Statutory Information

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. We are now collating this information and it can be found under the appropriate headings below. 

Contact Details

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

Admission Arrangements

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.

School Curriculum

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
  • Storyworlds
  • Oxford Reading Tree
  • Ginn

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 as a downloadable document from our sidebar on the right.

‘Local Offer’ for Children with Special Educational Needs and disabilities.

All schools are required to publish and review information for parents and carers about the support and provision for children with special educational needs or disabilities. The school works collaboratively to ensure best practice and a common approach is in place. 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
  • SENCo: Mrs. Samantha O’Brien Jones
  • Head Teacher: Mr. S. McClymont

You can also access information from here.

What is the current percentage of children with Special Educational Needs and Disabilities (SEND) in the school?

The current (Sept 2015) percentage of children with Special Educational Needs and Disabilities in school remains consistent at 6%.

How does the school know if children need extra help and what should I do if I think my child has special educational needs?

We are committed to early identification of special educational needs and adopt a graduated response to meeting them in line with the SEN Code of Practice 2014. A range of evidence is collected through school assessment and monitoring arrangements. If this suggests that your child is not making the expected progress, the class teacher will consult with both you and the school Special Educational Needs Coordinator (SENCo) in order to decide whether additional or different provision is necessary. In addition to the usual assessment, there are specialist assessment tools which we use to explore the reasons for any difficulties. There is no need for pupils to be registered or identified as having special educational needs unless the school is taking additional or different action.

If you have a concern about your child’s progress or believe they have a special educational need, this should be first discussed with the class teacher. Additional assessment or support can then be discussed with the SENCo.

How will the school support my child?

We may support your child in a variety of ways depending on their individual needs. We assess each child and provide personalised support within three levels: 


Quality first teaching. We start from what the children already know and set learning objectives and set achievable individual targets. Learning tasks are matched to your child’s needs, through differentiated activities and are overseen by the class teacher. Pupil progress is monitored and regular review meeting are held. Each class is supported by a teaching assistant.


Children are assessed on entry to determine their areas of strength and to establish any difficulties across the curriculum. Assessment data is collated to ensure appropriate support is put in place. A class provision map is created for each class and appropriate interventions are identified to support children. Additional provision may be through targeted small group work or 1:1 sessions that take place in or out of the classroom. Your child’s intervention plan and targets will be set by the class teacher in collaboration with the SENCo and yourselves.


If your child’s progress is cause for concern, the SENCo will become involved and in discussion with you, will decide further provision.

This means that your child will have been identified as needing a particularly high level of support or small group teaching.

Usually your child will also need support from a professional outside the school. Your child may be assessed for and provided support via an Education, Health Care Plan (EHCP). This is a legal process which sets out the amount of support that will be provided for your child.

How will the curriculum be matched to my child’s needs?

We strive to provide an engaging and exciting curriculum for all children. Your child’s class teacher will plan for the variety of needs in the classroom by providing appropriately differentiated tasks and achievable outcomes to consolidate and extend children’s learning. For children with special educational needs, the teacher may provide different resources for children to use or there may be an adult to assist a small group of children to complete the task as independently as possible.

SEND Provision  Map

SKMBT C284e15101613560 0001 300

Henry Chichele Primary School Provision Map/School Offer
Category of needCognition and LearningCommunication and InteractionSocial, Emotional & Mental HealthSensory and / or Physical


Quality First Teaching

Baseline assessments

Data collection and reviews termly

SMART Targets set and reviewed termly

Consistent and valuable feedback given on pupils work

Lunchtime sports activities


Read Write Inc


Further screening tests where appropriate

Subject group interventions (Eng/Maths)

Homework club

Communication group

Drawing and Talking

Further screening where appropriate

Use of external agencies including SALT where appropriate

Nurture group

Drawing and Talking


1:1 sessions with a nominated member of staff

Extra-curricular Clubs


Teaching Assistant as required

Access Plan if required

Reasonable adjustments and adaptations made where required

Fine/Gross motor skills


Personalised pupil one-page profiles

In class support where appropriate

Read Write Inc


Provision advised by Statement/EHCP

Specialist English/Maths interventions

Provision advised by EP

Use of external agencies including SALT and TOD where appropriate

Use of Makaton/PECs/communication boards where appropriate

Visual timetables

Drawing and Talking

Further screening where appropriate

Use of external agencies including autism outreach where appropriate

Play buddies

Pictures of me

Drawing and Talking


Teaching Assistant as required

Access Plan if required

Reasonable adjustments and adaptations made where required

Physical Literacy

Sensory circuits

Fine/Gross motor skills

Provision advised by external agencies including OT/Physio

Summary Detail
SMART Targets: Specific, Measurable, Achievable, Realistic, Time-based Targets

EHCP: Education, Health and Care Plan

EP: Educational Psychologist

SALT: Speech and Language Therapy

TOD: Teacher of the Deaf

PECs: Picture Exchange Communication system

How will I know how my child is doing and how will you help me to support my child’s learning?

In addition to the regular parent meetings, you will be kept regularly informed of your child’s progress by discussing your child’s targets with staff. This will identify the next steps for your child to make progress and how the school and you can help them. Progress will be monitored and reviewed regularly to ensure that both you and your child can express your views and are fully involved in decisions. Regular contact may be communicated through a home/school link book, e-mails, telephone calls or meetings.

What support will there be for my child’s overall well-being?

We aim to develop children’s emotional and social well-being in partnership with parents and carers. In some cases this may be provided by specialist support.

What specialist services and expertise are available at or accessed by the school?

External support services play an important part in helping the school identify, assess and make provision for children with special education needs. The range of support services and access to them is outlined in the Local Authority’s Local Offer. The SENCo works closely to share expertise and to agree which external services we need to commission. Before the school make any referral to a specialist service we will always discuss this with you.

What training are the staff supporting children special educational needs having?

We make an annual audit of training needs for all staff taking into account school priorities and personal professional development. Particular support is given to new members of staff and to training that addresses children’s specific needs. Our nationally accredited SENCO offers advice on quality first teaching and regularly attends network meetings to share good practice.

How will my child be included in activities outside the classroom including school trips?

We aim to enable every child to participate as fully as possible in all elements of the wider curriculum. All reasonable adjustments are made to ensure that all children attend school trips and residential visits with support as appropriate. We will communicate with parents and carers to discuss individual needs prior to any visit or activity.

How accessible is the setting?

Each school has an accessibility plan which is discussed and reviewed every 3 years or sooner.

How will the school prepare and support my child to join the school and transfer to the next stage of education or life?

If your child has an Education Health Care Plan or statement of Special Educational Need, your options are discussed at their Annual Review meeting, prior to the year of transfer.

When you apply for a place for your child at the school, we encourage you to share your concerns about your child’s special educational needs or pass on information about any specialist support or agencies already working with you. We will contact any previous educational establishments for relevant information. Any practical arrangements can then be discussed and put in place.

At the end of the school year or if your child moves to another setting, the relevant staff communicate to pass on information and ensure that transition arrangements are in place. As a Locality Group we work hard to ensure the successful transition of pupils with SEND.

How are the school’s resources allocated and matched to children’s individual special educational needs?

The school receives money on an annual basis to support provision for special educational needs. The money is allocated annually by the Governing Body when setting the school’s budget. It can be used to pay for staffing and resources to provide high quality and appropriate support for children with special educational needs throughout the school.

How is the decision made about the support my child will receive?

Every child’s needs are carefully assessed and decisions are then made based on the ability of a child to access the curriculum and make progress. Using their expertise and professional judgement, the SENCo (who holds qualified teacher status and the National SENCO award) will work closely with you and all staff to discuss relevant interventions, adult support and advice from specialist services to make best use of available resources. We regularly assess the impact of any additional support and resources and report children’s progress to parents. This is part of our planning, reviewing, doing and assessing cycle.

How are parents involved?

We recognise the value of working in partnership with parents and as in other aspects of school life, we would hope that you would want to be fully involved in discussing the nature of the support they receive and judging the effectiveness of any activities.

Pupil Behaviour

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.

Charging Policy

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 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
  • Be there: When people need you, they need all of you. Set aside distractions and judgements to be mentally and emotionally present as a sign of respect. It improves communication and strengthens relationships.
  • Play: You can be really interested in your work without taking yourself too seriously. Play is a mind-set more than a specific activity. It allows you to throw yourself with enthusiasm and creativity into whatever you are doing, in a way that is natural, not forced. “Playing” with ideas helps you find solutions to everyday challenges.
  • Make their day: Simple gestures of thoughtfulness, thanks and recognition make people feel appreciated and valued. When you make someone else feel good, you feel good too.
  • Choose your attitude: Choose how you respond to life, not just react. When you get up, decide who you want to “be” today. Ask yourself throughout the day “What is my attitude right now? Is it helping the people who I’m near? Is it helping me to do my best”

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. 

Health and Safety Statement of Intent

It is the policy of the Governing Body, 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.



Sports Funding Documents

Pupil Premium Documents

Statutory Documents

Safeguarding Documents