From September 1st 2012, all schools need to present specified information to website visitors. This same information must also be available in hardcopy to school visitors on request. The information will be updated at least once per term and can be found under the appropriate headings below.
The name, postal address and telephone number of the school, and the name of a person to whom enquiries should be addressed is:
Mr Stephen McClymont, Headteacher, Henry Chichele Primary School, School Lane, Higham Ferrers, Northants. NN10 8NQ, Tel: 01933 352850
The determined admission arrangements for the school in relation to each relevant age group at the school, including any arrangements for selection, any oversubscription criteria and an explanation of the process of applying for a school place is provided by following this weblink.
Our Prospectus is available as a downloadable document from our sidebar on the right.
The most recent report about the school published by her Majesty's Chief Inspector of Education, Children's Services and Skills can be found in our Key Websites sidebar on the right.
Key Stage 2 Results & School Performance Tables
Information which includes the School Performance Tables and financial information about income and expenditure, published by the Secretary of State on the Department for Education's website can be found in our Key Websites sidebar on the right.
Our Prospectus advises on the different areas of the Curriculum which we teach. Please use the link on the Key Information Files panel on the right to download this document. Information about the Curriculum at a more detailed level is available from our page called "Understanding the Curriculum", please click the link to see this information.
Phonics and Reading Schemes
In Key Stage 1 phonics are supported by the "Letters and Sounds" Scheme. Additionally, we use Read, Write Inc for pupils needing additional support.
We use a range of schemes for reading, including:
- Rigby Rockets
- Rigby Stars
- Oxford Reading Tree
Special Educational Needs
The report prepared by the school under section 317(5)(a) of EA 1996 (duties of governing bodies in relation to special educational needs(6)) is available below
The questions and answers below have been written to represent our common values and practices. We are committed to working with families at every stage.
Who are the best people to talk to about additional support?
You can contact the following people at Henry Chichele Primary School 01933 352850
- Class teacher
- Inclusion Manager/SENCo: Mrs. Samantha O’Brien Jones
- Inclusion Support Worker: Mrs Ros Gresham
- Head Teacher: Mr. S. McClymont
You can also access information from here.
The measures determined by the head teacher under section 89 of the Education and Inspections Act 2006 (determination by head teacher of behaviour policy) is available as a downloadable document from our sidebar on the right.
The school's charging and remissions policy determined by them under section 457 of EA 1996(7) is available as a downloadable document from our sidebar on the right.
School Ethos and Values
Our school’s vision is:
"Everyone working together for life-long learning"
- Every child has the opportunity to learn in an inclusive, safe and supportive environment
- Every child will be motivated to become a creative, independent life-long learner who will reach their full potential.
- Every child will have the opportunity to develop skills, knowledge and the understanding to use existing and new innovations.
- Every child will develop the necessary attributes to participate as a confident responsible citizen in the ever changing global community
Code of Conduct
Our ethos and values are underpinned by the “Fish Philosophy” (created by John Christiensen). This philosophy is based around the following four areas:
- Play and have fun! – bringing a light hearted spirit to life. Thinking about how much children learn by exploring, experimenting and playing.
- Make Their Day! – Too often we ask, “What have you done for me lately?” instead of “How can I make your day?” If we turn the focus around and do little things to make others feel good, we can have a powerful, positive impact on the people in our lives
- Be There! – When interacting with others, we need to really focus on than moment, with that person. We take responsibility for “being who we are while we’re doing what we’re doing.”
- Choose Your Attitude! – We all have a choice to make regarding how we respond to different situations that arise during the day. The attitude that we choose can dramatically alter our learning.
(Spiritual, Moral Social and Cultural Curriculum statement)
At Henry Chichele Primary School we recognise that the personal development of children – spiritually, morally, socially and culturally (SMSC) – plays a significant role in their ability to learn and achieve. We therefore aim to provide and education that provides children with opportunities to explore and develop:
- their own values and beliefs;
- their own spiritual awareness;
- their own high standards of personal behaviour;
- a positive, caring attitude towards other people;
- an understanding of their social and cultural traditions; and
- an appreciation of the diversity and richness of their cultures
We consciously facilitate opportunities in these four areas in the following ways:
Spiritual Development: refers to children’s beliefs, religious or otherwise, which inform their perspective on life and their interest in, and respect for different people’s feeling and values. This is developed by:
Children are given opportunities to reflect upon the meaning of spiritual experiences.
Examples of experiences commonly regarded as spiritual include:
- Curiosity and mystery
- Awe and wonder
- Connection and belonging
- Heightened self-awareness
- Prayer and worship
- Deep feelings of what is felt to be ultimately important
A sense of security, well-being, worth and purposefulness
The school will develop a climate or ethos within which all pupils can grow and flourish, respect others and be respected; accommodating difference and respecting the integrity if individuals.
These can occur during any part of the school day, eg. when listening to music, discussing the care needed for animals, exercising empathy or creativity, how we live, contemplating the future, etc.
Moral Development: refers to a pupil’s understanding, attitude and behaviour to what is right and what is wrong. This is developed by:
- Providing a clear moral code (The Fish Philosophy) as a basis for behaviour which is promoted consistently through all aspects of the school
- Promoting racial, religious and other forms of equality
- Giving pupils opportunities across the curriculum to explore and develop moral concepts and values – for example, personal rights and responsibilities, truth, justice, equality of opportunity, right and wrong
- Developing an open and safe learning environment in which pupils can express their views and practice moral decision making
- Rewarding expressions of moral insights and good behaviour
- Recognising and respecting the codes and morals of the different cultures represented in the school and wider community
- Encouraging pupils to take responsibility for their actions, for example, respect for property, care of the environment, and developing codes of behaviour, providing models of moral virtue through literature, humanities, sciences, arts and assemblies; reinforcing the school’s values through images, posters, classroom displays, etc. and monitoring in simple ways, the success of what is provided
Social Development: refers to a pupil’s progressive acquisition of the competencies and qualities needed to play a full part in society. This is supported by:
- Identifying key values and principles on which school and community life is based
- Fostering a sense of community, with common, inclusive values
- Promoting racial, religious and other forms of equality
- Encouraging pupils to work co-operatively
- Encouraging pupils to recognise and respect social differences and similarities
- Providing positive experiences to reinforce our values as a school community – for example, through assemblies, team building activities, residential experiences, school productions
- Helping pupils develop personal qualities which are valued in a civilised society, for example, thoughtfulness, honesty, respect for difference, moral principles, independence, interdependence, self-respect and an awareness of others’ needs
- Providing opportunities for engaging in the democratic process and participating in community life
- Providing opportunities for pupils to exercise leadership and responsibility - for example, through pupil voice and The School Council
- Providing positive and effective links with the world of work and the wider community
- Monitoring in simple, pragmatic ways, the success of what is provided
Cultural Development: refers to pupils developing their understanding of beliefs, values and customs in social, ethnic and national groups different to their own. This is supported by:
- Extending pupils’ knowledge and use of cultural imagery and language
- Encouraging them to think about special events in life and how they are celebrated
- Recognising and nurturing particular gifts and talents; providing opportunities for pupils to participate in literature, drama, music, art, crafts and other cultural events and encouraging pupils to reflect on their significance
- Reinforcing the school’s cultural links through displays, posters, exhibitions, etc. As well as developing partnerships with outside agencies and individuals to extend pupils’ cultural awareness, for example, theatre, museum and gallery visits
- Auditing the quality and nature of opportunities for pupils to extend their cultural development across the curriculum in collaboration with the subject leaders of PSHE, RE, MFL, Pupil Voice & School Council.
Single Equality Policy Statement
The school is committed to fair and equal treatment of individuals regardless of race, disability, gender, age, sexual orientation and religion or beliefs (equality groups). The school's Single Equality Policy is part of the Single Equality Scheme and sets out our approach to the Single Equality Duty as outlined by the Equality and Human Rights Commission to secure equality with regard to protected groups. Please see our policy for further details.
Facility Time Taken by Trade Union Officials
Employees who are union representatives of a trade union recognised by their employer are entitled to take reasonable time off, during working hours and without loss of pay, to carry out union duties and undergo relevant training. Public sector employers, including schools and academies, are required to report ontime taken by trade union officials representing their members or other union activities, whether this is release time internally or by contributing to pooled arrangement.
In respect of the period 1st April 2018 to 31st March 2019 there were no employees that were union representatives.
This will be updated annually.
Health and Safety Statement of Intent
It is the policy of the Governing Board, so far as is reasonably practicable, to:
- establish and maintain a safe and healthy environment throughout the school;
- establish and maintain safe working procedures among staff and pupils;
- make arrangements for ensuring safety and absence of risks to health in connection with the use, handling, storage and transport of articles and substances;
- ensure the provision of sufficient information, instruction and supervision to enable all employees and pupils to avoid hazards and contribute positively to their own health and safety and to ensure that they have access to health and safety training as appropriate or as and when provided;
- maintain all areas under the control of the Governors and Headteacher in a condition that is safe and without risk to health and to provide and maintain means of access to and egress from that place of work that are safe and without risk;
- formulate effective procedures for use in case of fire and for evacuating the school premises;
- lay down procedures to be followed in case of accident;
- teach safety as part of pupils' duties where appropriate;
- provide and maintain adequate welfare facilities.
As a maintained Local Authority school information on the use of Apprenticeship Levy can be accessed here.
The school is delighted to report that two members of our support staff respectively commenced Level 3 Teaching Assistant and Early Years training in the academic year 2018/19; a member of the administration team commenced the Certificate in School Business Professional (SBP) in September 2019 and an HLTA is being supported as an Apprenticeship Teacher on her journey into teaching.