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Self Evaluation February 2017


The context of the school

Community and Pupil Characteristics

  • We currently have 237 pupils on roll of ages 4-11.
  • Monkton Park Primary School had for some time been a single form entry community primary school in Chippenham with a stable pupil population. New housing development, which includes a significant area of social housing, led to increased pupil numbers and in 2010 the school had a major LA led build project which provided 2 new classrooms.
  • The school's deprivation indicator is lower than the national average and historically Monkton Park School has had less disadvantaged children than the majority of the town schools in Chippenham. This has changed over recent years and our figures are now similar to the majority of the other Chippenham Schools.  The wealth poverty factor is 0.606 (This is a UK wide index ranging from -2, most disadvantaged, to +2 being the least, with 0 being the approximate UK average.) This has fallen successively from the 2014 and 2015 figure.
  • The majority of children come from the local housing estate, which comprises a mixture of owner occupied and social housing.
  • The proportion of children eligible for free school meals has risen significantly in recent years the current figure of 18% (FSM & Ever 6) This is still low in national terms, but is the highest FSM figure that there has ever been in Monkton Park.
  • We have low numbers of BME children 11.3 % (National 29.7%, Wiltshire Primary 11%). Numbers have increased over the last two years.
  • We have low the numbers of children with EAL 5.7% (National 18.7%, Wiltshire Primary 5.0%) Numbers have increased over the last two years.
  • Non authorised absence levels are low.
  • Fixed term exclusions are rare.
  • Attainment on entry is average and has been typical of the school year-on-year. We have recently identified greater need of children as they arrive with us from preschools. Cohorts admitted to the school in the last three years have been below national expectations.


  • The level of SEN has traditionally been low but is increasing. In 2014-15 it was approaching national figures but in 2015-16 it fell to 11%. in 2016-2017 it remains 11%. We have more boys than girls on the SEN register (currently 65% boys and 35% girls) 35% of children on the SEN register are currently eligible for FSM.


  • We currently have fourteen teachers working in the school on a full or part time basis. This includes a non-teaching SENCo who works one and a half days a week.Teachers are very experienced and are supported by eleven teaching assistants. 


  • Primary Quality Mark February 2010
  • FMSIS.
  • Sport England Activemark Gold.
  • Arts Council Artsmark Silver 2009
  • Get Set Olympic Award
  • Every Child Counts Accreditation
  • afPE Quality Mark for PE and Sport April 2015 Distinction


The late 60s build has a number of problems associated with age and design.  In 2010 we addressed major issues concerning gas leaks, asbestos removal, kitchen refurbishment and a complete rewire.  In 2013 all radiators were replaced. In 2014 classrooms in KS1 and FS2 were decorated and carpeted. After successful applications for charitable funding, in 2015 the pond was reinstated and the wildlife area continues to be redeveloped. (One teacher has gained a Forest School qualification)

Ofsted Inspection on 13th October 2015

Following our Ofsted inspection in 2010 the school improved its methods of tracking pupil attainment and achievement. We now use School Pupil Tracker On-line to track pupil progress. This, combined with Pupil Progress Meetings, which take place six times a year ensure that tracking is used to inform planning, teaching and interventions. This has led to rigorous tracking across the school which continues following the removal of National Curriculum Levels. Raised expectations have led to improved attainment and achievement across the school for both boys and girls. Governors are given full data in order to enable them to effectively carry out their responsibilities. Comprehensive Data Books are produced six times a year for staff and governors. The school also uses FFT Aspire and Perspective Lite to analyse and present historic data and set targets for improvement.

This improvement in checking pupils’ progress was recognised by Ofsted in the school’s most recent inspection in October 2015. Ofsted identified the following next steps for the school.

Leaders and governors should ensure that:

  • The quality of teaching and learning continues to improve to enable all pupils to make consistently good progress
  • Teachers provide appropriate challenge in their lessons so that all pupils, including boys and the most able, make the progress they are capable of.

We are addressing these  points in our  improvement planning.

Outcomes for pupils

We consider that outcomes for pupils at Monkton Park are securely good because:

At the end of KS2

  • Attainment in Key Stage 2 is extremely good. In 8 out of the last 9 years results have been significantly above national.
  • We consider that the high levels of attainment and its consistency over time, both in terms of straightforward attainment and in terms of value added measures, support our view that achievement and attainment for children leaving the school is outstanding.
  • In 2013 we had a significant number of pupils exceeding expected progress:- in reading 46%, writing, 85% and maths 54%. This represents an increase from 2012.
  • Based on the 2013 Key Stage 2 results the school was included in the Sunday Times list of the 200 top state schools. The school was ranked at 124th. This places the school in the top 0.5% of schools nationally based on combined level 5 and level 6 figures. In comparison it also places the school at 49th in the list of Independent Schools
  • Again, in 2014 we had significant numbers of pupils making more than expected progress: 39% in reading, 55% in writing and 52% in maths. This cohort did contain a high proportion of children with SEN 22% (9% SA+ and 13% SA) compared with the whole school figure of 11%.
  • In 2015: 89% of children made expected progress and 43% made greater than expected progressin reading. In writing 96% of children made expected progress and 46 % made more than expected progress. In maths 100% of children made expected progress and 25% made more than expected progress. Combined Level 4 or better in reading writing and maths remained high at 89%. This was greater that the LA 79%, contextually similar schools 85% and national figures, 80%.


National curriculum levels have been replaced with different attainment and progress measures. However in 2016 Key Stage 2 results continue to be good.

  • In reading, writing and maths 72% reached the expected standard. Whilst this was a lower percentage than in 2015 achieved under the old NC levels it still represents a good standard, placing the school 29th out of 249 schools in Wiltshire based on this measure.
  • In reading, children made extremely good progress from Key Stage 1 with  a progress score of 4.5, placing their results in the top 6% of schools nationally.
  • Writing and maths progress measures also exceeded national figures with scores of 0.9 and 1.2 respectively.
  • The percentage of children meeting the expected standard in grammar, punctuation and spelling was 76%, again exceeding the national figure of 70%
  • Average acaled scores in reading were also greater than national. 
  • These results show that the school continues to have good levels of both attainment and progress at Key Stage 2.

Key Stage 1

  • Year 1 Phonics Check:  In 2016 74% of children in Year 1 achieved the expected standard. This cohort had greater needs on entry to the school and only achieved 68% GLD at the end of the Foundation Stage. We are therefore pleased with the progress that they have made. In 2015, 85% of the children reached the expected standard in phonics. Again, this cohort had been identified with greater needs on entry to the school and only achieved 68% GLD at the end of the Foundation Stage in 2014.
  • Following steady improvement over preceding years, in 2014 the percentages of pupils in Year 2 achieving level 2A+ and level 3 were all above national percentages in reading and writing and maths.
  • In 2015 percentages of pupils achieving 2A+ and 3+ improved in reading and writing and fell slightly in maths.  Results at level 2+ were consistently higher than national figures.
  • In 2016, 64% of the children met the expected standard in reading, writing and maths, compared with the national percentage of 60% (FFT rank of 46%) 10% of the children met the higher standard, again in line with the national figure of 9%, giving a FFT rank of 37%.
  • In 2016, 74% met the expected standard in reading (national figure 74%). 74% children met the expected standard in writing (national figure 65%) and 79% met the expected standard in maths (national figure 73%). We consider that these children have made appropriate progress from the Foundation Stage. 
  • We are however not satisfied with the range of attainment in Key Stage 1,  with boys doing less well than girls.  We have continued interventions for this group of children and are closely monitoring their progress as the children move in KS2.
  • Based on the children's starting points when they entered the school we consider that the progress made by children in Key Stage 1 over the last three years supports a  self evaluation judgement of "good".

Foundation Stage

  • Data on entry shows that historically, children come into the Foundation Stage broadly in line with national expectations. At the end of FS2, between 2010 and 2012 the percentage of pupils achieving 78 points and 6+ in all PSE and CLL have exceeded local and national figures. In 2013 with changes in assessment 74% of children achieved a good level of development compared with national figures of 53%. In 2014 this fell to 68%. This was still above the national figure of 60%. At the end of 2015 63% reached a Good Level of Development, GLD. this represented a fall of 5%from 2014 and was below the national figure of 66%. Two thirds of the cohort were boys and over half were summer born. However 100% of the autumn born children achieved GLD, 67% of spring born children achieved GLD and 44% of summer born achieved GLD. Autumn born and spring born percentages compare well with the LA percentages of 76% and 67% respectively. Our summer borns' percentage at 44% was lower than the LA's  56%.
  • In 2016 74% of pupils achieved a Good Level of Development. This was an improvement from 2015 and it exceeded the national percentage of 69%. Summer born children did less well than autumn and spring born children and for cohort specific reasons girls did less well than boys. However when the children were assessed at the start of the year using the Early Excellence Baseline Assessment, 66% of the cohort were below typical or well below typical. This shows that the children have made good progress in their first year at school.
  • We are acutely aware of the additional needs of the pupils who have recently arrived in school and plans to address their needs is in our current development planning.

Effectiveness of early years provision

  • Considering pupil attainment and progress made from entry to the school, we consider effectiveness of our early years provision to be good.

Attainment and progress of disadvantaged pupils

September 16-August 17

The school currently has 42 children in receipt of PPG.

Our Pupil Premium Grant PPG Allocation for 2016-2017 is £29,365 (September to March)

This year we are spending our Pupil Premium Grant on:

  • Additional TA time to develop the oral skills of children in FS2 and KS1
  • Additional support programmes for reading and writing in Y2
  • Addressing the social needs of children with SEND in Key Stage 2
  • Rauising the attainment of children vulnerable to underachievement in English in Key Stage 2
  • Enriching the experiences of some children in receipt of PPG.

September 15-August 16

Our Pupil Premium Grant PPG Allocation for 2015-2016 is £41,100

In 15/16 we  spent our Pupil Premium Grant on:

  • Continuation of the Numbers Count Programme
  • Additional TA time to support intervention groups in Key Stage 1
  • Training for staff to improve the quality of teaching from both teachers and teaching assistants
  • Enrichment activities for pupils
  • Funding for school trips
  • Individual support programmes for particular pupils.

Progress of pupils eligible for PPG


Of the disadvantaged children in KS2 in 2015:

  • 80% made expected or better progress in Reading
  • 100% made expected or better progress in Writing
  • 100% made expected or better progress in Maths

In Key Stage 1 in 2015, disadvantaged children had lower attainment than all pupils nationally in R,Wr and Ma combined, but did achieve better results then PPG children nationally.


Of the disadvantaged children in KS2 in 2016 (cohort of 4)

  • 50% made expected or better progress in Reading. (These children made high progress)
  • 50% made expected or better progress in Writing (25% made high progress)
  • 50% made expected or better progress in Maths

As a group, pupils in Y6 had positive progress measures in Reading (3.48) and Writing (2.76) but did less well in Maths (-1.94).

In Key Stage 1 SATs in 2016 all children eligible for PPG reached the expected standard. (Cohort of 2).

In the Year 1Phonics Check in 2016, 75% of the children reached the required standard, a similar figure to those not eligible for PPG. (cohort of 4)

At the end of the Foundation Stage 40% of PPG children achieved a Good Level of Development. (Cohort of 5)

It should be noted however that the number of PPG children in each of these groups is very small and therefore comparisons with national percentages need to be treated with caution.

The quality of teaching,learning and assessment

We judge the quality of teaching learning and assessment across the school to be good.

This is based on:

  • Lesson observations carried out by the headteacher, and senior leaders. These show that over the last three years the proportion of good and outstanding lessons seen has increased. In 2015-2016 all lessons observed have been good or outstanding.
  • Good standards of teaching seen by our School Improvement Advisor.
  • Joint lesson observations with the HT and SIA and the HT and Subject Leaders have ensured consistency in judgements of the quality of teaching and learning.
  • Good standards of attainment and achievement as described above.
  • Good use of literacy and numeracy skills in cross curricular work.
  • Pupil discussion and work scrutiny by all senior leaders.
  • Good quality marking and pupil feedback.
  • The use of individual guided reading and paired reading.
  • Partner talk in each class.
  • Self assessment and “learning to learn” strategies.
  • High levels of pupil engagement and enjoyment.
  • Work scrutinies.
  • Moderation meetings.
  • Pupil progress meetings
  • Teachers’ excellent subject knowledge.
  • High quality displays throughout the school and working walls in classes.
  • Teachers’ excellent relationships with the pupils in the school.
  • Teacher’s desire to improve their own practice and to innovate in terms of their skills and resources.
  • From our own survey of parents in February 2015.
    • 99% of respondents said that their child enjoys school.
    • 98% of respondents said that their child was taught well at this school.
    • 100% of respondents would recommend the school to another parent.
  • From our own survey of pupils in April 2015.
    • 100% of children in KS1 and KS2 agreed or strongly agreed that they learnt well at school
    • 99% of children in KS1 and KS2 agreed or strongly agreed that teachers explained things clearly
    • 99% of children in KS2 and 96% of children in KS1 agreed or strongly agreed that they knew how to improve their work
    • 95% of children in KS2 and 99% of children in KS1 agreed or strongly agreed that they enjoyed being in school. 
  • Teachers are enthusiastic in class.

Personal development, behaviour and welfare

We judge safety of children at Monkton Park to be good because:

  • Recent Pupil and parent  questionnaires in 2015 show that:
    • In Key Stage 2, 99% of children feel safe in school (64% strongly agree, 35% agree 1% had no opinion)
    • In Key Stage 1 94% of children  said that they felt safe in school, 3% didn’t know and 3% disagreed
    • In February 2015, 99% of parents noted that their child enjoys school and 100% said that their child feels safe at school.
    • Of the 156 respondents all but one said that they would recommend the school to other parents:- 99.4%
    • In Key Stage 2 96% of pupils agreed or strongly agreed that the school was good at stopping bullying. In Key Stage 1 88% agreed that the school was good at stopping name calling. 11% were unsure an 1% disagreed
  • The headteacher monitors good and bad behaviour through behaviour books. Parents are contacted by phone if their children have misbehaved and if necessary standard letters are sent. Parents are routinely informed of incidents by class teachers and the headteacher.
  • In 2015-2016 there we no fixed term or permanent exclusions.
  • Racist incidents are rare. When they occur they are recorded in the Racist Incident Log and dealt with appropriately. Over the last three years incidents have been low. Numbers but not details are reported to the governing body.
  • Behaviour and Discipline Policy and Anti-Bullying Policies are reviewed each year.
  • Huff and Puff activities are available on the playground. These provide activity and enjoyment at playtimes. Huff and Puff is organised by children in KS2.
  • Older children act as Play-leaders for younger pupils.
  • All Year 6 children have additional responsibilities as prefects.
  • Suggestions from the children can be made through class discussions with school council representatives.
  • All staff make time to listen to children's concerns.
  • PHSE and SEAL resources are used to help children with difficult issues and learn strategies to help them deal with situations in the future.
  • Respect is a central theme of both collective worship and other assemblies.
  • Children understand what constitutes a safe situation and have accurate perspectives on their safety and the safety of others.
  • Opportunities are provided to ensure that children feel safe and adopt safe practices. Learners feel mostly free from harassment and bullying.
  • Year 5 and Year 6 have had presentations and a workshop led by the NSPCC about keeping safe and about the service offered by Childline.
  • Pupils have a clear understanding of who to approach to deal with serious incidents such as bullying and racism. Most are confident that support is available if they feel at risk.
  • The children have a good understanding of how to keep safe, including basic road safety. Children follow the school rules and behave responsibly in order to keep others safe. Children act as supporters for younger pupils formally and informally.
  • Older children actively enjoy taking on positions of responsibility in the school.
  • Staff and governors carry out the LA safeguarding audit each year and currently judge our safeguarding measures to be good.
  • An appropriate number of MDSAs are on duty at lunchtimes, supported by senior staff.
  • A full Health and Safety inspection undertaken by the LA in December 2014. The LA judge Health and Safety standards in the school to be good. Actions identified have been carried out or included in development plans.
  • There are clear procedures for first aid and systems for reporting incidents or accidents. We more than meet First Aid requirements.
  • Learners are taught how they can get help if they feel worried or unsafe.
  • In PHSE, topics include road safety, talking to strangers and e-safety. E-safety is taught explicitly using CEOP resources. Internet Safety Day is prioritised and all parents have been given copies of the Vodaphone Digital Parenting magazines.
  • In September 2014 we had an Internet Safety session for parents led by a LA advisor.
  • Safety is discussed in PE, science, D&T and when preparing for visits.
  • Children take part in termly fire drills.
  • Staff have received training in de-escalation techniques in order to promote good behaviour.
  • Child safeguarding and Prevent training has been delivered to all staff including catering and maintenance staff, (September 2016).
  •  Safeguarding and Prevent training has been delivered to governors.
  • Concerns raised by parents are recorded and dealt with in a timely way.
  • The Time to Talk Counselling service is available in school. This is run by Relate and children have access to it via self referral or from referral from their parents or school staff.
  • The school has three members of staff trained to be designated for child protection. HT,DH and SENCo.
  • The HT has a post-graduate Social Work qualification and has extensive child protection experience in both educational and children’s social care settings.
  • The SENCo attends monthly Multi Agency Forum meetings where cases can be discussed and services co-ordinated.
  • Case studies are available for Ofsted inspectors and the LA,  to show how the school has successfully dealt with child protection issues.
  • Children appreciate that their concerns are taken seriously and appropriate actions are taken. They feel that they can approach staff and talk about their concerns.
  • The school is a calm place to be.
  • At Monkton Park parents appreciate the need for children to have good attendance. Data for 2016 show that the school has low rates of absence. We remain consistently below the median trend-line for the school’s FSM level.
  • The overwhelming majority of children arrive in school promptly at the start of the day
  • Teachers have positive relationships with their classes.
  • Behaviour is supported in class by Teaching Assistants.
  • Incidents of poor behaviour are infrequent and are dealt with appropriately. Parents are invariably supportive of the school’s approach to discipline.
  • Behaviour support services and outside specialists i.e. CAMHS and the LA Behaviour Support Team  are involved as appropriate.
  • Children in Key Stage 2 can access Time to Talk service from Relate.
  • Class teachers consistently praise children’s effort and good behaviour:- verbally and through written feedback. Postcards congratulating children are regularly sent to parents through the post.
  • SLT members regularly have lunch with the children to develop relationships and encourage good behaviour.
  • Consistent systems of rewards used across the school: Super Snakes in FS2 and KS1and Reward Cards at KS2.
  • These lead to Bronze, Silver, Gold and Platinum certificates which each have an associated number of house points. These are totalled each term and winning houses are rewarded.
  • Headteacher’s awards are also given for effort, achievement and positive attitude.
  • Achievements outside school are celebrated in assemblies.
  • Music certificates are awarded in assemblies.
  • Postcards celebrating children’s particular successes are sent home to families in the post.
  • Each term, Magnificent Mole badges are awarded for children who have done particularly well for the whole term.
  • The positive systems in place encourage most children to behave well most of the time.
  • When required, sanctions are clear, stepped and enforced.
  • Individual children sometimes have had their own programmes and if this is the case parents are fully involved.
  • Through assemblies and class discussions children are aware of different forms of bullying and have a clear understanding that it is wrong. In school they know how to seek help if it is occurring.
  • Pupils understand the importance of very good attitudes and behaviour in facilitating their learning.

Leadership and management

Over the last three years school leaders have focused on improving the educational experience for children at Monkton Park. All have high expectation and strong ambition. We judge leadership and management to be good because:

  • School leaders have high expectations. We are ambitious for of pupils and our school and constantly want to improve.
  • In considering the educational landscape we sought to join a Multi Academy Trust and were pursuing Academy conversion. When we established that this would not be the best for the school we withdrew from this process.
  • However in order to further develop staff and to ensure continued school improvement in 2015 we joined Challenge Partners linking with the North Wiltshire Teaching Alliance based at Royal Wootton Bassett school Two members of staff completed the Outstanding Teacher Programme and three members of the SLT have had reviewer training and were involved in school reviews in other local authorities. Two TAs completed the  Outstanding Teaching Assistants programme. This year we are developing links with our local Teaching School Alliance. 
  • Whilst managing the day to day issues of an older building, practical improvements have been made. This has included the building of two new classrooms and the subsequent raising of the Pupil Admission Number, leading to a rise in pupil numbers.  Also, a complete rewire, asbestos removal, refurbishment of the kitchen, provision of an outside area for the Foundation Stage, radiator replacement and classroom upgrades.
  • We are now replacing older Interactive Whiteboards with newer touch screen technology.
  • We have  had a number of staff changes and maternity leaves.
  • In addition to managing these practical necessities Governors and the Senior Leadership Team have focused in particular on raising standards of achievement and attainment for all pupils.
  • Governors consistently challenge the school to ensure continued improvement.
  • The Headteacher has a SIA role in the Local Authority.

In order to raise attainment we have:

  • Reconstituted the Senior Leadership Team.
  • Employed new staff with considerable skill and experience.
  • Deployed staff to improve pupil performance:- Support programmes run by teachers and TAs.
  • Provided mentoring and coaching for staff.
  • Share expertise and teaching ideas in staff meetings and on line.
  • Introduced School Pupil Tracker On-line (SPTO) and the expectation that all staff tracked progress in National Curriculum  sub levels and National Curriculum  points and now that National Curriculum levels have been removed,  in Tracking Points.
  • Progressively raised the expectation of pupil progress. Prior to the scrapping of levels :- in NC points (Expected 6 NCP progress a year in KS1 and 4 NCP progress a year in KS2) Now in Tracking Points teachers are expected to ensure that each child makes in excess of 3TP progress a year.
  • Increased the number of pupil progress meetings from 3 x yearly in 2013 to 6 x yearly when staff are held to account for pupil progress.
  • Changed the format and constitution of Governors Curriculum Committee to Attainment and Curriculum committee meeting directly after pupil progress meetings.
  • Continued to incorporate specific targets for pupil attainment in all performance management.
  • Applied more rigour to pay progression when linked to pupil attainment. 
  • Raised target expectation on SPTO so that the target levels represent greater than expected progress for each year group. This is used as the basis for Performance Management.
  • Provided governors with comprehensive school performance data.
  • Provided governors with detailed data on the progress of disadvantaged pupils and on Pupil Premium income and expenditure.
  • Shared good practice within the school and provided CPD opportunities for all staff.
  • Introduced systems to monitor the effectiveness of CPD.
  • Provided CPD for all middle leaders.
  • Provided training opportunities for governors.

We also work collaboratively in the Chippenham Area Network to:

  • Ensure consistency across all town schools.
  • Provide joint CPD i.e. Chris Quigley Conference and May McCalley training for teachers and teaching assistants.
  • Provide joint activities for children:- Chippenham Children’s Parliament , Farmers Market, Arts Projects, History Projects, the Chippenham Olympics and children jointly working across the town with Karl Hopwood on Internet Safety.
  • Develop links with local Churches.
  • Support  national and local charitable organisations.
  • Provide training opportunities together with UWE and Bath Spa Universities and North Wiltshire SCITT.
  • Provide curriculum enrichment, with Braeside Education Centre and all the Chippenham Secondary Schools. i.e. maths French, science, technology, music, drama and sport.

Overall effectiveness, including the promotion of the pupils’ spiritual, moral, social and cultural development

We consider that Monkton Park is a securely good school with some outstanding features because:

  • Teaching is good and some is outstanding. The quality of teaching is also improving.
  • The school is popular and is highly regarded in the community.
  • Pupils do very well academically.
  • Disadvantaged children achieve well.
  • Children with additional educational and social needs are supported well.
  • Pupils have a rich experience of the curriculum.
  • The arts, science, humanities and sport are valued and prioritised.
  • Additional sports funding is used in full to provide specialist sports coaching. This has directly benefited the children and provides CPD for staff.
  • We provide high quality experiences i.e. in November 13 Y5 and Y6 children worked with the English National Ballet and subsequently saw a performance of Le Corsaire in the theatre. This year following work on Warhorse children saw the theatrical production at Bristol Hippodrome. In September 2015 Y5 and Y6 again worked with the ENB, this time on their production of Romeo and Juliet. In 2017 children will again see Warhorse in the theatre.
  •  Enrichment activities are arranged each year for all year groups.
  • We have visiting theatre groups in school. Most Recently Quantum Theatre performing The Miscalculation of Cap’n Half-inch.
  • Children are involved in workshops with the Bournemouth Symphony Orchestra
  • Children are well prepared for moves at each stage of their education:- from Foundation Stage to Y7
  • Able children have high attainment.
  • Pupils with additional needs are supported well.
  • Pupils who attract Pupil Premium make good progress.
  • Children who have SEN make good progress.
  • We continue to focus on narrowing attainment gaps.
  • Staff share good practice and view teaching as a collective responsibility.
  • Staff  have taken part in Teachmeets and use the Internet to support their own CPD (Twitter and Blogs).
  • The school has a strong shared identity and purpose.
  • The school is involved in our local Global Education Network
  • British Values are specifically taught and discussed in classes and in assemblies
  • We have a clear understanding that our school is not culturally diverse so are therefore constantly mindful of those children who are members of minority groups. Their religions and cultures are respected and respect is engendered in the children. As a result difficulties have been rare but when they have occurred they are addressed quickly. See the Racist Incidents log
  • Through the curriculum we highlight areas of difference and diversity. We have had multicultural weeks, always prioritise Black History month. We have also had a number of parents visit classes to work with children on different cultures.
  •  We prioritise local community cohesion through our excellent links with local schools that allow children to work in partnership with other children across the town and develop a sense of responsibility to the Chippenham community.
  • We have had links with a Primary School in The Gambia.
  • In 2015 we also joined other local schools in the Global Education Project.
  • We have significant links with community groups, religious organisations, the Church, charities, sports  partnerships, and liaison with early years providers.
  • The children understand the importance of community and are outward looking in their concern. They are keen to organise fund raising activities and want to make a difference! 

We consider that we are consistently and securely good. We know that we have areas in which we need to improve but share a common sense of purpose at all levels to improve the life chances of all the children in the school. It is not too strong to say that we love this school and want to see all our children succeed.

One response from our parent survey in 2015:

 “I have nothing but praise for Monkton Park’s teachers…”

And another said,

“Number 1 school by far! Very polite staff and always there to help with issues inside and outside school. Many thanks.”

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