We have high expectations about pupil conduct and this is reflected in our Behaviour Policy. Our behaviour policy promotes respect for individual differences and does not tolerate prejudice and discriminatory behaviour.

Discussion in RE, PSHE and P4C lessons at an age appropriate level gives pupils opportunities to consider the reasons for and the consequences of religious and racial intolerance and prejudice-based bullying. Through RE and PSHE lessons we also help children to understand why discriminatory behaviour is wrong and discuss differences between people such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations.

Through links created with our local church, children are given the opportunity to learn about and learn from religion. By learning how and why people believe in different religions, children are able to understand and accept other religions. Reverend Whatmore provides regular assemblies about Christianity and teaches children about how and why Christians pray and celebrate God. Children have also visited the local church and participated in a range of activities linked to Christianity.

School council - Pupils have the opportunity to have their voices heard through our School Council. It promotes the democratic process, fosters the concept and application of freedom of speech and group action to address needs and concerns. The election of two children from each year group takes place each year and is organised through pupil vote. Volunteerism - We encourage volunteerism in and out of school. This includes Year 6 ‘buddies’ for reception children, Junior road safety officers, house team leaders, lunch helpers, and also raising money for national charities. Sharing ideas - Throughout the school we encourage children to share their ideas and thoughts about any subject being taught. We also encourage the development of the children’s ability to learn how to argue and defend points of view.

Children are taught how to keep themselves safe in different environments, including online. This is done through computing lessons, assemblies and outside organisations such as the NSPCC. Children also participate in a range of activities to promote anti-bullying during Anti-bullying week. Celebrating individual achievements – Children are given the opportunity to share their individual achievements in our weekly ‘celebration assemblies’. Mutual respect and tolerance of those with different faiths and beliefs

The importance of laws, including those governing the individual, the class and the whole school, are consistently reinforced throughout the school year. The children understand these laws as rules. Pupils are taught the values and the reasons behind British laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. They also understand that working within the agreed rules brings its own rewards and this is demonstrated in our achievement rewards system, ‘Head teacher awards’ and ‘Celebration assembly’ which is held every Friday afternoon. Golden rules - At the start of each school year, teachers work with their class to draw up age appropriate rules that all class members agree to. Junior Safety Officers – Our junior safety officers deliver assemblies and promote competitions throughout the school for subjects such as road safety and electrical safety. They also work with the school council to promote recycling through the introduction of our new recycling bins in the playground and reducing our energy usage in school. Bike ability – Year 4 children are given the opportunity to take part in a bike ability course, allowing them to gain practical skills and understanding how to cycle on today’s roads. Professional visits – The local police officers/fire brigade visit the school to talk to the children, explain their role in society and promote safety both in and outside of school.

Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our E-safety lessons, Safety weeks, SEAL and PSHE lessons. Whether it is through choice of challenge or working partners, choice of how they record their work or of choice of participation in our numerous extra-curricular clubs and opportunities. School council - Pupils have the opportunity to have their voices heard through our School Council. It promotes the democratic process, fosters the concept and application of freedom of speech and group action to address needs and concerns. The election of two children from each year group takes place each year and is organised through pupil vote.

Behaviour policy - The importance of laws, including those governing the individual, the class and the whole school, are consistently reinforced throughout the school year. The children understand these laws as rules. Pupils are taught the values and the reasons behind British laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. They also understand that working within the agreed rules brings its own rewards and this is demonstrated in our achievement rewards system, ‘Head teacher awards’ and ‘Celebration assembly’ which is held every Friday afternoon. Golden rules - At the start of each school year, teachers work with their class to draw up age appropriate rules that all class members agree to. Junior Safety Officers – Our junior safety officers deliver assemblies and promote competitions throughout the school for subjects such as road safety and electrical safety. They also work with the school council to promote recycling through the introduction of our new recycling bins in the playground and reducing our energy usage in school. Bike ability – Year 4 children are given the opportunity to take part in a bike ability course, allowing them to gain practical skills and understanding how to cycle on today’s roads. Professional visits – The local police officers/fire brigade visit the school to talk to the children, explain their role in society and promote safety both in and outside of school.

feel safe and valued as part of a caring community that celebrates success. be independent thinkers / learners who are able to seek solutions creatively inspire an ‘enquiring’ mind and ask questions. be confident enough to take risks in our learning. experience and actively participate in a relevant, enjoyable curriculum. allow the curriculum evolve to meet the needs of all. be able to listen and articulate responses showing consideration to others. be polite and courteous. be proactive in our responsibilities towards the community. study society, the environment and economy, linking ‘real life’ with our learning. understand and respect diversity. be aware of and recognise our own learning needs and plan our future steps. develop a sense of self-esteem: be well balanced and healthy individuals. The information below shows what we are doing to promote British Values throughout our school.

Tolerance of those with different faiths and beliefs is encouraged also through our ethos of respect and through enhancing pupils understanding of their place within a culturally diverse society. Within our RE curriculum we study the background and practices of a range of faiths including Christian, Hindu, Sikh, Muslim and Jewish faiths.

As cited in Personal Social and Emotional Development as part of the focus on managing feelings and behaviour: Ensure that children understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong. Collaborate with children to create the rules and the codes of behaviour, for example, to agree the rules about tidying up and ensure that all children understand rules apply to everyone.

As part of the focus on self-confidence & self-awareness and people & communities as cited in Personal Social and Emotional development and Understanding the World Children should develop a positive sense of themselves. Provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning. Encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions.

To add a new As part of the focus on self-confidence and self-awareness as cited in Personal, Social and Emotional Development:Encourage children to see their role in the bigger picture. Encourage children to know their views count,value each other’s views and values and talk about their feelings, for example when they do or do not need help.When appropriate demonstrate democracy in action, for example, children sharing viewson what the theme of their role play area could be with a show of hands.Support the decisions that children make and provide activities that involve turn-taking, sharing and collaboration. Children should be given opportunities to develop enquiring minds in an atmosphere where questions are valued.question go to app settings and press "Manage Questions" button.

As part of the focus on people & communities, managing feelings & behaviour and making relationships as cited in Personal Social and Emotional development and Understanding the World: Create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community. Children should acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences. Encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions. Promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.

When organising school trips or visits to enrich the curriculum and the educational experience of the children, the school invites parents and carers to contribute to the cost. All contributions are voluntary. If we do not receive sufficient voluntary contributions, we may cancel a trip. If a trip goes ahead, it may include children whose parents or carers have not paid any contribution. We do not treat these children differently from any others. If a parent wishes their child to take part in a school trip or event, but is unwilling or unable to make a voluntary contribution, we do allow the child to participate fully in the trip or activity. Sometimes the school pays additional costs in order to support the visit. Parents and carers have a right to know how each trip is funded, and the school provides this information on request. The following is a list of additional activities, organised by the school, which require voluntary contributions from parents and carers. This list is not exhaustive: visits to museums; fieldtrips and research visits; sporting activities which require transport expenses; outdoor adventure activities; visits to or by a theatre company; school trips abroad; musical events.

PE funding supports extra PE provision form external providers.The school is sometimes able to secure the services of a further qualified sports coach. It is necessary for the school to make a charge for this service and so children attending these sessions may be asked to contribute financially toward the cost of the coaching session. The school does routinely offer additional football coaching after school.

The school organises swimming lessons for all children in Key Stage 2. These take place in school time and are part of the National Curriculum. We make no charge for this activity unless absolutely necessary to ask for a contribution. We inform parents and carers when these lessons are to take place, and we seek the written permission of parents or carers for their children to take part.

We at Eaton Primary School are the Data Controller for the purposes of the Data Protection Act. We collect information from you, and may receive information about you from your previous school. We hold this personal data and use it to: support your children’s teaching and learning; provide appropriate pastoral care, and monitor and report on your children’s progress; assess how well your school is doing. This information includes your contact details, national curriculum assessment results, attendance information, characteristics such as ethnic group, special educational needs and any relevant medical information. We will not give information about you to anyone outside the school without your consent unless the law requires us to do so. We may pass on personal information for child protection reasons or to other relevant agencies or partners. We are required by law to pass some information to the Department for Education (DfE), and in turn, this will be available for the use the Local Authority. If you want to see a copy of the information we hold and share about you then please contact the School’s Data Protection Officer (for details see the school’s Data Protection Policy). If you require more information about how the LA and/or DfE store and use this data please go to the following websites: www.cheshirewestandchester.gov.uk www.education.gov.uk If you are unable to access these websites, please contact the LA or the DfE as follows: Public Communications Unit, Department for Education, Sanctuary Buildings, Great Smith Street, London SW1P 3BT, Email: www.education.gov.uk Contactus,tel: 0370 000 2288 The Data Protection Officer, Cheshire West and Chester Council, HQ, 58 Nicholas Street, Chester, Cheshire CH1 2NP, e-mail: foiwest@cheshirewestandchester.gov.uk , tel: 0300 123 8 123

All children study music as part of the normal school curriculum. We do not charge for this. There is a charge for individual or small-group music tuition, since this is an additional curriculum activity, and not part of the National Curriculum. These individual or small-group lessons are taught by peripatetic music teachers. There is a charge for these lessons mpayable to the provider, but parents and carers in receipt of state benefits are exempt from payment. We give parents and carers information about additional music tuition at the start of each academic year.

All the education we provide during normal school hours is at no charge to pupils. We do not charge for any activity undertaken as part of the National Curriculum. However, we may charge for some additional extra activities such as individual or small group music tuition. Aims and Objectives The aims of this policy will: set out what the school will not charge for, what it will make a charge for or request a voluntary contribution from parents/carers; clarify how charges will be determined, so parents and carers understand why requests for payment are sometimes made for some activities.

If the school organises a residential visit in school time, or mainly in school time, which is to provide education directly related to the National Curriculum, we do not make any charge for the educational expenses. However, we do suggest a voluntary contribution to cover the costs of board and lodging and travel expenses if by coach, although parents and carers who receive state benefits are exempt from this charge. If we cannot raise sufficient funding through these voluntary contributions, the visit may have to be cancelled, and that aspect of the curriculum would have to be covered in other ways.

LA Governor I have been a local authority governor at Eaton for 6 years. I have a link role to science and design and technology. The reason I wanted to be a governor was because I am passionate about education. I wanted to be a critical friend to the school and help them maintain their outstanding OFSTED. My background is mainly in science having worked as a research scientist after university and then in chemical sales. Next I completed my post graduate certificate in Education and taught chemistry in a number of schools including locally at Tarporley High and Sandbach Girls. I run my own education consultancy business and a wellbeing and sports therapy business. I am a member of Weaver Valley cycling club and also enjoy running. Curriculum Link Governor Science and design and technology, meet termly. Current term of office 21st March 2017 – 20th March 2021 Disclosure of conflict/pecuniary interest – Completed.

Co-opted Governor "I was appointed as a community governor in 2011 (guessing a bit here...). Living in Eaton, I have been a Mathematics teacher (though mainly retired now) for 37 years. As well as a knowledge of education gained as a practitioner and manager during my career, I have also gained a valuable insight from my role as the county district secretary of one of the major teaching unions. An ability to add up qualifies me to be chair of the Finance sub committee!" Curriculum Link Governor Mathematics, meet half termly. Current term of office 6th May 2015 – 5th May 2019 Chair of The Finance Committee. Meeting Attendance 2015-2016 1/1 Member of Teaching & Learning Committee. Meeting Attendance 2015-2016 1/1 Member of Good Governance Committee. Meeting Attendance 2015-2016 1/1 Full Governors Meeting 2015-2016 Attendance 1/1 Disclosure of conflict/pecuniary interest – Completed.

Parent Governor I joined the Eaton Governing body as a parent Governor in December 2018 so that I could learn more about the lovely school my two children attend and become actively involved in decisions around its future success and development. After only a few months in the role I am learning quickly and feel privileged to be a part of such a dedicated, hard working team of staff and volunteers. My background is in administration and project coordination and my husband and I currently run our own business. I hope that my skills and experience will allow me to support and challenge the decisions being taken, in the very best interests of all the children who come to Eaton so they can flourish in a happy, inclusive environment.

Co-Opted Governor District Judge Marilyn Mornington FRSA, FWAAS has been a Family and Civil Judge for 25 years . She has a lifetime interest in developing the response to the abuse of women , children and the vulnerable. She has led numerous national and International bodies, She is due to retire later in 2019 and plans to spend her time caring for her 2 small grandchildren and having the chance to get more involved in the local community, Her hobbies are ballroom and Latin dancing , walking her 2 terriers and the theatre, She is also a lifelong Evertonian

Parent Governor I joined the governing body in December 2017 as a parent governor, having previously spent six years as a governor at a small rural primary school in Yorkshire. I have three children and my youngest is in Year 5. My background is in education and special educational needs. I have been a secondary school English teacher and also a Speech and Language Therapist and have worked for several health authorities in the North of England. I also worked for the Early Years Advisory Service while in Yorkshire, supporting 0-3 year olds with complex additional needs. I am currently applying to retrain as a social worker. I am a member of the Leadership, Management and Governance Committee and the Teaching and Learning Committee. I hope in my role as a parent governor, I can help the school to continue to provide all our children with an outstanding education in an inclusive environment, where all pupils can thrive and achieve their best. Curriculum Link Governor for English, SEND and EYFS, meeting termly

Co-opted Governor I became a school governor in the summer term of 2017. I live in Eaton directly opposite the school and can hear lots of fun things going on from my garden in the summer months and wanted to get involved ! I have 2 grown up children who both went to playgroup and school in Tarporley. During their younger days I was on the committee of the Done room Playgroup and actively involved in planning events and fund raising. I currently work for the mental health charity Mind at a small drop in centre in Winsford where I work with an interesting and diverse group of people. Prior to this I spent many years working in learning disability services for Cheshire East Council and Cheshire County Council. Although I have worked mainly with adults I feel that the knowledge and skills I have learnt over the years are transferrable and I am passionate about social inclusion, celebrating people's differences and challenging prejudices and discrimination. Curriculum links: PHSE and RE Current term of office:- July 2017-July 2021 Disclosure of conflict/pecuniary interest- Completed Member of Leadership and Management sub committee

Parent Governor I became a Parent Governor in October 2014 and I am currently the Chair of the newly formed Building & Maintenance committee as well as being a member of the Leadership & Management committee and Curriculum link Governor for ICT and PE. I have had an active roll in the build committee from start to finish and always try to help with School open days and PTA events. I moved to Tarporley over 5 years ago, originally coming from Manchester. I am Married to Jacinta who is actively involved with the PTA at Eaton and we have two children at Eaton Primary School, Kobe and Ryder. My career path is Welding, and I am currently the Director of Operations / Company Secretary of a large German based company, where I have worked for 30 years, which has given myself the opportunity to travel to countries like China and India. Outside of School is taken up with my children, my grandchildren and Manchester United. I am also a football coach at Bunbury Junior FC looking after years two, one and reception. Curriculum Link Governor ICT and PE, meet termly. Current term of office 7th Oct 2014 – 6th Oct 2018 Chair of Building and Maintenance Committee Member of Leadership & Management Committee. Disclosure of conflict/pecuniary interest – Completed.

Co-opted Governor I became a community governor at Eaton in 2010. I stepped down as the Chair of Governor in September 2017 after 4 years in the role, prior to that having been Vice Chair for two and a half year. I sit on all of the committees. I am married with three children, the younger two currently at Tarporley High School. Until July 2017 I was also a Parish Councillor, I feel this has had huge benefits for the school and the community with projects like the youth club and the play and games area. This project is one I have been involved in and is an excellent example of a jointly beneficial venture. My background is design based having studied fashioned degree level; I worked in the clothing industry designing garments for many high street retailers. I have vast experience of working with retailers and manufacturers worldwide and both UK and offshore production. Currently I work for Edsential as a clerk to Governors. I became a governor because I firmly believe every child deserves the best possible outcome, to be the best they can be, and reach their full potential. Disclosure of conflict/pecuniary interest – completed

Co-opted Governor I was honoured to become a co-opted Governor at Eaton Primary School in early 2018, a School which thanks to the hard work of all the staff, pupils and Governors is an outstanding School. As a parent of two children at Eaton, I am passionate about the quality of their education, the environment in which they learn, and the enrichment of their Primary School experience, as I strongly believe it forms the foundation of their academic experience. It was for this reason that I joined the Eaton Primary School PTA and ultimately became Co-Chair for two years. Having now passed on the PTA “baton” I see the role of Governor as an opportunity to once again become involved in the School and its development. I have a degree in Law and Business (BA) and am a qualified Solicitor with a focus on commercial practice , employment and litigation. I see my position as Governor as an opportunity to support the School in its drive for the highest standards of education, continued development and growth, and assist in maintaining its outstanding OFSTED rating. It is also a fantastic opportunity to have an active involvement in my children’s education. Member of Finance Committee Member of Building and Maintenance Committee Curriculum Link Governor Music and MFL, meeting termly.

Co-opted Governor A governor since 2006. My subject link role is with History and Geography and I meet termly with the curriculum leaders of these subjects. Having spent my working life as a teacher I became a governor because I wanted to continue to maintain contact with children in a learning environment. My years of experience teaching in high schools in Cheshire, Yorkshire, Birmingham, New York and Hong Kong have given me a broad understanding of education and I wanted to be able to use this knowledge for the benefit of the present generation of school children. My areas of expertise lie in sport, geography, personal and social education and counselling. I also have qualifications in T.E.F.L. (teaching English as a foreign language.) My final teaching post was as Deputy Principal at a British International School in Hong Kong. Outside school I was a Samaritan volunteer, a charity worker for Oxfam and a marriage and personal counsellor for an organisation akin to the U.K.’s Relate counselling service. Since returning to U.K. in 2001 I have lived in Eaton with my husband John where we are both active in the life of the community. Current term of office 6th May 2015 – 5th May 2019 Disclosure of conflict/pecuniary interest – completed.

The Full Governing Board meets seven times per year and has four main functions: - To ensure a clarity of vision, ethos and strategic direction - To hold the Head Teacher to account for the educational performance of the school and its pupils - To oversee the financial performance of the school and to make sure that its money is well spent - To ensure that the Governing Board operates efficiently and effectively The Board is Chaired by Sean Gardner, Co-opted. The Vice Chair is Paul Healey. Co-opted. Chair of the Finance Committee. Head Teacher: Andrew Davies. Member of all Committees. Andy Hallows. Parent. Chair of the Building Maintenance Committee. Julie O'Shea. Co-opted. Claire Fox. Co-opted. Sean Gardner. Co-opted. Sarah Clarke. Parent. Clare Baghurst. Parent Elizabeth Quin d'Carroll. Co-opted. Henri Grice - LA Jan Freeman - member Marilyn Mornington - Co-opted

Co-opted Governor I have been involved in education for the last 7 years having founded the UKs leading online teaching business, Tute.com. I now run an EdTech consultancy called Gluu and in this work closely with the DfE, BESA, DIT and key industry partners to execute the emerging EdTech strategy being formulated by Damian Hinds. I am a Trustee at Deeside Educational Trust, a main Board Governor at Shireland Collegiate Academy Trust, and a Director at Shireland Learning. I am also a Fellow of the Royal Society for the Arts where I work on social mobility projects. The reason I want to be a governor is because I believe that technology can improve learning outcomes, and I want to ensure that students are well prepared for a world where digital literacy is as important as numeracy and literacy. Finally, I am Chairman of a charity called Trauma Response Network which helps to support people affected by mass trauma both in the UK and internationally. I’m married to Helen and have two daughters, the eldest of whom is also a Trustee in the charity. Disclosure of conflict/pecuniary interest – Completed.

The world around us is a fascinating place in which we all have different and similar experiences. We use our senses to explore and our enhanced IT provision to research and support our learning, encouraging children to: Use first hand experiences to explore the environments and people/ communities around them – immediate, local and further afield. Develop their understanding of predicting, decision making, problem solving, investigating and observation.

As part of the focus on self-confidence and self-awareness as cited in Personal, Social and Emotional Development: Democracy: making decisions together Encourage children to see their role in the bigger picture, Encourage children to know their views count, Value each other’s views and values and talk about their feelings, for example when they do or do not need help. When appropriate demonstrate democracy in action, for example, children sharing views on what the theme of their role play area could be with a show of hands. Support the decisions that children make and provide activities that involve turn-taking, sharing and collaboration. Children should be given opportunities to develop enquiring minds in an atmosphere where questions are valued. Rule of law: understanding rules matter as cited in Personal Social and Emotional Development as part of the focus on managing feelings and behaviour: Ensure that children understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong. Collaborate with children to create the rules and the codes of behaviour, for example, to agree the rules about tidying up and ensure that all children understand rules apply to everyone. Individual liberty: freedom for all As part of the focus on self-confidence & self-awareness and people & communities as cited in Personal Social and Emotional development and Understanding the World Children should develop a positive sense of themselves. Provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning. Encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions. Mutual respect and tolerance: treat others as you want to be treated As part of the focus on people & communities, managing feelings & behaviour and making relationships as cited in Personal Social and Emotional development and Understanding the World: Create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community. Children should acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences. Encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions. Promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.

At Eaton we see your child’s development as a shared commitment. Communication between home and school is vital and we are proud of our open-door policy for parents. We have a minimum of two Parents Evenings a year and in FS and KS1 each child has a Daily Journal that acts as a reading journal as well as an means of communication between home and school on a daily basis. What can I do to help my child before they start school? Sharing books, recognising name, letter formations, recognising numbers, independent dressing and hygiene routines, making the Summer Scrapbook together. Fun activities – playing games such as I Spy and Snakes & Ladders develops skills such as hearing sounds, reading numbers and sharing/ taking turns. What can I do to help my child once they start school? Reading books sent home with your child. Helping them to learn the High frequency Word flashcards that come home. Helping them to recognise letters; sounds and names, lower and upper case. Recognising, ordering and writing numbers to 20. Supporting accurate counting with one to one voice to pointing correspondence.

Communication is key to our children’s learning and embodies our whole curriculum: Speaking and listening activities are all day, every day. The children are encouraged to listen carefully and respond with relevant comments and questions. Circle time is a good forum for sharing our thoughts and feelings with our friends, peers and grown-ups. We encourage the children to value and respect each other’s opinions.

At Eaton we take pride in helping our pupils to: Develop our feelings. Learn to work together. Develop a positive disposition to learning. Develop friendships with adults and peers. Understand differences between ourselves and others.

As a three times Artsmark award winning school, the Arts are very important to us and are embodied in all we do and celebrate. In Foundation Stage we put great emphasis on; Developing skills in music, art, drama, dance, story-telling, role play through topics and the children‘s own interests. Giving children opportunities given to express themselves in a stimulating environment. Having our making table as a permanent fixture – feel free to help us with any resources you may have at home, e.g. cardboard boxes, polystyrene chips, glitter!

Physical development embodies the whole being of the child which we aim to develop through: PE activities and dance – using imagination and showing an awareness of space. Learning to understand how to stay fit and healthy through exercise and diet. Using small equipment and materials to develop fine motor control and coordination. Using large equipment to develop gross motor skills. Large movements support the development of writing through control, suppleness and coordination.

Literacy skills transfer across the whole curriculum – we learn to read and we read to learn! We write for lots of different real reasons and with a purpose so that we are interested and inspired. Reading – we start with picture books for sequencing, handling, directionality, meaning, talking and sharing… followed by books with text to develop word recognition and decoding skills. HF Word cards are taken home to develop whole word recognition. Phonics – learning letter sounds and names, upper and lower case to help us read and write. We have daily phonics sessions, using the scheme ‘Letters and Sounds’ along with the jolly Phonics actions in groups across FS and KS1 in order to fulfil individual learning needs. Writing – independent mark-making on a large and small scale is encouraged and further developed with phonic and reading skills.

Maths is all around us and we use our whole environment to help us learn… Numbers as labels and for counting – we focus on numbers to 20 to start, recognising, counting and ordering. Calculating – lots of practical problems, 1 more, 1 less, adding objects together, etc. Shape, space and measure – e.g. pattern making, sorting & recognising shapes, using sand to measure capacity…

We assess our children all the time, formally and informally through observation of child initiated activities as well as planned adult led activities. As children start school, we our spend time having quality interactions with them in order to understand their interests and needs. We observe each child and understand their individual and specific Characteristics of Learning - Playing and Exploring, Active Learning and Creating and thinking critically. During their first weeks in school a Baseline Assessment is formed from which we can plan for next steps and track each child’s progress throughout the year. Assessment evidence is collated in the form of observations and written comments which are recorded in different ways, for example actual work, post-its, photographs or videos and celebrated in an individual Learning Journey and on ipads. This is used to monitor cohort, group and individual progress and inform next steps within Early Years Framework. During the Reception year, children work towards the Early Learning Goals in each area of learning. Each child is assessed against the different stages of development in age bands, usually 30 to 50 months and 40 to 60 months, as being either “Emerging” or “Secure” for each area based on the observations evidenced. At the end of the Reception year each child is assessed against Early Learning Goals for each area of learning, Prime and Specific, and deemed to be: Working towards the expected level (Emerging) Working at the expected level (Expected) or Working beyond the expected level (Exceeding) Children are expected to achieve what is known as their ‘Good Level of Development’, which includes being assessed at the Expected level or above in all Prime areas of learning (Personal, Social & Emotional Development, Communication & Language and Physical Development) along with the Specific areas of Maths and Literacy. Children that achieve this are ready for their transition into Key Stage One and the Year One curriculum. Children that do not achieve this will be supported in Year One to continue to learn in an Early Years ‘hands-on’ manner until they are ready to access the next step of their education.

Pupils are given opportunities to investigate the physical and human features of their surroundings. They undertake studies that focus on geographical questions that involve fieldwork and classroom activities. Studies involve the development of skills, and the development of knowledge and understanding about places and themes. Pupils are taught to be aware of how the world extends both within and outside the UK and how the places they study fit into this wider geographical context. In Year 1 the children learn about UK countries, weather, oceans and comparisons with a non-European country. In Year 2 the children learn about key Geography terms, comparisons with other countries, continents and seas. In Year 3 the children learn about countries and major cities, climate, rivers, the water cycle and types of settlement. In Year 4 the children learn about cities and counties in the UK, equators, hemisphere, Arctic and Antarctic Circle and comparisons with a non-European country. In Year 5 the children learn about latitude & longitude, tropics of Cancer & Capricorn and will locate countries around the world. In Year 6 the children learn about Human Geography, biomes, vegetation belts, mountains, rivers, volcanoes and earthquakes.

British Values are taught across the curriculum. Our British Values page on this site has further information about how we incorporate it in our lessons and through whole school activities. OUR VISION Children staff and parents work actively in partnership to enable all children to realise their full potential. We aim for us all, as learners, to: feel safe and valued as part of a caring community that celebrates success. be independent thinkers / learners who are able to seek solutions creatively inspire an ‘enquiring’ mind and ask questions. be confident enough to take risks in our learning. experience and actively participate in a relevant, enjoyable curriculum. allow the curriculum evolve to meet the needs of all. be able to listen and articulate responses showing consideration to others. be polite and courteous. be proactive in our responsibilities towards the community. study society, the environment and economy, linking ‘real life’ with our learning. understand and respect diversity. be aware of and recognise our own learning needs and plan our future steps. develop a sense of self-esteem: be well balanced and healthy individuals Modern Foreign Language In addition to the National Curriculum, the school also offers Modern Foreign Languages - French or Spanish - to all its pupils. The children are taught in a fun and interactive way through games and role play activities. The National Curriculum can be downloaded from The Department of Eductaion.

Teaching of Phonics, Spelling and Reading document for parents Reading There are a wide variety of books available in school for the children to experience the joy of reading. This is supported by the use of story sacks which are provided to EYFS and KS1 children to enjoy at home. Younger children follow a structured reading scheme which is based on a combination of commercial schemes with a common colour coding for level of difficulty. Children are encouraged to take home a book every day and share it with a parent (the youngest children may start off with a pre-reading activity e.g. game, jigsaw etc.) KS2 children are also sent home with reading books and journals which they and their parents can record their progress in. The children take part in weekly guided reading sessions with their class teacher. In Key Stage 1, they read 1:1 weekly with their class teacher and 1:1 fortnightly in Key Stage 2. Speaking and Listening Pupils are encouraged to express their ideas and opinions with clarity and confidence. They will learn to listen and respect the views of others. Writing Writing is taught alongside reading and is practised throughout the school. We aim to teach every child to write neatly, fluently and to take a pride in the presentation of their work. Pupils are taught letter shapes from an early age using appropriate pencils and they progress to using a pen in the upper years. The children learn to write for many different purposes during English lessons and cross curricular lessons e.g. letters, invitations, stories, information books etc. The children learn to become confident writers using increasingly more complex sentences as they progress through the school. They are taught the importance of grammar, spelling and punctuation during daily grammar and phonics lessons. The children are grouped across the school which means they can receive an appropriate level of support within small groups.

The children are encouraged to explore a variety of forms of music. They have the opportunity to listen to and appreciate a range of music from the past and present and from different cultures and places. Children are given the chance to perform individually and as part of a group and develop their enjoyment of the subject. The school offers use of a specialist teacher (weekly) to deliver specific tuition in singing and performance to all children. Wider Opportunities (the Nationally driven opportunity to learn an instrument) is offered to KS2 pupils at no charge. Individual tuition is offered by a commercial company-Music for Life- enabling parents to give and support wider opportunities for their children.

We see computing as a key to the future. Children are encouraged to interact with IT from the day they start school and all classes have access to the Internet, laptops and ipads. Thanks to the work of the Governors and Parent Teacher Association we have been able to place laptops, ipads and interactive whiteboards throughout the school. These are used by the teachers as a teaching resource and the pupils to complete activities on. Children are taught to control machines via computers and to explore the opportunities which the software offers. We are currently developing our hardware and software to have an ipad for every child. We have wifi access throughout the building and the school grounds enabling all parts of Eaton Primary to be a 'classroom'.

Religious Education is taught in accordance with Cheshire Education Authorities agreed syllabus. We teach the children about different religions to promote understanding and tolerance. In Year 1 the children learn about why Jesus is important to Christians, the stories he told and what happens in a church. In Year 2 the children learn about Jewish stories and home life and why the Bible is a special book for Christians. In Year 3 the children learn about how Hindus view God, what Muslims believe about Allah and the beliefs of Christians. In Year 4 the children learn about how Jewish people worship, how Hindus worship, what Jesus has taught Christians and how the Qur'an is important to Muslims. In Year 5 the children learn about significant Muslim events, Sikh community and how the Old Testament is structured. In Year 6 the children learn about Sikh holy days and the Gurdwara, important values to Muslims and the role of the Mosque in the community and Christian buildings. Religious Education is taught in accordance with Cheshire Education Authorities agreed syllabus. We teach the children about different religions to promote understanding and tolerance. In Year 1 the children learn about why Jesus is important to Christians, the stories he told and what happens in a church. In Year 2 the children learn about Jewish stories and home life and why the Bible is a special book for Christians. In Year 3 the children learn about how Hindus view God, what Muslims believe about Allah and the beliefs of Christians. In Year 4 the children learn about how Jewish people worship, how Hindus worship, what Jesus has taught Christians and how the Qur'an is important to Muslims. In Year 5 the children learn about significant Muslim events, Sikh community and how the Old Testament is structured. In Year 6 the children learn about Sikh holy days and the Gurdwara, important values to Muslims and the role of the Mosque in the community and Christian buildings.

In science children are encouraged to explore and learn about the world around them. Opportunities are given for the children to investigate everyday occurrences and phenomenon in a manner which develops critical questioning and logical thought. Children are taught how to observe and measure with care and to work safely. They have the chance to consider the impact of events on a variety of systems and habitats and the care of their environment is promoted. In Year 1 the children learn about everyday materials, plants and seasons. In Year 2 the children learn about changing materials, living things and their habitats and plant requirements. In Year 3 the children learn about light, forces and magnets, skeletons, plant life cycle and the properties of rocks and soil. In Year 4 the children learn about states of matter, sound, digestion and teeth, classifying living things and electricity. In Year 5 the children learn about properties and changes of materials, earth and space, forces and life cycles. In Year 6 the children learn about light, the circulation system, evolution and inheritance and electricity.

Pupils will learn to work with a variety of materials in designing and making. They will be taught to use a range of tools safely and to employ techniques for problem solving. As they progress they will be taught to evaluate their work and identify areas for improvement.

Pupils are given opportunities to develop an awareness of the past and how it differs from the present. They are encouraged to develop a sense of personal identity by investigating ways in which past events have shaped the future. Pupils are taught about important episodes and developments in Britain’s past, from Roman to modern times, about ancient civilizations and the history of other parts of the world. They also have opportunities to investigate local history. Pupils are taught to set their study of the past in a chronological framework and to understand some of the ways in which we find out about the past from a range of sources of information. In Year 1 the children learn about changes in living memory, significant people, significant places in locality and events beyond living memory that link with their cross curricular topics. In Year 2 the children learn about changes in living memory, significant people, significant places in locality and events beyond living memory that link with their cross curricular topics. In Year 3 the children learn about Ancient Egypt, changes from the Stone age to the Iron age and significant people linked to their topic. In Year 4 the children learn about Britain’s settlement by Anglo-Saxons and Scots and the Roman withdrawal, a local history study and a study beyond 1066 linked to their topic. In Year 5 the children learn about Ancient Greece, Viking invasion and a study beyond 1066 linked to their topic. In Year 6 the children learn about Ancient civilizations, a study of an aspect or theme in British history and a Non-European Society.

Children are taught the National Curriculum through visual, practical, cross curricular and application methods. The children benefit from the cross curricular links offered by Maths and it is explored in areas such as PE, cooking, Computing and humanities. We encourage children to see the relevance of Maths to everyday life and aim to develop a positive attitude and enjoyment of the subject. We actively encourage the children to know their tables at an early age and would ask for parental help in achieving this aim. The children are taught methods of mental and written multiplication, division, addition and subtraction. The children learn about fractions, time, measure and shape. They then apply their knowledge to problem solving and reasoning questions.

PE aims to provide an enjoyable, satisfying programme of structured activities with opportunities for all pupils to develop physically, socially and emotionally. We offer a choice of games at key stage 2 and skills are developed from an early age. In Key Stage 1 PE is concerned with the development of skills. Our PE programme covers games, gymnastics, dance, swimming, athletics and outdoor pursuits. The development of confidence, tolerance and the appreciation of one’s own and other’s strengths and weaknesses is considered to be an important part of the learning process. Opportunities are given in after school clubs to be selected for teams to represent the school. This develops a healthy competitive spirit combined with sportsmanship qualities. Swimming is offered yearly throughout KS2- each class undertakes swimming sessions over a week, offering specific support at what ever the child's level of competency. We use specialist provision to deliver high quality skills development to compliment high quality class teaching. An external provider teaches two sessions a week in addition to the class teacher's lessons. This is provided by the sport premium funding. As a result of this programme, the children develop an appreciation of health, fitness and the benefits of an active lifestyle.

PSHE is taught across the school and often linked with RE lessons. Relationship Education is taught at Eaton integrated into other subjects so that children gain an understanding of the various aspects of the subject linked naturally to other work that they are doing (Year 6 look at specific aspects of relationship education-including relationships, growth and healthy living). Topics are introduced to all classes as appropriate to the understanding of the pupils. Parents have the right to withdraw their children from Relationship (Sex) Education and should contact the Head Teacher if they wish to do so. The policy is available from the school office.

Religious Education is taught in accordance with Cheshire Education Authorities agreed syllabus. We teach the children about different religions to promote understanding and tolerance. In Year 1 the children learn about why Jesus is important to Christians, the stories he told and what happens in a church. In Year 2 the children learn about Jewish stories and home life and why the Bible is a special book for Christians. In Year 3 the children learn about how Hindus view God, what Muslims believe about Allah and the beliefs of Christians. In Year 4 the children learn about how Jewish people worship, how Hindus worship, what Jesus has taught Christians and how the Qur'an is important to Muslims. In Year 5 the children learn about significant Muslim events, Sikh community and how the Old Testament is structured. In Year 6 the children learn about Sikh holy days and the Gurdwara, important values to Muslims and the role of the Mosque in the community and Christian buildings. Religious Education is taught in accordance with Cheshire Education Authorities agreed syllabus. We teach the children about different religions to promote understanding and tolerance. In Year 1 the children learn about why Jesus is important to Christians, the stories he told and what happens in a church. In Year 2 the children learn about Jewish stories and home life and why the Bible is a special book for Christians. In Year 3 the children learn about how Hindus view God, what Muslims believe about Allah and the beliefs of Christians. In Year 4 the children learn about how Jewish people worship, how Hindus worship, what Jesus has taught Christians and how the Qur'an is important to Muslims. In Year 5 the children learn about significant Muslim events, Sikh community and how the Old Testament is structured. In Year 6 the children learn about Sikh holy days and the Gurdwara, important values to Muslims and the role of the Mosque in the community and Christian buildings.

Children are taught the National Curriculum through visual, practical, cross curricular and application methods. The children benefit from the cross curricular links offered by Maths and it is explored in areas such as PE, cooking, Computing and humanities. We encourage children to see the relevance of Maths to everyday life and aim to develop a positive attitude and enjoyment of the subject. We actively encourage the children to know their tables at an early age and would ask for parental help in achieving this aim. The children are taught methods of mental and written multiplication, division, addition and subtraction. The children learn about fractions, time, measure and shape. They then apply their knowledge to problem solving and reasoning questions.

British Values are taught across the curriculum. Our British Values page on this site has further information about how we incorporate it in our lessons and through whole school activities. OUR VISION Children staff and parents work actively in partnership to enable all children to realise their full potential. We aim for us all, as learners, to: feel safe and valued as part of a caring community that celebrates success. be independent thinkers / learners who are able to seek solutions creatively inspire an ‘enquiring’ mind and ask questions. be confident enough to take risks in our learning. experience and actively participate in a relevant, enjoyable curriculum. allow the curriculum evolve to meet the needs of all. be able to listen and articulate responses showing consideration to others. be polite and courteous. be proactive in our responsibilities towards the community. study society, the environment and economy, linking ‘real life’ with our learning. understand and respect diversity. be aware of and recognise our own learning needs and plan our future steps. develop a sense of self-esteem: be well balanced and healthy individuals Modern Foreign Language In addition to the National Curriculum, the school also offers Modern Foreign Languages - French or Spanish - to all its pupils. The children are taught in a fun and interactive way through games and role play activities. The National Curriculum can be downloaded from The Department of Eductaion.

Pupils will learn to work with a variety of materials in designing and making. They will be taught to use a range of tools safely and to employ techniques for problem solving. As they progress they will be taught to evaluate their work and identify areas for improvement.

PE aims to provide an enjoyable, satisfying programme of structured activities with opportunities for all pupils to develop physically, socially and emotionally. We offer a choice of games at key stage 2 and skills are developed from an early age. In Key Stage 1 PE is concerned with the development of skills. Our PE programme covers games, gymnastics, dance, swimming, athletics and outdoor pursuits. The development of confidence, tolerance and the appreciation of one’s own and other’s strengths and weaknesses is considered to be an important part of the learning process. Opportunities are given in after school clubs to be selected for teams to represent the school. This develops a healthy competitive spirit combined with sportsmanship qualities. Swimming is offered yearly throughout KS2- each class undertakes swimming sessions over a week, offering specific support at what ever the child's level of competency. We use specialist provision to deliver high quality skills development to compliment high quality class teaching. An external provider teaches two sessions a week in addition to the class teacher's lessons. This is provided by the sport premium funding. As a result of this programme, the children develop an appreciation of health, fitness and the benefits of an active lifestyle.

We see computing as a key to the future. Children are encouraged to interact with IT from the day they start school and all classes have access to the Internet, laptops and ipads. Thanks to the work of the Governors and Parent Teacher Association we have been able to place laptops, ipads and interactive whiteboards throughout the school. These are used by the teachers as a teaching resource and the pupils to complete activities on. Children are taught to control machines via computers and to explore the opportunities which the software offers. We are currently developing our hardware and software to have an ipad for every child. We have wifi access throughout the building and the school grounds enabling all parts of Eaton Primary to be a 'classroom'.

In science children are encouraged to explore and learn about the world around them. Opportunities are given for the children to investigate everyday occurrences and phenomenon in a manner which develops critical questioning and logical thought. Children are taught how to observe and measure with care and to work safely. They have the chance to consider the impact of events on a variety of systems and habitats and the care of their environment is promoted. In Year 1 the children learn about everyday materials, plants and seasons. In Year 2 the children learn about changing materials, living things and their habitats and plant requirements. In Year 3 the children learn about light, forces and magnets, skeletons, plant life cycle and the properties of rocks and soil. In Year 4 the children learn about states of matter, sound, digestion and teeth, classifying living things and electricity. In Year 5 the children learn about properties and changes of materials, earth and space, forces and life cycles. In Year 6 the children learn about light, the circulation system, evolution and inheritance and electricity.

Pupils are given opportunities to investigate the physical and human features of their surroundings. They undertake studies that focus on geographical questions that involve fieldwork and classroom activities. Studies involve the development of skills, and the development of knowledge and understanding about places and themes. Pupils are taught to be aware of how the world extends both within and outside the UK and how the places they study fit into this wider geographical context. In Year 1 the children learn about UK countries, weather, oceans and comparisons with a non-European country. In Year 2 the children learn about key Geography terms, comparisons with other countries, continents and seas. In Year 3 the children learn about countries and major cities, climate, rivers, the water cycle and types of settlement. In Year 4 the children learn about cities and counties in the UK, equators, hemisphere, Arctic and Antarctic Circle and comparisons with a non-European country. In Year 5 the children learn about latitude & longitude, tropics of Cancer & Capricorn and will locate countries around the world. In Year 6 the children learn about Human Geography, biomes, vegetation belts, mountains, rivers, volcanoes and earthquakes.

Teaching of Phonics, Spelling and Reading document for parents Reading There are a wide variety of books available in school for the children to experience the joy of reading. This is supported by the use of story sacks which are provided to EYFS and KS1 children to enjoy at home. Younger children follow a structured reading scheme which is based on a combination of commercial schemes with a common colour coding for level of difficulty. Children are encouraged to take home a book every day and share it with a parent (the youngest children may start off with a pre-reading activity e.g. game, jigsaw etc.) KS2 children are also sent home with reading books and journals which they and their parents can record their progress in. The children take part in weekly guided reading sessions with their class teacher. In Key Stage 1, they read 1:1 weekly with their class teacher and 1:1 fortnightly in Key Stage 2. Speaking and Listening Pupils are encouraged to express their ideas and opinions with clarity and confidence. They will learn to listen and respect the views of others. Writing Writing is taught alongside reading and is practised throughout the school. We aim to teach every child to write neatly, fluently and to take a pride in the presentation of their work. Pupils are taught letter shapes from an early age using appropriate pencils and they progress to using a pen in the upper years. The children learn to write for many different purposes during English lessons and cross curricular lessons e.g. letters, invitations, stories, information books etc. The children learn to become confident writers using increasingly more complex sentences as they progress through the school. They are taught the importance of grammar, spelling and punctuation during daily grammar and phonics lessons. The children are grouped across the school which means they can receive an appropriate level of support within small groups.

The children are encouraged to explore a variety of forms of music. They have the opportunity to listen to and appreciate a range of music from the past and present and from different cultures and places. Children are given the chance to perform individually and as part of a group and develop their enjoyment of the subject. The school offers use of a specialist teacher (weekly) to deliver specific tuition in singing and performance to all children. Wider Opportunities (the Nationally driven opportunity to learn an instrument) is offered to KS2 pupils at no charge. Individual tuition is offered by a commercial company-Music for Life- enabling parents to give and support wider opportunities for their children.

Pupils are given opportunities to develop an awareness of the past and how it differs from the present. They are encouraged to develop a sense of personal identity by investigating ways in which past events have shaped the future. Pupils are taught about important episodes and developments in Britain’s past, from Roman to modern times, about ancient civilizations and the history of other parts of the world. They also have opportunities to investigate local history. Pupils are taught to set their study of the past in a chronological framework and to understand some of the ways in which we find out about the past from a range of sources of information. In Year 1 the children learn about changes in living memory, significant people, significant places in locality and events beyond living memory that link with their cross curricular topics. In Year 2 the children learn about changes in living memory, significant people, significant places in locality and events beyond living memory that link with their cross curricular topics. In Year 3 the children learn about Ancient Egypt, changes from the Stone age to the Iron age and significant people linked to their topic. In Year 4 the children learn about Britain’s settlement by Anglo-Saxons and Scots and the Roman withdrawal, a local history study and a study beyond 1066 linked to their topic. In Year 5 the children learn about Ancient Greece, Viking invasion and a study beyond 1066 linked to their topic. In Year 6 the children learn about Ancient civilizations, a study of an aspect or theme in British history and a Non-European Society.

PSHE is taught across the school and often linked with RE lessons. Relationship Education is taught at Eaton integrated into other subjects so that children gain an understanding of the various aspects of the subject linked naturally to other work that they are doing (Year 6 look at specific aspects of relationship education-including relationships, growth and healthy living). Topics are introduced to all classes as appropriate to the understanding of the pupils. Parents have the right to withdraw their children from Relationship (Sex) Education and should contact the Head Teacher if they wish to do so. The policy is available from the school office.

Click on the links below to see our SEND policies: Eaton Primary School SEND info report 2018 Eaton SEND policy 2017 Click below to see the Cheshire Council Local Offer Link: Local Offer website

Any complaints about school matters should first be brought to the attention of the Head Teacher and relevant staff. If the complaint is not resolved a formal complaint may be made firstly to the Governing Body and secondly to CWAC. The Governing Body of the school is required to establish procedures for dealing with all complaints relating to the school or to the provision of facilities or services.

In July 2014, the government produced a document called Special Educational Needs and Disability (SEND) Code of Practice (CoP): 0 to 25 years. This report aims to give information regarding the implementation of Eaton School’s policy for pupils with SEND.

At Eaton Primary School, we ensure that all children who have English as an additional language are able to access the curriculum and school extra curricular activities. Support is provided by teachers, EAL specialists and the SENDco. Click on the link below to see our EAL policy: EAL policy 2017.docx

Parent Governor I joined the governing body in December 2017 as a parent governor, having previously spent six years as a governor at a small rural primary school in Yorkshire. I have three children and my youngest is in Year 5. My background is in education and special educational needs. I have been a secondary school English teacher and also a Speech and Language Therapist and have worked for several health authorities in the North of England. I also worked for the Early Years Advisory Service while in Yorkshire, supporting 0-3 year olds with complex additional needs. I am currently applying to retrain as a social worker. I am a member of the Leadership, Management and Governance Committee and the Teaching and Learning Committee. I hope in my role as a parent governor, I can help the school to continue to provide all our children with an outstanding education in an inclusive environment, where all pupils can thrive and achieve their best. Curriculum Link Governor for English, SEND and EYFS, meeting termly

Parent Governor I became a Parent Governor in October 2014 and I am currently the Chair of the newly formed Building & Maintenance committee as well as being a member of the Leadership & Management committee and Curriculum link Governor for ICT and PE. I have had an active roll in the build committee from start to finish and always try to help with School open days and PTA events. I moved to Tarporley over 5 years ago, originally coming from Manchester. I am Married to Jacinta who is actively involved with the PTA at Eaton and we have two children at Eaton Primary School, Kobe and Ryder. My career path is Welding, and I am currently the Director of Operations / Company Secretary of a large German based company, where I have worked for 30 years, which has given myself the opportunity to travel to countries like China and India. Outside of School is taken up with my children, my grandchildren and Manchester United. I am also a football coach at Bunbury Junior FC looking after years two, one and reception. Curriculum Link Governor ICT and PE, meet termly. Current term of office 7th Oct 2014 – 6th Oct 2018 Chair of Building and Maintenance Committee Member of Leadership & Management Committee. Disclosure of conflict/pecuniary interest – Completed.

Co-opted Governor A governor since 2006. My subject link role is with History and Geography and I meet termly with the curriculum leaders of these subjects. Having spent my working life as a teacher I became a governor because I wanted to continue to maintain contact with children in a learning environment. My years of experience teaching in high schools in Cheshire, Yorkshire, Birmingham, New York and Hong Kong have given me a broad understanding of education and I wanted to be able to use this knowledge for the benefit of the present generation of school children. My areas of expertise lie in sport, geography, personal and social education and counselling. I also have qualifications in T.E.F.L. (teaching English as a foreign language.) My final teaching post was as Deputy Principal at a British International School in Hong Kong. Outside school I was a Samaritan volunteer, a charity worker for Oxfam and a marriage and personal counsellor for an organisation akin to the U.K.’s Relate counselling service. Since returning to U.K. in 2001 I have lived in Eaton with my husband John where we are both active in the life of the community. Current term of office 6th May 2015 – 5th May 2019 Disclosure of conflict/pecuniary interest – completed.

Co-opted Governor I have been involved in education for the last 7 years having founded the UKs leading online teaching business, Tute.com. I now run an EdTech consultancy called Gluu and in this work closely with the DfE, BESA, DIT and key industry partners to execute the emerging EdTech strategy being formulated by Damian Hinds. I am a Trustee at Deeside Educational Trust, a main Board Governor at Shireland Collegiate Academy Trust, and a Director at Shireland Learning. I am also a Fellow of the Royal Society for the Arts where I work on social mobility projects. The reason I want to be a governor is because I believe that technology can improve learning outcomes, and I want to ensure that students are well prepared for a world where digital literacy is as important as numeracy and literacy. Finally, I am Chairman of a charity called Trauma Response Network which helps to support people affected by mass trauma both in the UK and internationally. I’m married to Helen and have two daughters, the eldest of whom is also a Trustee in the charity. Disclosure of conflict/pecuniary interest – Completed.

Co-Opted Governor District Judge Marilyn Mornington FRSA, FWAAS has been a Family and Civil Judge for 25 years . She has a lifetime interest in developing the response to the abuse of women , children and the vulnerable. She has led numerous national and International bodies, She is due to retire later in 2019 and plans to spend her time caring for her 2 small grandchildren and having the chance to get more involved in the local community, Her hobbies are ballroom and Latin dancing , walking her 2 terriers and the theatre, She is also a lifelong Evertonian

Co-opted Governor I was honoured to become a co-opted Governor at Eaton Primary School in early 2018, a School which thanks to the hard work of all the staff, pupils and Governors is an outstanding School. As a parent of two children at Eaton, I am passionate about the quality of their education, the environment in which they learn, and the enrichment of their Primary School experience, as I strongly believe it forms the foundation of their academic experience. It was for this reason that I joined the Eaton Primary School PTA and ultimately became Co-Chair for two years. Having now passed on the PTA “baton” I see the role of Governor as an opportunity to once again become involved in the School and its development. I have a degree in Law and Business (BA) and am a qualified Solicitor with a focus on commercial practice , employment and litigation. I see my position as Governor as an opportunity to support the School in its drive for the highest standards of education, continued development and growth, and assist in maintaining its outstanding OFSTED rating. It is also a fantastic opportunity to have an active involvement in my children’s education. Member of Finance Committee Member of Building and Maintenance Committee Curriculum Link Governor Music and MFL, meeting termly.

Co-opted Governor "I was appointed as a community governor in 2011 (guessing a bit here...). Living in Eaton, I have been a Mathematics teacher (though mainly retired now) for 37 years. As well as a knowledge of education gained as a practitioner and manager during my career, I have also gained a valuable insight from my role as the county district secretary of one of the major teaching unions. An ability to add up qualifies me to be chair of the Finance sub committee!" Curriculum Link Governor Mathematics, meet half termly. Current term of office 6th May 2015 – 5th May 2019 Chair of The Finance Committee. Meeting Attendance 2015-2016 1/1 Member of Teaching & Learning Committee. Meeting Attendance 2015-2016 1/1 Member of Good Governance Committee. Meeting Attendance 2015-2016 1/1 Full Governors Meeting 2015-2016 Attendance 1/1 Disclosure of conflict/pecuniary interest – Completed.

Parent Governor I joined the Eaton Governing body as a parent Governor in December 2018 so that I could learn more about the lovely school my two children attend and become actively involved in decisions around its future success and development. After only a few months in the role I am learning quickly and feel privileged to be a part of such a dedicated, hard working team of staff and volunteers. My background is in administration and project coordination and my husband and I currently run our own business. I hope that my skills and experience will allow me to support and challenge the decisions being taken, in the very best interests of all the children who come to Eaton so they can flourish in a happy, inclusive environment.

Co-opted Governor I became a school governor in the summer term of 2017. I live in Eaton directly opposite the school and can hear lots of fun things going on from my garden in the summer months and wanted to get involved ! I have 2 grown up children who both went to playgroup and school in Tarporley. During their younger days I was on the committee of the Done room Playgroup and actively involved in planning events and fund raising. I currently work for the mental health charity Mind at a small drop in centre in Winsford where I work with an interesting and diverse group of people. Prior to this I spent many years working in learning disability services for Cheshire East Council and Cheshire County Council. Although I have worked mainly with adults I feel that the knowledge and skills I have learnt over the years are transferrable and I am passionate about social inclusion, celebrating people's differences and challenging prejudices and discrimination. Curriculum links: PHSE and RE Current term of office:- July 2017-July 2021 Disclosure of conflict/pecuniary interest- Completed Member of Leadership and Management sub committee

LA Governor I have been a local authority governor at Eaton for 6 years. I have a link role to science and design and technology. The reason I wanted to be a governor was because I am passionate about education. I wanted to be a critical friend to the school and help them maintain their outstanding OFSTED. My background is mainly in science having worked as a research scientist after university and then in chemical sales. Next I completed my post graduate certificate in Education and taught chemistry in a number of schools including locally at Tarporley High and Sandbach Girls. I run my own education consultancy business and a wellbeing and sports therapy business. I am a member of Weaver Valley cycling club and also enjoy running. Curriculum Link Governor Science and design and technology, meet termly. Current term of office 21st March 2017 – 20th March 2021 Disclosure of conflict/pecuniary interest – Completed.

The Full Governing Board meets seven times per year and has four main functions: - To ensure a clarity of vision, ethos and strategic direction - To hold the Head Teacher to account for the educational performance of the school and its pupils - To oversee the financial performance of the school and to make sure that its money is well spent - To ensure that the Governing Board operates efficiently and effectively The Board is Chaired by Sean Gardner, Co-opted. The Vice Chair is Paul Healey. Co-opted. Chair of the Finance Committee. Head Teacher: Mr Andrew Davies. Member of all Committees. Andy Hallows. Parent. Chair of the Building Maintenance Committee. Julie O'Shea. Co-opted. Claire Fox. Co-opted. Sean Gardner. Co-opted. Sarah Clarke. Parent. Clare Baghurst. Parent Elizabeth Quin d'Carroll. Co-opted. Henri Grice - LA Jan Freeman - member Marilyn Mornington - Co-opted

Co-opted Governor I became a community governor at Eaton in 2010. I stepped down as the Chair of Governor in September 2017 after 4 years in the role, prior to that having been Vice Chair for two and a half year. I sit on all of the committees. I am married with three children, the younger two currently at Tarporley High School. Until July 2017 I was also a Parish Councillor, I feel this has had huge benefits for the school and the community with projects like the youth club and the play and games area. This project is one I have been involved in and is an excellent example of a jointly beneficial venture. My background is design based having studied fashioned degree level; I worked in the clothing industry designing garments for many high street retailers. I have vast experience of working with retailers and manufacturers worldwide and both UK and offshore production. Currently I work for Edsential as a clerk to Governors. I became a governor because I firmly believe every child deserves the best possible outcome, to be the best they can be, and reach their full potential. Disclosure of conflict/pecuniary interest – completed

All children study music as part of the normal school curriculum. We do not charge for this. There is a charge for individual or small-group music tuition, since this is an additional curriculum activity, and not part of the National Curriculum. These individual or small-group lessons are taught by peripatetic music teachers. There is a charge for these lessons mpayable to the provider, but parents and carers in receipt of state benefits are exempt from payment. We give parents and carers information about additional music tuition at the start of each academic year.

The school organises swimming lessons for all children in Key Stage 2. These take place in school time and are part of the National Curriculum. We make no charge for this activity unless absolutely necessary to ask for a contribution. We inform parents and carers when these lessons are to take place, and we seek the written permission of parents or carers for their children to take part.

All the education we provide during normal school hours is at no charge to pupils. We do not charge for any activity undertaken as part of the National Curriculum. However, we may charge for some additional extra activities such as individual or small group music tuition. Aims and Objectives The aims of this policy will: set out what the school will not charge for, what it will make a charge for or request a voluntary contribution from parents/carers; clarify how charges will be determined, so parents and carers understand why requests for payment are sometimes made for some activities.

If the school organises a residential visit in school time, or mainly in school time, which is to provide education directly related to the National Curriculum, we do not make any charge for the educational expenses. However, we do suggest a voluntary contribution to cover the costs of board and lodging and travel expenses if by coach, although parents and carers who receive state benefits are exempt from this charge. If we cannot raise sufficient funding through these voluntary contributions, the visit may have to be cancelled, and that aspect of the curriculum would have to be covered in other ways.

PE funding supports extra PE provision form external providers.The school is sometimes able to secure the services of a further qualified sports coach. It is necessary for the school to make a charge for this service and so children attending these sessions may be asked to contribute financially toward the cost of the coaching session. The school does routinely offer additional football coaching after school.

We at Eaton Primary School are the Data Controller for the purposes of the Data Protection Act. We collect information from you, and may receive information about you from your previous school. We hold this personal data and use it to: support your children’s teaching and learning; provide appropriate pastoral care, and monitor and report on your children’s progress; assess how well your school is doing. This information includes your contact details, national curriculum assessment results, attendance information, characteristics such as ethnic group, special educational needs and any relevant medical information. We will not give information about you to anyone outside the school without your consent unless the law requires us to do so. We may pass on personal information for child protection reasons or to other relevant agencies or partners. We are required by law to pass some information to the Department for Education (DfE), and in turn, this will be available for the use the Local Authority. If you want to see a copy of the information we hold and share about you then please contact the School’s Data Protection Officer (for details see the school’s Data Protection Policy). If you require more information about how the LA and/or DfE store and use this data please go to the following websites: www.cheshirewestandchester.gov.uk www.education.gov.uk If you are unable to access these websites, please contact the LA or the DfE as follows: Public Communications Unit, Department for Education, Sanctuary Buildings, Great Smith Street, London SW1P 3BT, Email: www.education.gov.uk Contactus,tel: 0370 000 2288 The Data Protection Officer, Cheshire West and Chester Council, HQ, 58 Nicholas Street, Chester, Cheshire CH1 2NP, e-mail: foiwest@cheshirewestandchester.gov.uk , tel: 0300 123 8 123

When organising school trips or visits to enrich the curriculum and the educational experience of the children, the school invites parents and carers to contribute to the cost. All contributions are voluntary. If we do not receive sufficient voluntary contributions, we may cancel a trip. If a trip goes ahead, it may include children whose parents or carers have not paid any contribution. We do not treat these children differently from any others. If a parent wishes their child to take part in a school trip or event, but is unwilling or unable to make a voluntary contribution, we do allow the child to participate fully in the trip or activity. Sometimes the school pays additional costs in order to support the visit. Parents and carers have a right to know how each trip is funded, and the school provides this information on request. The following is a list of additional activities, organised by the school, which require voluntary contributions from parents and carers. This list is not exhaustive: visits to museums; fieldtrips and research visits; sporting activities which require transport expenses; outdoor adventure activities; visits to or by a theatre company; school trips abroad; musical events.

At Eaton we take pride in helping our pupils to: Develop our feelings. Learn to work together. Develop a positive disposition to learning. Develop friendships with adults and peers. Understand differences between ourselves and others.

At Eaton we see your child’s development as a shared commitment. Communication between home and school is vital and we are proud of our open-door policy for parents. We have a minimum of two Parents Evenings a year and in FS and KS1 each child has a Daily Journal that acts as a reading journal as well as an means of communication between home and school on a daily basis. What can I do to help my child before they start school? Sharing books, recognising name, letter formations, recognising numbers, independent dressing and hygiene routines, making the Summer Scrapbook together. Fun activities – playing games such as I Spy and Snakes & Ladders develops skills such as hearing sounds, reading numbers and sharing/ taking turns. What can I do to help my child once they start school? Reading books sent home with your child. Helping them to learn the High frequency Word flashcards that come home. Helping them to recognise letters; sounds and names, lower and upper case. Recognising, ordering and writing numbers to 20. Supporting accurate counting with one to one voice to pointing correspondence.

As part of the focus on self-confidence and self-awareness as cited in Personal, Social and Emotional Development: Democracy: making decisions together Encourage children to see their role in the bigger picture, Encourage children to know their views count, Value each other’s views and values and talk about their feelings, for example when they do or do not need help. When appropriate demonstrate democracy in action, for example, children sharing views on what the theme of their role play area could be with a show of hands. Support the decisions that children make and provide activities that involve turn-taking, sharing and collaboration. Children should be given opportunities to develop enquiring minds in an atmosphere where questions are valued. Rule of law: understanding rules matter as cited in Personal Social and Emotional Development as part of the focus on managing feelings and behaviour: Ensure that children understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong. Collaborate with children to create the rules and the codes of behaviour, for example, to agree the rules about tidying up and ensure that all children understand rules apply to everyone. Individual liberty: freedom for all As part of the focus on self-confidence & self-awareness and people & communities as cited in Personal Social and Emotional development and Understanding the World Children should develop a positive sense of themselves. Provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning. Encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions. Mutual respect and tolerance: treat others as you want to be treated As part of the focus on people & communities, managing feelings & behaviour and making relationships as cited in Personal Social and Emotional development and Understanding the World: Create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community. Children should acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences. Encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions. Promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.

Physical development embodies the whole being of the child which we aim to develop through: PE activities and dance – using imagination and showing an awareness of space. Learning to understand how to stay fit and healthy through exercise and diet. Using small equipment and materials to develop fine motor control and coordination. Using large equipment to develop gross motor skills. Large movements support the development of writing through control, suppleness and coordination.

Literacy skills transfer across the whole curriculum – we learn to read and we read to learn! We write for lots of different real reasons and with a purpose so that we are interested and inspired. Reading – we start with picture books for sequencing, handling, directionality, meaning, talking and sharing… followed by books with text to develop word recognition and decoding skills. HF Word cards are taken home to develop whole word recognition. Phonics – learning letter sounds and names, upper and lower case to help us read and write. We have daily phonics sessions, using the scheme ‘Letters and Sounds’ along with the jolly Phonics actions in groups across FS and KS1 in order to fulfil individual learning needs. Writing – independent mark-making on a large and small scale is encouraged and further developed with phonic and reading skills.

Maths is all around us and we use our whole environment to help us learn… Numbers as labels and for counting – we focus on numbers to 20 to start, recognising, counting and ordering. Calculating – lots of practical problems, 1 more, 1 less, adding objects together, etc. Shape, space and measure – e.g. pattern making, sorting & recognising shapes, using sand to measure capacity…

We assess our children all the time, formally and informally through observation of child initiated activities as well as planned adult led activities. As children start school, we our spend time having quality interactions with them in order to understand their interests and needs. We observe each child and understand their individual and specific Characteristics of Learning - Playing and Exploring, Active Learning and Creating and thinking critically. During their first weeks in school a Baseline Assessment is formed from which we can plan for next steps and track each child’s progress throughout the year. Assessment evidence is collated in the form of observations and written comments which are recorded in different ways, for example actual work, post-its, photographs or videos and celebrated in an individual Learning Journey and on ipads. This is used to monitor cohort, group and individual progress and inform next steps within Early Years Framework. During the Reception year, children work towards the Early Learning Goals in each area of learning. Each child is assessed against the different stages of development in age bands, usually 30 to 50 months and 40 to 60 months, as being either “Emerging” or “Secure” for each area based on the observations evidenced. At the end of the Reception year each child is assessed against Early Learning Goals for each area of learning, Prime and Specific, and deemed to be: Working towards the expected level (Emerging) Working at the expected level (Expected) or Working beyond the expected level (Exceeding) Children are expected to achieve what is known as their ‘Good Level of Development’, which includes being assessed at the Expected level or above in all Prime areas of learning (Personal, Social & Emotional Development, Communication & Language and Physical Development) along with the Specific areas of Maths and Literacy. Children that achieve this are ready for their transition into Key Stage One and the Year One curriculum. Children that do not achieve this will be supported in Year One to continue to learn in an Early Years ‘hands-on’ manner until they are ready to access the next step of their education.

As a three times Artsmark award winning school, the Arts are very important to us and are embodied in all we do and celebrate. In Foundation Stage we put great emphasis on; Developing skills in music, art, drama, dance, story-telling, role play through topics and the children‘s own interests. Giving children opportunities given to express themselves in a stimulating environment. Having our making table as a permanent fixture – feel free to help us with any resources you may have at home, e.g. cardboard boxes, polystyrene chips, glitter!

The world around us is a fascinating place in which we all have different and similar experiences. We use our senses to explore and our enhanced IT provision to research and support our learning, encouraging children to: Use first hand experiences to explore the environments and people/ communities around them – immediate, local and further afield. Develop their understanding of predicting, decision making, problem solving, investigating and observation.

Communication is key to our children’s learning and embodies our whole curriculum: Speaking and listening activities are all day, every day. The children are encouraged to listen carefully and respond with relevant comments and questions. Circle time is a good forum for sharing our thoughts and feelings with our friends, peers and grown-ups. We encourage the children to value and respect each other’s opinions.