Statutory Information

Every local-authority-maintained school must publish specific information on its website to comply with the School Information (England) Regulations (2008), as amended by The School Information (England) (Amendment) Regulations 2012 and 2016 and other relevant legislation including the Equality Act 2010: advice for schools and the Children and Families Act 2014.

The information that we are required to publish can be found across our website, however for ease we have grouped all of the statutor information and related links below.

School Information

Contact Information

Katrina Walsh, Head of School
Eliot Bank Primary School
Thorpewood Avenue
London
SE26 4BU

Telphone Number: 020 8699 0586
Email: info@eliotbank.lewisham.sch.uk

SENCO Details

Hattie Emirali, SENCO
Eliot Bank Primary School
Thorpewood Avenue
London
SE26 4BU

Telphone Number: 020 8699 0586
Email: info@eliotbank.lewisham.sch.uk

Statement of Ethos and Values

Our Vision

Our vision is that every child will succeed. We are highly aspirational for all of our children and we do whatever it takes to enable them to overcome barriers to their learning. We are committed to fair and equal access to the curriculum for all children, regardless of their starting points and taking into account any additional needs they may have. We work together to give each individual child the best possible experience of school life.

We are committed to developing lifelong learners who value and exhibit qualities such as: resilience, aspiration, imagination, confidence & collaboration.

We focus on providing a safe and nourishing environment where children feel accepted, included and able to take on new challenges. With this in place, we know that we can instil a love of learning in our children.

In order achieve our vision we base our practice on the following strategies:

  • An inspiring and engaging curriculum which reflects our pupil’s world
  • Giving children ownership of their own learning and a role in planning a curriculum which reflects their interests and questions
  • Assessment for learning
  • A ‘brain-friendly’ approach based on what children need for optimal cognitive functioning
  • A strong behaviour policy based on mutual respect

(The above is taken from our Teaching and Learning Policy. The full document can be found in the policies section of the website or here)


Growth Mindset

At Eliot Bank, we know that pupils who have a positive attitude towards their learning will make good progress and be successful.

We want all our pupils to relish challenges, embrace their mistakes as part of the learning process, value the importance of effort, respond carefully to feedback and take inspiration from others. This will help them to achieve, not only with us, but also in their future lives as adults.

Central to this attitude and approach to learning, are the theories and proven evidence of Growth Mindset. This is a term coined by psychologist Carol Dweck and her research has identified the characteristics of learners with a fixed and a growth mindset:

Encouraging Children To Become Confident And Resilient Learners

Learn, explore and grow together. This is what we embed in all of our pupils at Eliot Bank.

We know that in order to fulfil the potential of our pupils and encourage them to become confident and resilient learners we, as a team of parents and staff, need to be modelling the mindset of a learner who is not afraid of making mistakes but who thrives upon them, knowing that this is all part of the learning process. The way in which we encourage children to learn and explore is vital to their success, not only at school but at home as well.

At Eliot Bank, we consistently endeavour to challenge and develop the attitudes of all pupils and staff towards learning by considering what makes a successful learner. We regularly discuss, in class, what kind of learners we want to be and how we can positively approach challenges inside and outside the classroom.

For further information on how to encourage confident and resilient learners at home, have a look at some of the links below.

Growth Mindset - Oxford Learning

Growth Mindset - BBC

Admissions

Nursery Admissions

Children born between 1st September 2017 and 31st August 2018 can start Nursery in September 2021.

Places at our Nursery are for either 30 or 15 funded hours per week, 6 or 3 hours per day respectively, Monday to Friday. Morning places are from 8.45am to 11.45am. Afternoon places are 12.30pm to 3.30pm. Full-time places are from 8.45am to 3.30pm.

Generally, you are eligible for 15 hours, but you may be eligible for 30 hours of free childcare. Please check the eligibility criteria by using the following link: - 30 hours free childcare - GOV.UK.

Applications can be made at any time after your child’s 2nd birthday.  To apply for a place in our nursery, please contact the school office on 020 8699 0586 and speak to Mrs Pritchard.

Nursery places are allocated to children within the nursery age range ( i.e. between 3 years and the start of the academic year in which they will be 5). We do not allocate places to children whose parents have delayed admission to reception class.

In line with Lewisham’s Admission Criteria, where there is over-subscription, priority is given to:

  • Looked-after children - children in public care , or being provided with accommodation by a local authoruty.  Confirmation of a child's looked-after status must be supplied by the allocated social worker or foster carer, along with a copy of the adoption order, care order or special guardianship order.
  • Medical or social need - children may be admitted to a school wehre they would not normally qualifiy for a place on the grounds ot their, or their family's, severe medical or social need. The application must be supported by a letter from a professional such as doctor or a social worker.
  • Siblings - children whose brother or siste attends the school on the closing date for applications and still be on roll at Gordonbrock at the intended date of admission.
  • Distance to School - if any places remain, unfilled priority will be offered to children who live closest to the school. Distance will be measured in a straight line using digitised mapping software.

Offers are made approximately 4 months before the September that a child would be due to start.  Unsuccessful applicants do not have the right of appeal but the child’s name can be placed on a waiting list.

Please note that a place in the Nursery does not guarantee a place in the Reception Class. You must apply separately at the appropriate time online to the Local Authority.

Reception - Starting School

Children born between 1st September 2016 and 31 August 2017 are due to start in a primary school in September 2021.

Applications can be made from 1st September 2020 to 15th January 2021.

Lewisham Council coordinate applications for Reception class places in primary schools within the Lewisham Borough.

Parents are advised to read the document: Applying to Start Primary School 2021-22 produced by Lewisham Council.

To apply for a Reception class place for their child parents should apply online directly to your home Local Authority (the borough where you live and pay council tax) at www.eadmissions.org.ukFor more information please see the document: Guidance For Applying Online.

Parents should apply for six mainstream state primary schools, which can be in our outside the Lewisham borough. Do not include fee-paying or special needs schools on your application as they have a seperate application process.

On the applications parents must be rank schools in order of preference.  Parents are advised to use all all six peferences and not restrict their application.  As it is not always possible to offer every child a place at one fo their preferrred schools, parents are advised to research a range of schools, including the one closest to your home address.  For more information about the preference system see the document: Applying to Start Primary School 2021-22.

Most schools in the borough will be oversubscribed,  Where there is oversubscription priority is given to:

  • Looked-after children - children in public care , or being provided with accommodation by a local authoruty.  Confirmation of a child's looked-after status must be supplied by the allocated social worker or foster carer, along with a copy of the adoption order, care order or special guardianship order.
  • Medical or social need - children may be admitted to a school wehre they would not normally qualifiy for a place on the grounds ot their, or their family's, severe medical or social need. The application must be supported by a letter from a professional such as doctor or a social worker.
  • Siblings - children whose brother or siste attends the school on the closing date for applications and still be on roll at Gordonbrock at the intended date of admission.
  • Distance to School - if any places remain, unfilled priority will be offered to children who live closest to the school. Distance will be measured in a straight line using digitised mapping software.

Once parents have completed the online application they will receive an automated email confirming receipt of your application and a reference number. They will also be able to make any changes to your application up until the January deadline.

National offer day is 16th April 2021. Online applicants will get the result by email during the evening of the 16th April 2021 from the Local Authority.

You will need to accept your offer direct to the Local Authority by 30th April 2021.  Offers should be accpted by logging into your account so it’s important to keep a record of your user name and password.

For more information about applying to start primary school please use the links below:

 Applying to Start Primary School 2021-22
 Important Dates

 How to Apply for a Primary School Place

 Deciding Which Primary Schools to Apply For

 The Preference System

 Supporting Evidence

 Admissions Criteria

 Last Years application and appeal rates

 Applying after the Closing Date

Delaying When Your Child Starts Primary School

Guidance for Appying Online 

Lewisham Council Website.

In-Year Admissions (all year groups)

Once the school year has started, applications for places in Year 1 -6 and reception, should be made online direct to Lewisham Local Authority - for more information click here.

Offers are made in accordance with the admission criteria as listed in the Reception Starting School section above. Offers will be made to you direct from the Local Authority. They will inform the school of any offers made.

The school will then contact you to arrange an induction interview with the Head of School. The Head of School will ask for all relevant details concerning the child’s health, welfare and previous attainment. The parent/carer will be given the opportunity to ask any questions they might have about the school. If there are no places available the Local Authority also hold the waiting list for these year groups.

Children with SEND

Most children and young people with special educational needs can get the support they need in mainstream schools.  However, some children need extra support through an education, health and care plan (EHCP).

There is a seperate application process for children with an EHCP.  For more information visit www.lewisham.gov.uk/special-educational-needs/admissions.  Alternatively contact the Children with Complex Needs Service on 020 9049 1475 or via email to sen@lewisham.gov.uk .

The school will then contact you to arrange an induction interview with the Head of School. The Head of School will ask for all relevant details concerning the child’s health, welfare and previous attainment. The parent/carer will be given the opportunity to ask any questions they might have about the school. If there are no places available the Local Authority also hold the waiting list for these year groups.

Further Infomation

For more information and advice on applying to start school or an in-year admission:

For independant advice you can contact ACE Education Advice on 0300 0115 142 (lines are open Monday - Wednesday, 10am - 1pm) or visit their website: www.ace-ed.org.gov.uk

Curriculum

Content of the Curriculum

Staff plan and organise the learning for each year group to ensure that there is continuity and progression. Our curriculum planning framework aims to provide a broad, balanced and exciting education set within the context of the National Curriculum.

At Eliot Bank, as we develop the curriculum, we make meaningful links between the different subjects. Although English and Maths are taught discretely at certain times of the day, they are also taught within a cross-curricular context.

Visits and visitors are seen as a vital stimulation for children’s interest and are closely linked with the contexts for learning. Each year group goes on one local trip every term and one that is further afield – into central London or out into the countryside. We also have termly visits from theatre companies, every year group works with the Dulwich Picture Gallery and we celebrate events such as World Book Day and National Science week by bringing in authors and experts to enhance our learning.

To find our more about how individual subjects at Eliot Bank use the links below:

Art

Computing & Design Technology

French

Geography & History

Literacy

Maths

Music

Physical Education

PSHE

Religious Education

Science

Phonics or Reading Schemes

The development of language and literacy is at the heart of everything we do at Eliot Bank. We want our children to leave primary school as confident and skilled readers, writers, listeners and communicators. Emphasis on this starts in Nursery and continues right the way through to Year 6.

A love of reading is encouraged and promoted throughout the school: every day, children are given time to enjoy books on their own or to hear stories. Each classroom has a reading area stocked with a whole range of fiction and non-fiction texts, which children can access throughout the day or borrow to take home. There is a real emphasis on the children being exposed to good quality texts from an early age.

A love of reading is also fostered in activities and events such as World Book Day, author visits and ‘buddy reading’ where older children read with younger children. Starting in Reception, children read in small, guided groups with an adult, where the focus is on decoding and comprehension.

Children at Eliot Bank learn to read through a mixture of individual, shared and guided reading sessions. The teaching of reading is personalised to all children’s needs and abilities and appropriate strategies are used to support next steps.

A home reading scheme is in place for all year groups throughout the school: children bring home books each week. In Reception and the beginning of year 1, the Oxford Reading Tree Scheme is used to support reading. As the children become more proficient at reading through Key Stage 1, they are given opportunity to choose from a wider variety of books, including high-quality picture books and short novels.

Reading journals are provided to children and include a variety of activities to support the love of books at home. These journals also provide parents with a means of communicating their child’s reading progress and habits at home with the class teacher.

Children receive short, fun daily sessions to develop their phonic knowledge. From EYFS to Key Stage 1, children are supported with their decoding skills for reading and writing in daily, differentiated phonic sessions. At Eliot Bank, we use the synthetic phonics programme, Letters and Sounds to support our planning and delivery of lessons. We also link handwriting and spellings to our daily phonics teaching. Letters and Sounds is also used to support lessons for children in year 3 and 4 who require extra support. Intervention lessons, for those who need additional support to get back on track, include Dancing Bears, Soundswrite and Lexia.

Writing is taught through Talk for Writing: an approach which develops speaking, listening, vocabulary and grammar as well as children’s creative writing skills. It has had a huge impact on our children’s literacy skills; their ability to be successful storytellers and the quality of their writing is astounding because of it. The method focuses on children learning quality texts off by heart so that rich language and structure is embedded and built upon in every year group. A range of fiction and non-fiction genres are taught throughout the year and writing toolkits are established so that children are aware of the features of different text types.

We are currently developing our teaching of spelling throughout the school and children are taught to spell through the use of a range of strategies, receiving at least three, short taught sessions a week.

We have a handwriting policy which is based on the cursive script. This is also taught in short sessions 2 – 3 times a week. Once children have mastered the joins, handwriting is linked to spellings.

Remote Learning Provision

Use the link below to find out more about our Remote Education Provison.  The document outlines the key information about the remote learning provision at the Eliot Bank school. 

The document includes provsion for weekly home learning, remote education provision for self-isolating pupils and remote education provision for larger groups of pupils in the event of a bubble closure or lockdown scenario.

How Can You Find Out More About The Curriculum

For generations, parents have found themselves visiting primary schools with their children only to hear themselves saying, “It’s not like when I was at school.” Things change quickly in education.

The following guide is intended to support parents of primary school children by providing an outline of typical content and some background information about how the curriculum and assessment works, hopefully it will help parents support their children in making the most of their education.

Pupils with SEND

At Eliot Bank Primary School, alongside quality first teaching and a broad and rich curriculum offer, we may provide additional and different provision in order to support children with Special Educational Needs and Disabilities (SEND). Our Inclusion team will oversee the assessment and support of all school based interventions. Our SENDCo manages the Inclusion team and coordinates liaison with external professionals, ensuring appropriate support and interventions are implemented and reviewed.

All interventions and provisions provided are personalised in order to ensure highly differentiated curriculum support. Alongside this, we also use rigorous systems to monitor pupil progress, aid academic and personal achievement and remove any barriers to learning. Our staff follow tailored and universal continuous professional development programmes, in order to aid a structured whole school approach to learning.

We also run a wellbeing programme for staff. This programme helps us to develop and sustain a healthy and supportive working environment for both staff and children to work and learn in.  In order to foster a culture of lifelong learning, curiosity and independent living skills in all of our learners, we may run alongside our universal curriculum.


Additional and Different Support for Children with SEND:

Communication & Interaction

  • Learning Support via our Inclusion Team
  • Speech & Language Therapy via Local Authority, TAs & Inclusion Team
  • Buy in private Speech and Language Therapist
  • Speech and Language Booster Sessions
  • Social Groups Training
  • Outreach Support via the Autism Outreach Team based at Drumbeat school.
  • Individual Workstations and Screens used as needed
  • Personalised Social Stories
  • Inclusive Learning  Environment
  • Parent Coffee Mornings: ASD

Cognition & Learning

  • Learning support via our Inclusion Team
  • Access Arrangements
  • Quality First Teaching
  • Specific Learning Difficulties Outreach Advisor Support and Assessment
  • Educational Psychology Advisory and Support via Local Authority
  • Speech and Language Booster Sessions
  • Sounds-Write Programme
  • Small Group Phonic Support
  • Small Group Literacy Support
  • Dancing Bears – 1:1 Phonics Programme
  • Lexia Programme
  • Mathletics Programme
  • 1:1 reading alongside reading intervention programmes
  • Dyslexia friendly strategies
  • Highly scaffolded differentiation and intervention support planning.
  • Diagnostic tools used to assess and support
  • Personalised arrangements for SATs and transition

Social, Emotional & mental Health

Sensory & Physical

  • Learning Support via our Inclusion Team
  • Occupational Therapy  and Physiotherapy via Local Authority, TAs and Inclusion Team
  • Sensory Aids and Resources to Support Learning in the Classroom.
  • Mobility and Care Plan Management.
  • Liaison with a range of Medical Professionals as needed
  • Sports Coach Programme
  • Medical care plan assistance via School Nursing Team
  • Get Active


Access to Supportive Environment:

Physical

  • Safeguarding Procedures in Place
  • DDA compliant

Virtual

Learning


Unique & Different Specialist School Service Offering:

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Universal Parent Liaison Offering: 

Communication

  • Parent Evenings
  • Learning Targets sent home termly
  • Parent Liaison Officer support as needed
  • Texts, Letters, Newsletters, Website and Phone Calls
  • End of Year Reports
  • Contact Books for some children
  • Learning Meetings

Events

Programmes

  • English for Speakers of Other Languages (ESOL) Learning and Support.


Caveat and Disclaimer: Due to the personalised and highly differentiated nature of our support for learners with SEND, the programmes listed above are subject to change.

Not every intervention will be available to every child with SEND. Allocation of specialist services and intervention will be dependent on need, funding and specialist teacher/service availability.

Performance Data

KS2 Performance Data

To view our End of Key Stage Performance Data use the link below.  The document includes the following:

  • % of pupils achieving the expected standard or above in reading, writing and maths
  • % of pupils achieving a high level of attainment in reading, writing and maths
  • Average progress in reading
  • Average progress in writing
  • Average progress in maths
  • Average scaled score in reading
  • Average scaled score in maths

*Due to the COVID-19 Pandemic the exam and assessment results for 2019/20 weren’t published as performance measures, therefore in line with governmnet requirements we continue to publish our 2018/19 data until new data is available.

DfE Performance Data

The Department for Education publishes School Performance Tables, that provide information on the achievements of pupils in local primary schools, and how they compare with other schools in the Local Authority (LA) area and in England as a whole.

Use the link below to access the DfE performance tables in order to find and compare schools.

 Dfe Preformance Tables

Ofsted

We are absolutely delighted to attach the report detailing the outcome of our most recent Ofsted Inspection.

Inspectors judged our school to be Outstanding in all areas with an Overall Effectiveness grade of Outstanding.

We are extremely proud of the report. Use the link below to access the full report.

Please take the time to read the full report as you will see how highly the inspection team regarded our school. Inspectors said they thoroughly enjoyed being in school.

Pupil Premium

Pupil Premium Funding Strategy

The Eliot Bank and Gordonbrock Schools Federation is committed to supporting all pupils to overcome any barriers to learning. The Federation recognises that our families have a wide range of needs and they also have many strengths. Our aim is to ensure that all children who are in receipt of the Pupil Premium Grant will make at least expected progress, achieving as well or better than those nationally. In addition to this we expect that all Pupil Premium Pupils will achieve as well as non- pupil premium pupils.

In 2018-19 diminishing the difference and supporting vulnerable children to build their academic resilience continues to be a key aspect of the School Improvement Plan.

To read our current Pupil Premium Strategy use the link below:

Pupil Premium Funding Impact

The Eliot Bank and Gordonbrock Schools Federation have a rigorous Assessment cycle that is overseen by two Deputy Heads with responsibility for curriculum and assessment and Inclusion. Progress of all Pupil Premium (PP) children is discussed at termly pupil progress meetings which include the Head of school, phase leader and class teacher. Any PP children who also have Special Educational needs are discussed again at a further meeting with the Special needs coordinator.

To read our Pupil Premium Impact Report for the last academic year use the link below:

Covid-19 Catch Up

Coronavirus (COVID-19) Catch-up Premium

The Eliot Bank and Gordonbrock Schools Federation is committed to supporting all pupils to overcome any barriers to learning.

The Federation recognises that many families are highly likely to have been affected by the COVID 19 pandemic, particularly by the school closures, and may need more support to return to school and settle back into school life.

Across the Federation, we have had to make adjustments to the organisational and logistical aspects of school life, however, we continue to have high expectations for our pupils and strive to ensure all pupils achieve their potential. This is why we will regularly review, evaluate and reshape the Covid Catch up fund strategies to ensure that we are maximising their impact on pupils’ progress across the school.

To read our current COVID 19 Catch Up Premium Strategy use the link below:

PE & Sports Premium

PE & Sports Premium Funding Strategy

P.E. and school sport play a very important part in the life at Gordonbrock and we are committed to ensuring that all our children enjoy the PE and sport activities that we offer at our school.

We believe that P.E. contributes to a child’s development and, through participation in sport activities, our children build and learn more about respect, tolerance, teamwork, resilience, friendship, trust and responsibility.

The introduction of the PE and sport grant has enabled us to further develop, strengthen and create a range of sustainable PE opportunities available to Gordonbrock pupils, in addition to and enhancing the weekly PE sessions which they already participate in.

PE & Sports Premium Funding Impact

To read our PE & Sports Grant Report 2019 - 2020 please use the link below.

Policies

Governance Information

Instrument of Government
Governing Body Structure
Governors' Details
Governors' Attendance at Meetings
Governors' Register of Interests

Financial Information

Schools Benchmarking Service

The Schools Financial Benchmarking service allows you to view a school's or academy trust's financial data and see how it compares with others.  Use the link below to access the data for Gordonbrock Primary School.

Schools Financial Benchmarking Service: Eliot Bank School

Individuals (if any) Earning Over £100k
The Funding Framework: Scheme for Financing School

The funding framework which replaces Local Management of Schools is based on the legislative provisions in sections 45-53 of the School Standards and Framework Act 1998.

This scheme sets out the financial relationship between the LA and the maintained schools which it funds. It contains requirements relating to financial management and associated issues, which are binding on both the LA and on the schools.

The Funding Framework: Scheme for Financing Schools (Lewisham Council Document)

Paper copies of any of the information on our website can be requested from the school office.