At Lady Bankes Junior School our school values of ambition, togetherness, opportunity, respect, curiosity and happiness are at the heart of all we do to ensure that pupils receive the best possible educational experience both in and out of the classroom. We share these values with Lady Bankes Infant and Nursery School with whom we share a governing body and build on the progress our children have made during EYFS and Key Stage One.
We strive to ensure that all pupils leave this school at the end of Year 6 having achieved their best possible outcomes across the National Curriculum and beyond through an extensive range of learning opportunities and experiences. These values and learning outcomes will help to prepare our children for the next stage of their education and beyond.
Our learning is based around key questions and as much of the learning in different subjects is planned to help to answer the question. Pupil passports, shared at first consultation meetings, provide parents/ carers with the main objectives for the year and form the basis of the child’s end of year report.
We use our location of Ruislip to its full advantage visiting local places of worship, shops and places of interest. We work with local schools collaboratively for professional development and competitively for sporting fixtures. Year 3’s key question in the summer term, for example, is ‘Why is Ruislip such a desirable place to live?’ We use our connection with Lady Mary Bankes after whom our school is named. Year 5’s key question in the summer term is ‘How have leisure activities and holidays changed over the ages in Britain?’ and this includes a school journey to Dorset to visit Corfe Castle the home of Lady Mary Bankes.
Located in the London Borough of Hillingdon we visit the museums and places of interest that London and the surrounding area has to offer- Hampton Court Palace, Chilton Open Air Museum, RAF Hendon, the Science Museum, Brunel University, the British Museum and the Natural History Museum, to name a few. We have taken the children to sporting events such as at the Copper Box Arena (table tennis), O2 (tennis) and Wembley (including the women’s FA cup final) and to sing as part of the Young Voices choir at the O2 arena. We have an extensive range of extra-curricular activities which we encourage all our pupils, regardless of circumstance, to participate in.
We aim to give all pupils knowledge and skills that go beyond the curriculum. Year 6 have an enterprise week that raises money for their leavers’ party- last year raising £1400. We arranged a Careers Day for Year 5 and 6 pupils to show them a range of occupations from fire fighters to the police, STEM to animators. We plan for this to be an annual event. We have introduced cake sales where a specific year group bring in and sell cakes to the school and this gives children experience of handling money.
The needs of all pupils are planned for every day. We completed the Inclusion Commitment with the Local Authority Inclusion team from January 2017- July 2018. This included training for all teaching and support staff on a wide range of areas including behaviour that challenges and how to meet the needs of pupils with ASD, ADHD and sensory needs. We are now working in partnership with the Inclusion team and the Department for Education on SCERTS.
We have been working with the Vanguard Learning Trust last year on ‘Reducing the Gap’- as a result we will track disadvantaged children in categories depending on need. We introduced a Film Club at lunchtimes to encourage attendance at school and provide an opportunity to chat to and support these children as necessary.
Research evidence is used to constantly improve our practice. We are using ‘Let’s think English’ which bases its lessons around metacognition and research from King’s College. Skills in these lessons can be transferred across the curriculum.
We are part of a Maths Hub this academic year that will focus on Improving the Deciphering of Mathematical Word Problems through Starter Activities and a Guided Approach in KS1/2.
Professional development is crucial and all opportunities to support the staff to enhance their knowledge is taken. Courses that staff have attended over the last academic year have included SCERTS, mental health, subject leadership, computing, metacognition, humanities and dyslexia.