where appropriate. Inter-

agency co-operation and liaison with secondary colleagues is undertaken to ensure

continuity of care and provision both at Kader and during transfer to the next stage of

the pupil’s education.

The Policy for Inclusion & Special Educational Needs and Disability (SEND) is

reviewed on an annual basis. Key elements include accurate identification of special

needs, with provision of appropriate support both from within the academy and from

outside agencies. There is ongoing support from Behaviour Support, Learning

Support and the Educational Psychologist. The academy also liaises with other

agencies including the local Speech and Language unit and medical teams when

appropriate. Progress is closely monitored and parents are informed and involved at

each review of their child’s School Support Plan.

Allocation of resources in SEND is guided by need and availability, according to

budget restraints. Admission arrangements for SEND pupils are non-discriminatory

and do not differ from arrangements for other pupils.

9. CHILD PROTECTION

It is the duty of all staff in Kader Academy to alert the appropriate authorities when

they believe a child has been abused or is at risk.

The staff at Kader are always willing to speak to parents and children. We may be

able to provide information on help lines covering many areas.

10. SECURITY

Access to the academy buildings is controlled by security locks and all visitors must

use the main entrance intercom to seek approval from the office staff before they can

enter the building. All visitors must report to the office to sign in and wear an identity

badge.

Parents are always welcome, however, in the interest of health and safety the

academy still requires parents to enter the building by the main entrance and report to

the office. If members of staff are unable to speak to parents immediately an

appointment will be made for a mutually convenient time.

When collecting children from after-school activities, parents should wait in (or

outside) the entrance lobby. This ensures that security is maintained and pupils will

meet parents at the lobby when activities are completed. For health and safety

reasons please do not ask your child to meet you in the carpark.

A 1.8m high perimeter fence and gates at the front of the premises provides security

for the grounds of the building, helping to improve the safety of children.

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11. EXTRA CURRICULAR ACTIVITIES

Kader offers lunchtime and after school activities for the pupils. These have included:

Football training for Key Stage 1 during a Monday lunchtime

Football training for Key Stage 2 during a Tuesday lunchtime

Multi skills for Y1,Y2 & Y3 during Thursday lunchtimes

Football training after school for Key Stage 1 & Key Stage 2 on Fridays

Steel Pan Band after school on Tuesdays

Performing Arts after school on Thursdays

Young Voices during Tuesday lunchtime

Recorder lessons during Friday lunchtime

Musical Activities

Tees Valley Music Service provides workshops, musical ensembles and teachers

who tutor some of the children.

Breakfast/After School Clubs

The academy provides care for children

outside normal school hours.

An “After School Club” caters for children every

week day once school has finished until 17.45.

A fee is payable for this service. Please

contact the academy office if further details are

required.

A “Breakfast Club” caters for children every

week day from 7.45am until school starts at

8.50am. This is provided by Rosedene Nursery

which is based within the academy’s premises. A fee is payable for this service.

Please contact the academy office if further details are required.

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12. PREMISES

Disability & Discrimination

At Kader, all pupils are valued. The Academy is open to considering all admission applications. Therefore, if parents of a pupil with disabilities requests admission to Kader, the application will be negotiated with parents, the Academy and the Local Authority. At present, the Academy has wheelchair access at four locations.

The Governors are aware of the need to comply with legislation under the Disability Discrimination Act. Kader therefore has a policy for the implementation of the Disability Equality Scheme and Accessibility Plan. A summary of the plan is shown in the table below.

Targets Strategies Outcome Timeframe Success Criteria

Sh

ort

term

Review of resources to ensure formats are appropriate for the needs of all.

Senco and/or Principal review resources and contact relevant personnel for advice

Written information provided in alternative formats

On going Delivery of information to disabled pupils/adults improved

Med

ium

te

rm

Incorporation of appropriate colour schemes and soundproofing measures when refurbishing to benefit those with visual or hearing impairments

Seek advice from Sensory Support Services on appropriate measures and installations.

Academy made more accessible to visually and hearing impaired.

As refurbishment occurs

Physical accessibility of academy increased

Training for staff on differentiating the curriculum for groups of pupils with specific needs

Access training for identified staff and governors

Teachers are more confident in providing access to the curriculum for disabled children

Continuing as training becomes available

Increase in access to the National Curriculum

Lo

ng

Term

To improve the interior and exterior of the academy in accordance with the school’s DDA survey over successive financial years

To plan the use of minor capital delegated resources

The Academy will be fully accessible

On going The Academy meets DDA requirements as indicated in the Academy’s DDA report

Review accessibility targets in light of any new regulations

Liaise with Sensory Support Services, Health and Safety in respect of new targets

Accessibility plan reflects any new regulations

On going Accessibility plan reflects current needs

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13. SAFETY FIRST

Car Parking

The Academy car park has a barrier in operation which restricts vehicle access to the premises between 8.30am and 3.30pm.

To protect the safety of children please ensure you park safely and comply with the following rules:

Do not park in the school car park

until after 3.30pm

Do not drive into, or turn round, in

the school drive

Do not let your child out of the car on

the traffic side

Do not walk up or across the drive

inside the school grounds

Do not double park

Do not park across peoples’

drives

Do not stop on the crossing

Do not park on the double yellow

or Zig Zag lines

We are aware of the congestion parents may encounter outside the Academy, but remember, a little thought goes a long way.

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14. ACADEMY REQUIREMENTS

Admissions

Nursery

Children living in the Academy’s catchment area and most children from outside

whose parents express a preference to come to Kader Academy are initially

accommodated in the Nursery. However, admission to Kader Nursery does not

guarantee a full time place in Reception.

Reception

All children eligible for Reception are admitted in September.

Requirements

Please note that admission to Kader cannot be guaranteed as the Academy has to comply with government legislation which states that Key Stage One classes cannot exceed 30 pupils.

Uniform

The Academy’s uniform comprises; grey skirt or grey trousers, purple polo shirt

with Kader Academy logo, purple sweatshirt/cardigan with Kader Academy logo and

sensible shoes (not trainers). The sweatshirts/cardigans and polo shirts are only

available to order at the main office and unfortunately are not available to be

purchased elsewhere.

Home School Agreement

Parents receive two copies of the home/school agreement. One form should be

signed and returned to the Academy and the other form kept at home as a record.

The agreement is subject to periodical review by the Governing Body.

Responsible Use of Computers and the Internet Agreement

Parents receive two copies of the above agreement. One form should be signed and

returned to the Academy and the other kept at home as a record. The agreement is

subject to periodical review by the Governing Body.

Jewellery

Governors took the decision that children should not wear jewellery, which includes

earring studs. Watches may be worn but they are the responsibility of the child.

Children wearing jewellery of any kind will be asked to remove it. Your co-operation

in this health and safety matter is welcomed.

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Physical Education (P.E.)

It is important that your child has the necessary

P.E. kit for all physical education lessons. This

kit should include a plain white top, plain black

or navy blue shorts and gym shoes in a P.E.

bag. If your child requires trainers or a tracksuit

they will be informed by their teacher prior to

the lesson. Children without appropriate P.E.

kit will miss lessons that are a statutory

element of the National Curriculum. Please act

promptly if reminders are sent home with your

child regarding P.E. kit.

Homework

There is a homework policy in place at Kader Academy. It has been formulated by

the staff and approved by the Governing Body. The policy applies to all year groups

from Reception up to Y6. The amount of work and the type of work will differ from

year to year. Supporting your child with their homework would be beneficial as

homework is related to the work taught in their lessons and is used as reinforcement.

Attendance

The Governing Body of Kader Academy decided that requests for leave of absence

during term time will only be granted if there are exceptional circumstances. Parents

must complete an “Application for leave of absence in term time” form (available from

the main office) and state the reason for the absence and why they consider it

essential to take their child out of school during term time. The application must be

made to the Principal at least 10 school days before the first requested day of

absence.

Please note that if a pupil has been continuously absent for a period of four weeks

then the academy will take steps to remove the pupil from the academy’s admissions

register.

When a child is ill, parents should phone or email on the first morning of absence.

The email address is; kaderabsences@middlesbrough.gov.uk. Education Welfare

Officers regularly check the registers for unauthorised absences.

Your child’s education is important and missed days mean missed chances.

Punctuality

It is of great importance that your child arrives at school on time. Please ensure your

child arrives at school before the bell rings at 8.50 a.m. Children who arrive late cause

problems for staff with lesson arrangements and dinner registers. A late book is used

to monitor pupils who arrive late.

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Discipline

Discipline is an important factor in a child’s development particularly in his/her

growing awareness of a larger more organised world. Every incentive and reward is

given by staff to encourage children to be well mannered. Withdrawal of privileges

has been found to be an adequate method of punishment in normal circumstances.

At Kader,

We care for each other.

We work hard and learn.

We feel safe and happy.

We make friends and share.

We try to do our best every day.

Every day, we have the chance to start again and do better

Injuries

In the event of a child sustaining a minor injury, the incident will be dealt with by

members of staff. If necessary, parents will be informed by telephone of the injury and

the incident noted in the accident book. If staff are unable to contact the parent by

telephone, a letter will be sent explaining the nature of the incident.

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School Meals

Children at Kader Academy are encouraged to partake of school meals. A typical

weekly menu is shown below.

DAY MAIN MEAL VEGETABLES AND

POTATOES SWEET CHOICE

MON Chicken pie

Lasagne

Fish goujons

Pizza

Baked beans

Peas

Cauliflower

Mashed potato

Wedges

Apple crumble

Iced sponge

TUE Roast pork

Chicken curry

Salmon

Cheese pasty

Carrots

Broccoli

Cauliflower

Sweetcorn

Mashed potato

Roast potatoes

Chocolate pudding

Arctic roll

WED Chicken casserole and dumplings

Tuna pasta

Sausages

Pizza wrap

Swede

Cauliflower

Mixed veg

Mashed potato

New potatoes

Rice pudding

Donuts

THUR Spaghetti Bolognese

Roast chicken

Fish fingers

Samosa

Baked beans

Sweetcorn

Broccoli

Mashed potato

Roast potatoes

Syrup roly-poly

Meringue

FRI Mince and Yorkshire pudding

Fish

Chicken sausage

Macaroni cheese

Spaghetti hoops

Green beans

Swede

Chips

Mash

Jacket potato

Cornflake tart

Muffins

SALAD BAR Full salad bar available daily – wraps, jacket potatoes, samosa, cold meat, fish, tuna and egg.

School Meal Changes

The Academy policy is only to allow meal changes to take place at the beginning of

each half term. If your child wishes to change their meal type, the academy must be

informed in writing prior to the holiday to enable the office staff to make the necessary

changes on the computer. Unfortunately changes cannot be made at any other time.

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Free School Meals

From September 2014 the Government started offering all pupils in Key Stage One

Universal Free School Meals (UFSM). However, it is still important to register your

child’s eligibility for free school meals, as this enables our school to access Pupil

Premium funding from the Government. Parents of Key Stage Two pupils may also

be eligible to apply for Free School Meals (FSM). Children are entitled to a free

school meal when one of their parents receives Income Support or Income based Job

Seekers Allowance.

An important element in funding for schools

and academies is the number of pupils who are

registered as eligible for free school meals.

This can produce considerably higher funding

levels if all eligible pupils register their

entitlement with the Local Authority. At

present, indications are that there are some

children entitled to a free school meal that are

not registered.

The Governing Body suggests that any parent

whose children are entitled to a free school meal should consider registering their

entitlement with the Local Authority. If this describes your family circumstances at the

present, then please complete the form available from the Academy’s main office.

The Academy will be very happy to forward the form to the relevant authority on your

behalf. If you require any help in completing the form, then please do not hesitate to

contact the Academy’s office staff. Alternatively you can contact the “Student

Support” section of the local authority on the following number and someone will be

able to advise you. Tel: 01642 726541.

Please note that if your child prefers not to have a free school meal, this should not

stop you from applying. The register of pupils entitled to free school meals is a

private document and if your child prefers to take a packed lunch or go home for

meals, then the inclusion of their name on the register would be known only to the

Academy.

Healthy Eating

Kader encourages a healthy eating programme and pupils are permitted to bring a

container of plain drinking water to school each day. This is kept in the classroom and

children are able to drink and refill the water throughout the day as required.

(Flavoured water, juices and fizzy drinks are not allowed).

At lunchtime, healthy drinking options are available for pupils who stay for school

lunch. Pupils who have a packed lunch are encouraged to bring healthy choices of

food and drink to school. Cans and fizzy drinks are not permitted.

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15. THE PRIMARY SYSTEM

The primary system seeks to achieve a

broad, balanced, integrated and continuous

advancement of children’s education from

pre-school contact to transfer into secondary

comprehensive schools.

Every effort is made at Kader to ensure that

each child achieves his/her potential. This is

attained through staff team planning and

preparation, careful monitoring techniques

and appraisal of children’s work and

assignments and the adoption of appropriate assessment recording techniques where

possible.

Care is exercised to ensure equal opportunities for all our pupils.

All curriculum policies and programmes of study are developed from the

statutory requirements and non-statutory guidelines of the National Curriculum.

Early Years (EY)

Early Years focuses on children from age

three years through to the end of the

Reception Year. The Academy currently

holds the Early Years Quality mark for

outstanding teaching & learning.

Key Stage 1 (KS1)

Children from the beginning of Year 1 to the

end of Year 2 are taught in Key Stage 1.

Key Stage 2 (KS2)

Children from the beginning of Year 3 to the end of Year 6 are taught in Key Stage 2.

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16. THE CURRICULUM

Class Organisation

In Early Years, children are taught in sets and mixed ability classes and the teachers

pay close attention to the individual needs of the children. The curriculum provides

opportunities for children to develop their learning through the following areas:

Prime Areas of Learning

Communication and Language

Physical Development

Personal, Social and Emotional Development

Specific Areas of Learning

Literacy

Mathematics

Understanding the World

Expressive Arts and Design

In Key Stage 1 and Key Stage 2, classes are

set in English (except for Y3 & Y4) and Maths

according to the children’s ability. For all other

subjects children are taught in mixed ability

classes with close attention being given to the

individual needs of each child. Within a class,

groups are formed so that children of similar

ability in particular subjects can be taught as a

unit.

The teaching staff work in year group teaching

teams. Year group programmes of work are drawn up to utilise the talents, expertise

and experience of all team members and other support staff who may be involved.

Programmes of study are designed to meet the individual needs and stages of

development of the children and the requirements of the National Curriculum.

Children work in small groups or in class based activities as well as individually, to

maximise their learning opportunities.

Teachers co-operate widely throughout the Academy, but particularly across a year

group. Where classroom layout is favourable, two or more teachers share

responsibility and planning for a group of classes and groups may be drawn together

from more than one class to aid teaching of some subjects.

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English

English work is based on National Curriculum guidelines which place emphasis on

the importance of clear thought, speech, listening and reading with comprehension,

and all forms of written expression. It is evident that English is essential to and taught

within all other areas of the curriculum.

Factual writing is often connected with theme work when a child has freedom only to

choose how he/she presents his/her information: the facts are fixed. Creative writing

is the means of allowing a child to give vent to his/her imagination and inspiration

springing from visits, books, films, radio, literature, poetry, television or other

experiences.

All children are encouraged to evaluate their own efforts. With the teacher’s help and

guidance they learn to improve vocabulary; also to correct spellings, grammar and

punctuation.

A joined handwriting script is taught and used at Kader unless a child arrives using an

established legible style.

Reading

Reading is a key to almost all progress in schools and our aim is to ensure that as

many of our pupils as possible leave as ‘life-long readers’; children that not only can

read, but want to read.. To ensure that all children reach their potential we offer help

to all children from the moment they join us. Teachers use a wide variety of methods

to teach reading which are taught within English lessons and in discrete reading

sessions.

Throughout EY and KS1, the children take part in a daily phonics-based session; a

lively, engaging and fast-paced lesson which aims to teach the children all of the 44

phonemes within the English language. They learn to recognise, segment and then

blend each phoneme in order to develop both their accuracy and fluency.

Reciprocal Reading is used throughout the academy as a teaching and learning

technique that focuses on the development of text comprehension. The technique

takes place in the form of discussion between teachers and pupils in regards to text.

The discussion focuses on a specific structure that is based on four strategies:

summarising, questioning, clarifying and predicting. The process promotes the

exchange of roles between the teacher and the pupil as a means of improving

reading comprehension.

From Year 1 onwards, the children use Accelerated Reader which determines which

level they should be on for their home reading books. They are then able to choose

from our extensive library, filled with a wide range of engaging fiction and non-fiction

books. The children then quiz on these books, testing their understanding of the texts

that they have read. It is therefore advised that parents help their children by reading

with them at home, encouraging ‘book talk’ and by promoting an interest in books.

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Mathematics

Mathematics is all around us; it underpins our daily lives; it is a practical as well as a theoretical area of development which has a purpose and application in real life. At Kader Academy, the basis of our teaching reflects this.

Maths is taught as a dedicated subject through a daily maths lesson. Children are grouped for maths in Y 1 - 6 according to their ability for effective teaching and learning. Thus ensuring the highest levels of attainment and progress for each child. Practical activities, exploration and discussion, aim to promote enjoyment, enthusiasm confidence and resilience.

For mathematics to be successful children need to:

become fluent in the fundamentals of mathematics, so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately

reason mathematically by following a line of enquiry and develop an argument, justification or proof using mathematical language

solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Parental help is essential in ensuring the development and enjoyment of maths and the embedding of number skills, particularly with early number bonds, mathematical concepts, vocabulary and tables. Workshops are held to help and support parents in their acquisition and understanding of skills required to support their child throughout their time at Kader.

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Science

Science forms one of the core curriculum

subjects and like Language and Maths it is

assessed by national criteria at the end of

each Key Stage.

Science permeates almost every aspect of daily life. Pupils’ curiosity about their

world is excited by a ‘hands on’ approach to learning. Pupils should develop practical

and intellectual skills in science. They should use their direct practical experience

and scientific enquiries into events and phenomena of the world around them to

develop in knowledge and understanding. Pupils are encouraged increasingly to

apply this scientific knowledge and understanding to everyday things and to improve

their personal health and well-being. They are helped to be aware of the contribution

of science to technological change and to be motivated to explore all areas of science

with open mindedness. Pupils need to be able to use this specific approach when

meeting future changes and developments in everyday modern life.

A programme of science is followed by all pupils throughout the Academy. We

encourage links with other curriculum areas through a broad topic approach. Science

is mutually interdependent on the other core subjects, particularly maths, and studies

in each enhance and support learning in the others. Sometimes, however, in order to

ensure that all the required targets, set out in the National Curriculum are met, a

science topic will exist independently.

Foreign Languages

French has been chosen at Kader and it has been introduced throughout the Academy from Nursery to Year 6. The Academy follows the “Jolie Ronde” scheme of work.

History

The study of History is fundamental to our understanding of what has shaped the

customs and beliefs of the communities to which we belong. What has gone before,

whether it is ancient or modern, continues and shall continue to influence all aspects

of our lives. Learning about the past and the methods used to study it enables a child

to make sense of the world in which we live.

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History makes a valuable contribution to children’s personal, social and intellectual

development. The knowledge acquired fosters an enthusiasm for investigating and

learning about the past and present that enables a reasoned and informed

consideration of the needs of the future.

Geography

Geography explores the relationship between earth and its people through the study

of place, space and environment. It provokes and answers questions about the

natural and human worlds, using different scales of enquiry to view them from

different perspectives. Geography should stimulate children’s interest in their

immediate surroundings and in the wider world, promoting an awareness of the

environment and responsibility for the care of the earth and its people. Geography is

indispensable to understanding the modern world. It can inspire children to think

about their own place in the world.

Art

Throughout the Academy the children participate in Art for its own sake and in cross

curricular theme work. It often occurs when there is a need to illustrate topics,

creative writing or do follow up work from visits.

The aim is to provide experience and enjoyment of a wide variety of materials and

techniques to help develop imagination and creativity.

Music

The main aim of the music curriculum is to give all the children an opportunity to take

an active part in music making and singing and to develop their music skills through

enjoyment.

Guitar and brass instruments are taught by visiting staff.

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Computing

It is our aim to ensure that our children become effective, innovative and responsible

digital citizens. The Computing Curriculum provides exciting and engaging learning

which addresses the challenges and opportunities offered by the technologically rich

world in which we live. Computing is concerned with how computers and computer

systems work, and how they are designed and programmed.

We aim to educate our children to become responsible digital citizens and how to

protect themselves online as E-safety is of paramount importance and embedded in

all of our teaching.

The Academy has a suite of networked computers, enabling whole class sessions to

take place. Additionally, there are a number of stand-alone PCs in classrooms and

sets of i-pads available throughout the school. A range of software is used to ensure

children receive a secure knowledge base from which to develop their skills as digital

citizens.

Design and Technology

All children in the Academy study design

and technology through practical challenging

and yet safe activities based initially on their

immediate personal experiences and later

on a broader range of contexts and

materials and developing more sophisticated

techniques and skills.

It is considered that all children benefit from

design and technology as it links with other

areas of the curriculum such as Science,

English, Mathematics, Art and History.

Religious Education

Religious Education is provided in the Academy within the framework of the

Middlesbrough Agreed Syllabus for Religious Education. If the parents of a pupil

attending Kader request that he/she be excused from attendance at collective

worship the pupil shall be excused.

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Personal, Social Health and Citizenship Education (PSHCE)

PSHCE enables children to become healthy,

independent and responsible members of

society. Pupils are encouraged to play a

positive role in contributing to the life of

Kader and the wider community. In so doing

they can develop a sense of self-worth.

The aims of personal, social and health

education and citizenship are to enable the

children to:

• know and understand what constitutes a healthy lifestyle;

• be aware of safety issues;

• understand what makes for good relationships with others;

• have respect for others;

• be independent and responsible members of the community;

• be positive and active members of a democratic society;

• develop self-confidence and self-esteem, and make informed choices regarding personal and social issues:

• develop good relationships with other members of the Academy and the wider community.

Spiritual, Moral, Social and Cultural Development

The aspect of children’s spiritual, moral, social and cultural development is one which

underpins much of the fulfilment of children’s learning. Throughout the National

Curriculum and in the wider curriculum of the Academy, opportunities exist and are

created to engender and maximise children’s moral, social and cultural development.

This will enable the children to:

• reflect on their experiences and participate wholly within their social and spiritual lives,

• understand and act upon their knowledge of situations of right and wrong,

• interact fully and positively with each other, their teachers and their learning,

• respond to needs and develop an awareness of conflicts and injustices in supportive and developmental ways,

• appreciate cultural and social diversity and the richness of people’s lives and beliefs,

• take responsibility for themselves and those around them.

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Physical Education (P.E.) and Games

P.E. is an essential and compulsory part of

the Academy curriculum. It is considered

that every child, regardless of their ability,

gender and ethnic background is entitled to

a broad and challenging P.E. curriculum.

This can be delivered via games,

gymnastics, dance, swimming, athletics and

some outdoor and adventurous activities.

The nature of the exercise is determined by an individual’s ability but every effort is

made to ensure a balanced physical, social and emotional development.

Sometimes the more able children are selected to represent Kader in an individual

sport (e.g. football, tag rugby, netball and volleyball) but in normal lessons,

enjoyment, development and participation by all children are paramount.

It is important that children have a change of clothing for P.E. All pupils will need P.E.

shoes, a plain white t-shirt and plain navy blue or black shorts. During cold weather,

track suits can be worn. If your child requires outdoor P.E. clothing the class teacher

will inform the class prior to the lesson. Y3 pupils will require a swimming costume.

All items of P.E. clothing should be labelled. Jewellery must not be worn at any time

during these activities and pupils with long hair should tie it back for safety reasons.

Reminders will be sent home if children regularly forget PE clothing.

To read the Department of Education programmes of study for each subject for individual year groups and key stages please click on the link below.

https://www.gov.uk/government/collections/national-curriculum

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Extra-Curricular Activities

Extra-curricular activities vary depending on

staffing and times of the year. In recent years

Kader has offered multi-sports, football,

gymnastics, volleyball, dance, recorders,

science, cookery, art & craft, steel pans and

gardening club. Please contact the Academy

office to determine what is currently offered.

Performing

Studying our heritage

Raising funds for Red Nose Day

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Educational Visits

Educational visits are an important

element of Academy life and enrich the

curriculum. Visits to local areas of interest

are appropriate to a particular year group

and are planned into subject schemes of

work. Help from parents is greatly

appreciated.

The Academy does request donations

from parents towards the costs.

Unfortunately, if there is insufficient

funding, visits may have to be cancelled.

Assessment

At Kader we believe that the most important parts of assessment procedures are

those which involve the pupils themselves. Kader’s Assessment and Marking Policy

incorporates various “assessment for learning” strategies with a robust Marking Policy

of which the children take an active part. Assessment at Kader takes many forms,

including end of Key Stage testing in Reading, Writing, Maths and Grammar, Spelling

and Punctuation .Children are assessed upon entry to nursery and at the end of Early

Years. The children have access to ongoing assessment sheets in the core subjects

and these, along with more formal interim teacher assessments help to inform the

child of his/her progress. .

At Kader we believe that the more involvement children have in the assessment of

their work, the more likely they are to move forward and make the next step into

future learning. This can be practically seen in classrooms by teachers sharing the

intentions for the lesson and the children being aware of what they need to do to

achieve success by the end of the lesson. The children make judgements about their

own work and that of their peers and provide each other with constructive feedback

on where to go next. This positive feedback is guided by the teacher but allows all

individuals to not only celebrate their successes but also to focus on areas of further

development. Teachers also mark more extended pieces of work in this way,

discussing the next steps with children, thus providing pupils with a consistent

approach to daily assessment.

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All of these strategies work to the pupils’ best advantage because of the positive and

supportive ethos within the classrooms. At Kader pupils work collaboratively and

learn well through discussion and group work, including reasoning and mastery tasks

which provide the children with the opportunity to take their learning to a greater

depth .By being encouraged to work in an environment which encourages them to

learn from their mistakes in a non-threatening atmosphere, we aim to produce lifelong

creative, independent learners.

Testing and Assessment

The Education Reform Act 1988, which introduced the National Curriculum, also

requires that nationally developed standardised assessments are undertaken by

children at specified periods throughout their education. Within the primary phase

these assessments are made at ages 7 and 11 (Y2 and Y6). At this point children are

required to undertake a reading test, maths test and Grammar, Spelling and

Punctuation. Children’s writing is assessed internally, aided by external moderation. A

Phonics Screening Check is undertaken by children in Year 1.

Various tests may be used to enable teachers to determine/confirm the ability,

attainment and progress of the children. Teacher assessment is a continuous

process across the whole curriculum. In September 2016 a new accountability system

was introduced into primary schools. Assessment and criteria for each year group

have changed to be in line with DfE year group expectations. The new assessments

reflect the more challenging curriculum. Children are no longer judged by levels but

assessed to see if they are secure within their age related year group.

Personal records of each child are maintained to help teachers supplement test and

assessment details and to enable the class teacher to report back to parents or other

schools on transfer.

Parental Consultation

Formal consultation between parents and staff is arranged every term. A detailed

written report is sent home each year for all pupils. Details of National Test Results

for pupils will be provided towards the end of the summer term.

If a parent has concerns about their child during the year, the Academy should be

contacted to arrange an appointment with the class teacher or Principal.

Pupil Information

All parents are asked to complete a ‘Pupil Information Form’ when their child first

arrives at Kader. This provides details including existing medical conditions, contact

numbers etc. It is important that the Academy is informed immediately of any

changes relating to phone numbers contacts etc.

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17. SOCIAL AND MEDICAL CARE

Medical

With the consent of parents, the school nurse undertakes medical assessments of

children aged 6 years. The nurse is also available to respond to individual parent’s

concerns regarding their child.

As the Academy may have to contact parents in an emergency, it is essential that the

Academy is notified of any changes of address or telephone numbers. For visits to

doctors, dentists etc., during school hours, children must be collected from inside the

building and not at the gate.

The Academy should be notified of any disability experienced by pupils, including

emotional upset, which may affect their education in any way.

Medicines

It is the policy of the Governing Body that members of staff are not allowed to

administer medicine to a child over an extended period of time unless the child has a

Medical Care Plan. However, if a child is well enough to come to school but still

needs medicine for a short duration, please contact the office staff. They will then be

able to advise whether a “Parental agreement for Academy staff to administer

medicine” form needs to be completed.

Children who are Unwell

Children who become unwell whilst at school or who sustain an injury are taken to the

main office where there is an area for rest. Parents will normally be contacted at this

stage and asked to collect their children.

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Infectious Diseases

Children suffering from one of the illnesses listed below should be kept at home for

the period recommended.

Recovery sometimes takes longer than that stated but occasionally the doctor may

consider a child fit to return to school before the recommended exclusion period has

passed.

Disease Incubation Period Period of Communicability

Period of Exclusion from School

Chickenpox 2 to 3 weeks from 1 day before to 2 weeks after start of rash

2 weeks from start of rash

Measles 2 weeks. A child usually feels ill after 10 days. The rash appears after 14 days

from few days before to 2 weeks after start of rash

2 weeks from start of rash

Mumps 2 to 4 weeks from few days before start of symptoms to subsidence of swelling

10 - 14 days

Whooping Cough (pertussis)

7 to 10 days from 1 week after exposure

2 weeks after start of cough

Slap Cheek 2 to 3 weeks Up to 2 weeks before redness occurs

N/A once redness appears unless child is still unwell

Skin Infections

Children with common skin infections should be kept at home for the periods

recommended in the following table.

Disease Period of exclusion from school

Impetigo Until spots have healed

Pediculosis (infestation with lice) Until treatment received (should be repeated a week later)

Plantar warts No barefoot activities until warts disappear.

Scabies Until treatment received.

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Sex and Relationships Education

It is the policy of the Governing Body of Kader Academy that when matters of a

sexual nature need to be discussed, these are done in a natural and open manner

with appropriate discretion. Parents are approached first if matters of a particularly

delicate nature need to be discussed.

The school nurse gives an illustrated talk to the boys and girls in Year 6 on matters

relating to puberty. Parents are invited to meet the nurse and discuss her programme

(which includes a DVD presentation) before the children are involved. Parents may

withdraw their children from the programme if they wish.

The school nurse is on hand to give advice on matters of a sexual nature which may

cause concern.

Pastoral Care

Every child is placed in the particular care of his or her class teacher. In addition,

senior members of staff have responsibility for pastoral care in the Academy as a

whole. The class teacher, therefore, is the person who best knows a particular child’s

progress and/or problems but senior teachers and the Principal are also able to help

in most cases. When parents contact the Academy seeking information or advice

about their child, an early meeting with the class teacher can usually be arranged. If

this is not possible for any reason, the Principal or a senior member of staff will do all

they can to help.

Special Educational Needs and Disability (SEND)

Provision for pupils with Special Education Needs and Disability is made within each

class or team, aided, if necessary by the advice and help of teachers from the

Learning Support Service. Details of SEND provision are provided in a previous

section. Information regarding the Academy’s offer for pupils, and parents of pupils,

with special educational needs and disabilities (SEND) can be found on the

academy’s website.

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18. General Information

Policy Documents

Academy Policy documents and minutes of the Governing Body meetings are

available on request from the school office.

Equal Opportunities

The policy of the Governing Body is that the Academy should ensure that the

educational experiences offered to our pupils should be the same regardless of sex,

race or religion.

Parental Participation in the Academy

Contact with parents is welcomed and parents are urged to contact the Academy to

discuss any issues regarding their child.

Parents are welcome to come in and help with activities. Interested parents should

contact the Academy office to arrange an appointment with the class teacher.

Newsletters are sent home with pupils and regular text messages are sent to keep

parents informed of events.

Secondary School Placement

Children from the area normally transfer at the end of Y6 to Acklam Grange School

with some going to Macmillan Academy and other local secondary schools.

Notification of the placement is normally made by the Authority during the second

term of the child’s last year in this school.

Parents wishing to state a preference(s) for a secondary school(s) can obtain the

appropriate form from the Headteacher/Principal of the secondary school or the

Middlesbrough Education Authority.

Visits to the comprehensive school by parents and children and talks by the

secondary teaching staff are arranged during the term prior to the transfer of the child.

Every effort is made to ensure that continuity is maintained on transfer. Members of

staff have responsibility for liaison with our secondary colleagues.

Winter Conditions

In winter every effort is made to clear snow and ice from paths before school starts.

Playgrounds will be coned off as appropriate and parents and pupils are asked to

keep to the gritted areas or the grassed areas rather than the untreated playground

for their own safety.

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Complaints

The Academy has established a procedure for considering complaints from parents

relating to the academy. It is hoped that parents would raise any concern they might

have with the Principal in the first instance. The complaints procedure can be

obtained from the academy.

Holiday Dates

Parents will be advised of holiday dates and teacher professional development days

(PD Days) in advance during the school terms.

Kader Academy Website

The prospectus and other information can be found on the Academy website.

The website address is; www.kaderacademy.co.uk

Parent View

Parent View can be used to give Ofsted your opinion on your child’s school. Ofsted

will use the information parents and carers provide when deciding which schools to

inspect and when. You can also use Parent View to find out what other parents and

carers think about schools in England. You can visit www.parentview.ofsted.gov.uk or

look for the link on the main Ofsted website: www.ofsted.gov.uk

Disclaimer

The information in this document was correct at the time of printing. However, it may be necessary to make changes to this information during the school year arising from variations in Academy policy, Government policy or Local Authority policy.