Mission Statement - Ide Primary School

WELCOME!
We hope you find this prospectus interesting and informative. If it does not answer
all your questions, or even if it has, please do come and see us, as you are always
welcome at Ide Primary School.
Ide Primary School
High Street
Ide
Exeter
EX2 9RN
Telephone/Fax: 01392 259964
Email: admin@ide.devon.sch.uk
Website: www.ideschool.org.uk

Mission Statement
To provide a safe, happy, challenging and stimulating environment, where children
can grow personally, socially and academically. We offer an innovative curriculum
underpinned by dedicated and imaginative teaching that develops a sense of purpose
and curiosity in learning that will be life long.
Aims
We aim to provide a rich and varied curriculum, inspired by stimulating teaching
and rooted in first-hand experiences.
We aim to be a good role model to children and set a positive example through
our interactions and the way we conduct ourselves daily.
We aim to encourage partnership within and across the community so that staff,
pupils, parents and citizens of Ide access an inclusive approach to learning.
We aim to promote a healthy lifestyle, enabling children to be well rounded
members of the community.
We aim to provide high quality pastoral care that is built on valuing and respecting
individuals with their own unique social and emotional needs.
We aim to embrace new technologies and use them to enhance children’s learning
and prepare them for life long learning.
2

Welcome!
A very warm welcome to Ide Primary School. This may be your first contact
with us and we would like to emphasise at the outset that at Ide we believe
that all children are important. We are concerned with the intellectual,
spiritual, moral and physical well-being of all the children in our care. This is a
happy school, where we work hard to
ensure that children and their families are
made to feel part of the school community
from the very start.
Why Ide?
Parents often choose Ide Primary School
because of its size, distinctive approach to
the curriculum and the value that it places
on knowing children as individuals. Parents
often select Ide because they wish to work
in strong partnership with the school for the
best of their children.
Despite only admitting 15 children per year
group the dedicated and committed
teaching team are able to offer a curriculum
and range of opportunities and experiences
envied by many larger schools.
Our mission statement is clear and sets out our main aims based around
developing the whole child so that they can be well rounded adults and take a
constructive place in society. We hope that children’s time with us will be full
of happy memories and that in later life they will look back on their days at Ide
as being amongst their happiest.
Ide is a popular and often over-subscribed primary school. Many children
travel from outside the village area. The school admits just 15 children into
each year group, organised into four classes. Class sizes range from between
15 – 32. We have 6 teachers, including the headteacher and 8 teaching
assistants
3

STARTING SCHOOL – Section 1
Whether your child joins us in the Reception class or at any other time during
their school career, they can be assured of a warm welcome. Our experienced
Reception teachers have a carefully constructed programme to aid transition.
Many children joining the Reception class will already be familiar with school
life and routines through close contact with the on-site pre-school – Ide
Childcare Trust. However a number of other children join us having attended
other pre-school providers and the school arranges a series of open sessions as
well as home visits for all children.
ADMISSIONS
All applications for a place at Ide should be made to the Local Authority (LA)
which operates a timetabled co-ordinated admissions procedure for all Primary
Schools in line with the government legislation. The LA will manage the
process on behalf of the school according to the scheme published each year.
The Governing Body, as the admission authority, will allocate the available
places in line with this policy.
www.devon.gov.uk/admissionsonline
ADMISSIONS CRITERIA
The criteria for admissions are as follows:
1. Children in care for whom this is the nearest suitable school.
2. Children living in the school’s designated area with a sibling who will be
attending the school at the time of admission.
3. Children living in the school’s designated area.
4

4. Children living outside the school’s designated area, but with a sibling
who will be attending the school at the time of admission.
5. Children living outside the school’s designated area.
SINGLE POINT OF ENTRY
From September 2011 there will only be one point of entry for all children
starting in the Reception Class which will September. There is also one
induction point for children which will commence in the September also. We
recognise that some parents of younger pupils may prefer a slightly more
staggered start. Therefore for pupils born between March 1 st and 31 st August,
there is the opportunity for them to start part time, by arrangement with the
school. These children are offered the opportunity to attend mornings only
until 12:15pm and increasing then to the end of the lunch period. All pupils are
expected to attend full time by the October half term.
NEW PARENT’S BREAKFAST
In June, before your child starts school, all parents are invited to a coffee and
croissant meeting during which you will meet with teachers, headteacher and
the office manager to learn a little more about school life and routines.
Informal visits before then are welcomed.
HOME VISITS
During the term before your
child is due to start school, a
teacher will come to see you
and your child at home. We
very much enjoy home visits,
as they allow us to meet the
children in their own
environment and we find that
parents and children also
appreciate them.
TASTER SESSIONS
Children are also invited to
attend three half day taster
sessions in July, either in the
5

morning or afternoon, to help them get used to some of the routines of school.
Children and parents are also invited to stay for a lunch and sample the
delights of a meal prepared by our caterers ‘Simply Lunch’.
SCHOOL DAY
The doors to school open at 8:40am and the whistle is blown at 8:50am when
children may enter classrooms. The register is taken at 9am. We ask that all
children are in the classroom at 8:50am, as this is a time to change reading
books and early morning work is set by the teachers.
Timings
8:50 – 10:15 am – Session 1
10:30 – 12:15 Key Stage 1- Session 2
10:30 – 12:30 Key Stage 2 – Session 2
12:15 – 1:30 – Lunch. Lunch starts at 12:30 for Key Stage 2.
1:30 – 3:30 – Session 3
CLASS STRUCTURE
Ide Primary School has a planned admission number (PAN) of 15. At varying
points during the their time with us children will be taught in a class with
children from another year group. Additionally children may also not be taught
in the same class as other children in their year group. Careful tracking and
monitoring of children’s progress by the school ensures that they continue to
make the progress expected of them and skilful teaching ensures that lessons
are well matched to the variety of need in any class. Class organisation is a
management decision and these decisions are based on the needs of the whole
school community. Our responsibility is to all the children and decisions about
class organisation are based upon teachers’ professional judgement as to the
class
that will suit
the child best.
6

Section 2 - COMMUNICATION
Good communication between home and school is important in helping us to
ensure that your child is happy at school. Please feel free to visit your child’s
class teacher after school and take the time to look at the displays.
Newsletters come out each Thursday and the school website
www.ideschool.org.uk is an additional source of information. Many parents
choose to receive newsletters by email. The ‘flashboard’ in the playground also
helps with last-minute reminders and information.
Particular care is taken to see that each child is introduced to the pattern of the
school day in a sensitive way. The headteacher and the reception teacher are
normally available at the beginning and end of the school day to talk about
how your child is settling in. All staff are available after school to talk about
news, events and celebrations or any concerns you may have. If a problem
should arise, we will discuss this and we hope that parents will let us know of
any concerns they have at an early stage.
Information relating to specific classes will be sent out by the class teacher and
may be displayed on the school notice boards. Please read all letters with your
child and return any slips as soon as possible. If you need the newsletter to be
sent to you by tape please let us know.
ABSENCE FROM SCHOOL
If your child is going to be absent for any reason , it is essential that you
contact the school by telephone, letter or personal visit. If a child returns to
school without an explanation for their absence, we will send home a standard
form requesting the reason.
HOLIDAYS
Establishing patterns of good attendance from the very beginning is important,
not only to ensure that your child gets the education they are entitled to, but
also to establish good habits for later working life. As a parent/carer you can
demonstrate your commitment to your child’s education by, whenever possible,
taking your holidays during the school holidays. We recognise that it is often
expensive to take a holiday during school breaks and that is why some parents
may ask for term-time leave for their child. However, it is important that
parents carefully consider the implications of taking their child out of school
7

during term time. We will probably refuse a request for term time leave if the
child’s attendance is below 90%. If your child has attendance below this level
then it is equivalent to having missed about a day each fortnight. We will also
not authorise holidays in May or September. This is due to Statutory
Assessment Tests (SATs) in May and the importance of your child settling into
their new class in September.
COMPLAINTS PROCEDURE
If you are anxious about any aspect of your child’s education, you should first
talk to your child’s teacher. They will endeavour to resolve the problem, but if
they are unable to do this then you may need to talk to the headteacher. If we
are still unable to resolve the problem, there is a more formal procedure and
you may write to the Chair of Governors. Full details of our complaints
procedure are available from the school office.
8

Section 3 - PARENTS IN SCHOOL
Parents are welcome! We want you to be involved in the life of the school and
the education of your child. Please come and see us whenever you can. We
hope you feel the atmosphere of the school is welcoming and that you can
approach us at any time.
INVOLVEMENT IN YOUR CHILD’S LEARNING AT SCHOOL
At the beginning of each term, class teachers will send out information on the
current terms topics, themes and activities. This enables you to extend the
activities at home, either in your own way or through the tasks sent home from
school.
We encourage children to bring home a variety of books, which we hope you
will read with them. These books will vary in style, content and difficulty, as
we want your child to develop a love of books and reading which will bring a
life-long pleasure.
HELPING IN SCHOOL
If you would like to help in school, either regularly, or occasionally, please
come and discuss this with your child’s teacher. You will need to have a CRB
check before you can start. Most parents at Ide have an additional
involvement in school life, and this is one of the unique features of the school.
Many of our governors are parents, we have an active parent association (FIS)
and parents are also frequent helpers on trips and help with learning in the
classroom. Additionally, some parents provide financial support through
donations or links with their employer. Some parents have a particular skill or
talent such as gardening, photography, football or sewing and run an after
school club.
9

CONSULTATION EVENINGS
Twice a year, parents are given an appointment with the class teacher. Your
child is encouraged to attend this interview with you. This is an opportunity to
discuss your child’s development, and to look at your child’s work and the
displays in the classroom. We also set targets which parents can support their
children with at home. For children in Reception and Year 1 reports are sent
home in the summer term; for all other children written reports are sent out in
the Spring term.
CURRICULUM EVENINGS
We have informal opportunities every year with a different curriculum focus
each time for parents to meet, talk and learn about the work their child is
doing.
CLASS ASSEMBLIES
From time to time each class leads an assembly to which parents are invited.
These are informal opportunities for children to share their learning with those
at home.
10

Section4 – THE CURRICULUM
The curriculum is one of the
important and distinctive
features of Ide Primary School.
We seek to provide children with
broad, balanced and rich
curriculum which is underpinned
by imaginative and dedicated
teaching.
a
The school seeks to develop an
integrated approach to teaching
which makes connections
between different areas of
learning and which embraces the
Every Child Matters agenda
through the school’s provision.
SCHOOL VISITS
We believe that educational
visits enrich and liven classroom
work.
Our wonderful location means
that many short excursions can
be made at no cost, but for
visits further afield we do
appreciate voluntary
contributions. The help of
parents or other adults who can
spare the time to accompany us on these occasions is essential. In Years 3,
4, 5 and 6 (Key Stage Two), we have a two- year rolling programme of
residential visits. We can help fund these for families who are on eligible
benefits and we also aim to give good notice of the visit to enable payment
by instalments.
11

For a small school you will find that children can access a range of extra
curricular activities that will equally match many larger schools. These
include football, netball, tag rugby, circuits, skipping, choir, maths club,
sewing, maypole dancing, film club and computer club to name but a few.
Some are run by parents. If you feel that you have a skill and wish to
contribute, or run a club and assist with one of the existing clubs, please do
speak to school.
THE NATIONAL CURRICULUM
LITERACY
Children’s development in Literacy is
considered by all staff to be of
paramount importance and is a
particular passion of the headteacher.
We have a very wide-ranging
language curriculum, with close
careful monitoring and recording of
the progress of each child in speaking
and listening, reading and writing.
We place much value on books and
promote the development of reading
greatly.
12

READING
Foundation and Key Stage One (KS1)
Children are heard to read every week by the teacher and often more by
other adults. This can be in either a one-to-one situation or through
group reading. We ask that you read/share a book every evening (some
people prefer morning) for ten minutes with your child. There is no doubt
that this helps progress immensely.
Key Stage Two (KS2)
Children are encouraged to read books, independently and change their
own books. To read a book on their own and then change it by
themselves is very good practice (especially at KS2) and is encouraging
their independent learning. There is a place for scheme/levelled books,
but there is also far more to reading, and the more enjoyment and choice
(their own!) that they have when they are young, the more likely they are
to read for enjoyment when they are older. Children will not be heard as
regularly by teachers as they become more fluent and independent
readers. They will also be doing lots of reading in other ways and reading
that requires far more skill than reading aloud.
The assessment of reading is continual, by hearing readers in KS1 and by
responses to questions at the end of KS1 and in KS2.
13

NUMERACY
In our teaching of mathematics, we aim to create an environment in
which children can acquire new skills and have fun exploring and
investigating all aspects of numbers (including algebra), measurements,
shape and data handling. Mental calculation is also given high priority and
parents can help children at home through supporting them to learn
number bonds and multiplication tables.
SCIENCE
A high priority is given to science work throughout the school. Children
are helped to develop science skills and acquire scientific knowledge by
engaging in relevant investigative activities. The wonder and excitement
of our world can be revealed through imaginative and creative science
teaching.
RELIGIOUS EDUCATION
In Religious Education we spend
a great deal of time helping
children to formulate questions.
These questions concern the
beauty and meaning of our
world, the children’s commitment
to it and all aspects of religious
belief. While our teaching is
mainly Christian-based, we also
emphasise the importance of,
respect for and interest in other
religions.
14

INFORMATION COMMUNICATION TECHNOLOGY (ICT)
We aim to develop children’s confidence and skills in using computers,
interactive whiteboards, digi-blues and digital cameras. Our set of 15
wireless laptops enables children to make regular and extensive use of
ICT to enhance their learning across the curriculum.
HISTORY
We aim to stimulate children’s curiosity about the past through a wide
variety of historical experiences, ranging from using family photographs to
visiting museums. Through this, the children will gain a widening
historical perspective on the world around them. Bringing history alive
through drama and role play, as well as handling and examining artefacts,
helps make the past more meaningful.
GEOGRAPHY
The children will experience being geographers by asking questions about
the world around them, distant places and the environment. They will
develop a range of geographical skills as they find answers through
practical observations, explorations and through the use of a variety of
reference materials.
DESIGN AND TECHNOLOGY
In Design and Technology, children are given the opportunity to develop
skills of enquiry, to think independently and to increase their
understanding of the environment. The children are encouraged to
discover how things work through direct experience and to design,
construct and evaluate products which perform a practical and specific
function.
15

PHYSICAL EDUCATION
The children participate in
gymnastics, dance, invasion
games, athletics, outdoor
activities and swimming.
Our excellent purpose-built
sports hall and large field
enable children to take
regular exercise. We aim to
encourage children to
develop skills which will
enable them to manage
their bodies, be creative
and work with other
children. We encourage
healthy lifestyles at every
opportunity and regular
exercise is one way of
achieving this.
MUSIC
All children are involved in composing, performing and listening to music
from different periods of history and cultures. There are also
opportunities for children to learn an instrument through a private tuition
system. Children can learn to play either the keyboard, fife, flute, or
recorder amongst other things. There is also a school orchestra open to
any child who plays an instrument.
16

ART
We give high priority to the teaching of Art and it is a strength of the
school. Every child at the school takes part in a wide range of art, craft
and design activities, working both individually and co-operatively. We
also feel it is important for children to appreciate and evaluate other
artist’s work, both past and contemporary, and to examine their own
responses to it.
PERSONAL, SOCIAL AND HEALTH EDUCATION
PSHE may be defined as all those aspects of the curriculum which
contribute to the personal and social development of the children. We
aim to cultivate awareness of and respect for both the environment and
the people within it. We teach the children to understand that their
school, its grounds and its facilities should always be used in a careful and
caring way and we extend this teaching to the wider community.
EQUAL OPPORTUNITIES
We are committed to an equal opportunities policy for all members of the
school. This means that each individual is treated with the same care and
consideration regardless of ability, disability, culture, gender, social
circumstances, sexual orientation, ethnic origin or religion.
17

SPECIAL EDUCATIONAL NEEDS
At Ide there are children of all abilities, some who may have special
educational needs - physical, intellectual or emotional. We believe that
they can only achieve their full potential if they are strongly supported by
school, home and outside agencies. If you wish to know more about
special educational provision in school, please speak to the headteacher.
The school has an inclusive approach and all pupils, regardless of ability or
need, are fully welcomed.
GIFTED AND TALENTED
The school has effective systems for identifying those children who have
particular gifts or talents. Opportunities are sought to extend and
challenge these children within the school curriculum and to provide
additional enrichment and extension through accessing local support
including links with West Exe Technology College.
COLLECTIVE WORSHIP
As a school we meet every day to worship, either in classes or as a whole
school community. On these occasions children are active participants,
celebrating and exploring different themes. We are also joined regularly
by ministers from local churches, and the active involvement and
awareness of a wide variety of faiths is also encouraged. Parents who
wish to withdraw their child from collective worship or Religious Education
may do so by notifying the headteacher.
SEX AND RELATIONSHIPS
There is an ongoing programme closely linked to the PSHE curriculum.
Starting in Reception it deals with friendships, changes and growing up
issues. Parents are invited to a viewing of the programme and may
withdraw their children if they wish.
18

HOMEWORK
The school has a homework policy which, at the earliest stages, starts
with hearing children read each day. As children progress through school
so the demands placed on them in terms of homework, the quality and
quantity increases. Each child has a yellow reading log in which parents
and children are expected to record their child’s reading and to encourage
a dialogue between home and school.
19

Section 5 - YOUR CHILD’S WELL-BEING
In order to benefit fully from school life, children need to be helped to feel
healthy, comfortable and as safe as possible while they are with us.
Caring for all their needs is important to us.
MEDICATION
It is important that we know about any allergies or past medical history
before your child starts school. For health and safety reasons we are not
encouraged to administer medicines to children in our care. However,
there are two sets of circumstances which may require our co-operation in
this matter:-
1. Children with chronic illnesses or long-term complaints e.g.asthma,
diabetes or epilepsy.
2. Children recovering from short-term illnesses who are receiving a
course of antibiotics etc.
When possible we ask the parent/carer to administer drugs. If that is not
possible, and the staff are required to assist, the following procedures are
used:
∗
∗
Only prescribed medicines should
be brought to school by the carer.
These should be delivered
personally to the class teacher or
teaching assistant.
A signed permission form is to be
completed by the parent, stating
name, dose and frequency. This
is retained in school. Blank forms
are available from the office.
MEDICAL SUPPORT
Our school nurse makes medical checks
in relation to your child’s good health,
hearing and teeth.
20

Our school nurse is based at West Exe Children’s Centre and she visits
each child when they are five years old. The school also participates in
weight and height checks for 11 year olds.
Any concerns you have about aspects of your child’s health should be
addressed to your child’s teacher or the headteacher.
COUNSELLOR
Development of the whole child is of importance to
us at Ide and to support children’s general well
being, our counsellor Bridget, comes into school
one afternoon a week. Many children take time to
talk about worries or concerns at home or school
and discussions about friendships is a popular topic.
Children and parents can request time with the
counsellor. This is a confidential meeting. However, not all discussions
are confidential particularly if a child makes a sensitive disclosure or are at
risk.
SCHOOL MEALS
We are particularly fortunate to have our lunches provided by ‘Simply
Lunch’ which operates from The Rodean Restaurant at Kenton. These
high quality, locally sourced meals are very popular amongst the children ,
staff and parents. Simply Lunch vouchers can be purchased in booklets
weekly or half termly from the school office and a monthly menu is
available for children to select individual days to eat a hot dinner if they so
wish. Children may choose to have school dinners or a packed lunch, or
may go home for lunch. Water is provided but children may bring their
own drinks to school provided they are in plastic containers or cartons.
For those children having a packed lunch we ask parents to support the
school’s policy on healthy eating.
21

SNACKS
If you wish, your child may bring a piece of fruit/vegetable or fruit drink
for morning break. The younger children (Key stage 1) are given a piece
of free fruit each day. We do allow not crisps, biscuits or bars of any
description.
SCHOOL CLOTHING
Parents are asked to dress their children in our school uniform and PE kit
(please see the list at the back of the prospectus). Through wearing a
uniform we develop a
sense of identify as a
school. School uniform
may be purchased by
placing orders through
school office. Please
could we ask you not
to allow your children
to come into school
wearing trainers. We
would like to maintain
a smart uniform and
shoes form an
important part of this.
PE kit may be brought
into school in a
drawstring bag and
children may bring in
tracksuits to wear
over the top of it
when it is cold.
All clothing must be clearly and permanently marked with your
child’s name.
JEWELLERY
If your child has pierced ears, then a simple stud may be worn. We
discourage children wearing any other jewellery in school. A watch may
22

e worn if the child is capable of looking after it sensibly, but this must be
removed for PE.
HAIRSTYLES
The colour of children’s hair should be natural and undyed with no skin
heads or tramlines.
UNIFORM
Girls:
o
o
o
o
o
Navy or grey skirt/pinafore dress or trousers.
White/navy blouse/polo shirt
Green sweatshirt with logo
Green check dress for the summer months
Sensible plain coloured shoes (not trainers or boots)
Boys
o
o
o
o
Navy/grey trousers
White or navy shirt/polo shirt
Green sweatshirt with logo
Sensible plain coloured shoes (not trainers or boots)
PE Uniform
o
o
o
Black or navy cotton shorts with elasticated waist
Green T - shirt with logo
Plimsolls or trainers
(For Health and Safety reasons children usually do dance and gymnastics
in bare feet)
We still do outdoor games during winter, so children may prefer to bring
jogging bottoms in the colder weather.
23

All PE equipment should be kept in a drawstring bag – not in a large
sports bag or plastic carrier, as space for storage is limited.
ART APRON
An old shirt with shortened sleeves, elasticated at the waist and worn
back to front, makes an ideal overall.
Please ensure that all items of clothing are clearly marked with
the owner’s name. We make every effort to return lost property
to its owner, so please speak to your child’s teacher when
personal items go missing.
PERSONAL POSSESSIONS
Special toys can sometimes help anxious children early on in their school
life, but once children have settled in at school, we ask them not to bring
toys or personal possessions unless to do with the topic at school.
LOST PROPERTY
If your child loses something and it cannot be found in the classroom,
please check in the brown container at the end of the hall as unnamed
items of clothing found around school will be put in there.
FIRE PROCEDURE
Procedures for vacating the school in the event of a fire are displayed in
key areas. Fire drills are carried out every half term and once a year at
lunchtime.
24

SMOKING
No smoking is allowed on the school premises.
SAFEGUARDING CHILDREN
The welfare of our children and young people is crucial to the future wellbeing
of our society. We know that abuse and neglect in childhood can
cause long-lasting damage with consequences into adulthood. The safety
and welfare of our children is of paramount concern to us. The child
Protection Officer is Mr Millar and in his absence Mr Martin deputises.
BEHAVIOUR
The school has high expectations for behaviour whilst children are on the
premises or at any time that they are representing the school. There are
a set of rules for the playground and for general conduct around the
school. Whenever children’s behaviour falls below that expected they are
given a warning; if their behaviour continues then they are given a ‘yellow’
card warning and their name is put on the board. If their behaviour
continues they are then given a ‘red card’ warning. When children receive
a red card warning they need to go to timeout at lunchtime, where they
sit quietly for an age appropriate number of minutes. If a child is in
timeout three times within two weeks then parents are notified and asked
to come into school.
25

TO AND FRO – Section 6
Getting to school in the morning can be difficult and going home in the
afternoons can be tiring, but it can also be fun and interesting - a time to
talk about the day ahead or a time to catch up on each others news.
TRANSPORT
Parents are responsible for their child’s safety on the journey between
home and school.
PARKING
First thing in the morning and at the end of the school day, car parking is
a problem. Please do not park on the zig- zag lines or double park, as this
obscures the view of pedestrians and can be very dangerous. In order to
keep our school safe, we encourage families to park a little way away
from the school and walk the rest of the way.
WALKING BUS
What better way to get to school than to join the walking bus? The bus is
a highly social way of getting to school and children just need to register
by completing one for the forms and returning it to the office. The
walking bus
leaves the
Twisted Oak
pub car park
each
morning.
Parents who
use the bus
are asked to
act as
marshalls
once a week
and walk
with them
on the bus.
26

CYCLING
Children may cycle to school when they have passed Level 2 road
awareness which is run in Year 6 by ‘Bikeability’. Children must have
permission from their parents and the school. They must wear a cycle
helmet and be able to lock their bike securely. Other children may cycle
only if accompanied by an adult and wearing a helmet.
27

THE WIDER COMMUNITY – Section 7
We are very lucky to enjoy the close community spirit of this small
village. We take pride in our strong links with the community. The
whole school benefits from the interest taken in Ide Village by our friends
and neighbours. As a result our children learn the importance of society
in its widest sense.
THE GOVERNING BODY
Our governors take an active interest in all aspects of school life. The
governing body is legally responsible for the overall running of the
school and its role includes:
• Parent Governors who are
elected from and by parents
of children of the school
• DCC Governors, who are
appointed by the LA
• A teacher who is elected from
the staff by other teachers
• The Headteacher
The Parent Governors are your
representatives. Please feel free
to approach them, not only for
information or advice, but also
with any positive ideas you may
have.
Meetings are held at the school at least once a term. They are open to
anyone who wishes to attend as an observer, although visitors may be
asked to withdraw for the discussion of confidential matters.
28

F.I.S. (Friends of Ide School)
All parents are automatically members which also consists of other people
interested in the well-being of the school. They give their time in various
ways to help the school; some come into school to help class teachers or
to share books with children; others help on educational visits. From
within the group, a fund raising committee is formed to organise events to
raise money for special purchases.
LINKS WITH THE PARISH CHURCH
Ministers regularly attend assemblies at the school and we celebrate many
festivals in local churches. We are open to all faiths and encourage
representatives from different faiths to visit the school.
CONNECTIONS
We enjoy and benefit from our close links with students and staff from
West Exe Community College, which many of our children go on to attend
at the age of 11. Additionally, we work in close partnership with Exeter
University and the University of Plymouth. Visits are welcome from people
in all fields, especially those connected with the arts or the environment
and the children find such visits both entertaining and stimulating.
29

Key Stage Results
KEY STAGE 1 COMPARATIVE REPORT
This table shows a summary of the National Curriculum assessment results of pupils in
the school (2010) and nationally (2009) at the end of Key Stage 1, as a percentage of
those eligible for assessment.
The number of eligible children is: 12
Figures may not total 100 per cent because of rounding.
RESULTS OF TEACHER ASSESSMENT
Percentage at each level
W 1 2 2C 2B 2A
3 or
above
Disapplied
Children
Absent
Children
Speaking
and
listening
Boys 0 0 83 17 0 0
Girls 0 0 67 33 0 0
Whole School 0 0 75 25 0 0
National 2 11 65 21 0 0
Boys 0 0 0 50 33 17 0 0
Reading
Girls 0 0 0 0 50 50 0 0
Whole School 0 0 0 25 42 33 0 0
National 3 13 12 22 24 26 0 0
Boys 17 0 17 50 17 0 0 0
Writing
Girls 0 0 0 0 50 50 0 0
Whole School 8 0 8 25 33 25 0 0
National 4 15 21 28 20 12 0 0
Boys 0 17 17 33 17 17 0 0
Maths
Girls 0 0 0 0 67 33 0 0
Whole School 0 8 8 17 42 25 0 0
National 2 8 16 26 27 21 0 0
Science
W 1 2 2C 2B 2A 3 or
U
above
Boys 0 17 50 33 0
Girls 0 0 67 33 0
Whole School 0 8 58 33 0
National 2 9 67 22
W represents children who are working towards level 1, but have not yet achieved the standards needed for
level 1.
U represents children for whom it is not possible to determine a level.
30

KEY STAGE 2 COMPARATIVE REPORT
These tables show the percentage of year 6 pupils achieving each level in 2010, compared to national
end of key stage 2 teacher assessment levels and test results for 2009.
The number of eligible children is: 15
Figures may not total 100 per cent because of rounding.
TEACHER ASSESSMENTS
Percentage at each level
English
Maths
Science
W 1 2 3 4 5 6
Pupils
disappl
ied
Pupils
absent
School 0 0 0 13 33 53 0 0 0
National 1 1 4 15 49 30 0 0 0
School 0 0 0 20 33 47 0 0 0
National 0 1 3 15 46 33 0 0 0
School 0 0 0 7 40 53 0 0 0
National 1 1 2 11 48 38 0 0 0
TEST RESULTS
Percentage at each level
English
Reading
Writing
Maths
Below
level 3*
3 4 5
Pupils
not entered #
Pupils
absent
School 0 7 40 47 0 0
National 6 14 51 29 0 1
School 0 7 27 60 0 0
National 7 7 38 47 0 1
School 0 13 73 7 0 0
National 5 27 48 19 0 0
School 0 0 53 40 0 0
National 5 15 44 35 0 1
31