Freeman's Pages

The Expectations

Mathematics has a unique place in the curriculum at Freeman’s.  It provides children with a means of communication through prediction, representation of ideas and explanation of results.  They learn to count, measure, order and classify.  They also learn to think and reason mathematically. They experience enjoyment in investigating patterns in number and shape and in pursuing solutions in closed and open-ended tasks.

The skills that we are taught are not seen as an end in themselves but as an effective tool that will enable them as adults to become independent citizens.  Mathematics contributes to a child’s development in a personal, social and intellectual way. 

Aims and Objectives

The overall aim for Mathematics is that the school endeavours to help the children be numerate, understand the applications of mathematical skills and solve problems:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language 
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Teaching and Learning

Mathematics is taught in mixed ability classes.  Mathematics is taught daily and within that time children will be given opportunities to work individually, in pairs, small groups and whole class situations.  Teachers will use a variety of teaching styles such as modelling, demonstration, questioning, explaining and illustrating. All children are taught the age related objectives with differentiation within these when practical to allow all children to access the lessons and reach their full potential including those working at greater depth in the subject.  Children will learn practically, through real life situations as well as more abstract questions and tasks.

Times Table Rockstars is used across the school to build children’s speed and confidence in the use of multiplication facts which they can then apply in a wide range of contexts. Children may have a separate arithmetic lesson where they work towards becoming confident in using formal methods for all four operations. Each year group builds upon the previous year’s learning and develops this to the point where formal methods are used with accuracy and speed.

Within lessons children will learn to reason and problem solve and these skills are explicitly taught alongside fluency.

Hardcopies of Content

If you require a hardcopy of documents from this website, please contact the office with your request.

Contact Details

The name, postal addresses and telephone number of the school, and the name of a person to whom enquiries should be addressed is:

Name of Principal: Mrs Fiona Hull

Name and Address of Chair of the Board of Governors:
Mr Greg Cracknell
Westfield Road

Name and Address of SENCO:
Mrs S Clarke
Westfield Road

Schools Owner:
Freeman’s Endowed Church of England Junior Academy

Telephone: 01933 274870

Admission Arrangements

If you would like your child to attend our school, please see full details of our admission arrangements below.

Our Admissions Policy is available in the sidebar.

A link to Northants CC admissions website is available in the sidebar.


Links are provided to Ofsted Parent View for your comments about our school and to the Government School Comparison website to assist in assessing our data with respect to other schools.

Key Stage 2 Results & School Performance Tables

School Curriculum

We have a series of pages dedicated to the delivery, assessment and enhancement of the Curriculum. These pages may be found under the main Curriculum heading in the menu bar.

Pupil Behaviour

Our Behaviour and Anti-Bullying Policy will advise you on how we manage discipline and behaviour at our School.

Please see the link in our sidebar for all of our Key Policies and reports.

Pupil Premium and Sports Premium

The pupil premium is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to underachievement. The three identified groups are: pupils who are entitled to free school meals, pupils who have a parent working for the armed services and those children in local authority care. 

The funding received by our School has been used in a variety of ways in order to improve attainment and progress and to help overcome barriers to learning.

We know that children learn best when they are happy, secure, confident, valued, and fully included in school life. Our use of pupil premium funding takes account of wide considerations. We believe that raising standards is best achieved by ensuring that children have reasonable access to all that our school has to offer. 

Detailed statements of the school's Pupil Premium information can be found on a page dedicated to this topic, click here.

Detailed statements of the school's Sports Premium information can be found on a page dadicated to this topic, click here.

Special Educational Needs

We are a highly inclusive school in which he needs of all pupils are taken seriously and supported in an individualised way. Staff are sensitive to the needs of every child and through working wit the SENCO and external professionals aim to deliver the highest standard of education for all children regardless of their needs.

We believe in an inclusive approach to teaching and learning and that all children should be supported to reach their full potential. Quality first teaching is used to ensure pupils are accessing the full curriculum, lessons are differentiated and adapted to meet the needs of all children including those with SEND. Scaffolds and practical resources are provided to support children to work independently. Research evidence is used to plan effective interventions and staff receive training to ensure that the delivery of such interventions has the desired impact. Children with SEN are included in all aspects of school life and are encouraged to join clubs and participate in all activities.

Early identification of children’s needs is key to ensuring that provision for children with SEND is in place to meet their individual needs. Staff work closely together to plan an appropriate curriculum to meet their individual targets. We believe in early intervention and aim to address any emerging need as soon as possible. We encourage parental input when planning the provision for individual pupils. The progress of all children on the SEND register are reviewed regularly in collaboration with families and relevant professionals.

All children are seen as individuals and staff have high expectations for every child. All children, including those with SEND, are encouraged to be independent, confident, motivated life-long learners.

Please see our full SEND Report, provided in the key policies and reports area of this page.

Charging Policy

The school's charging and remissions policy can be found by using the link in our sidebar for all of our Statutory Policies.

Throughout your child’s time at Freeman’s Endowed CofE Junior Academy their progress and achievement will be assessed in two ways:

  • Summative assessment – This is standardised assessment that compares your child’s learning with other children of the same age nationally.  We assess children at the end of Key Stage 2, the children in Year 6,  using the Interim Teacher Assessment Framework and Key Stage 2 SATs in reading, Mathematics, Grammar, punctuation and spelling. The children in Years 3, 4 and 5 will be assessed uisng standardised tests suitable for their age.

The children undergo summative assessment at 3 key periods throughout the year – on entry to school, at the end of the Spring Term and at the end of the Summer Term.  The outcomes of these assessments will be shared with parents and carers and used by the school’s leadership and Governing Body to judge overall performance and close any gaps in the learning of particular cohorts of children if required.

  • Formative assessment is an ongoing form of assessment that takes place in each session every day.  The teacher uses this form of assessment to judge how well the children have understood and applied the learning during the lesson.  This information is then used to inform the next session of learning.  The information allows the teachers to tailor the learning so that all children have the chance to make progress in all lessons.

Principle of Assessment

Freeman’s Endowed CofE  Junior Academy

Parents and carers


Assessment is fair

Assessment is inclusive of all abilities.

Assessment is free from bias.

Judgements are moderated in school and with other experienced professional partners.

Your child’s progress will be assessed according to their individual abilities.

Your child is valued and will be assessed as an individual.

I will know how I learn and talk about what works for me.

I will be given the chance to develop my own learning style.

Assessment is at the heart of teaching and learning

Assessment will provide evidence to guide learning and teaching.

Assessment will provide pupils the opportunity to demonstrate and review their progress and understand the next steps in their learning.

Your child’s assessments will be used to shape the next phase of their education.

Your child’s assessments will allow them to demonstrate and review their progress.

I will build on my successes and learn from my mistakes.

I will be able to see and talk about the progress I have made.

Assessment is honest

Assessment outcomes are shared in an open, honest and transparent way to assist pupils with their learning.

Your child’s assessments will be used to help them to improve their knowledge, skills and understanding.

Your child will receive accurate, positive and constructive feedback.

I will be stretched to help me to achieve more in my learning.

I will know what to do to help me to improve my work.

I will be helped to succeed.

Assessment is ambitious

Assessment places achievement in context against nationally standardised criteria and expectations.

Assessment demonstrates a pathway of progress and development for every child.

Assessment objectives will be challenging and ambitious for every child.

Your child’s progress and achievement will be placed in context against national standards and expectations.

Your child’s development will be clear and shared with you.

Your child will be challenged to achieve their best.

I will know how well I am doing compared to other children of a similar age.

I will have targets to aim for.

I will know what I need to do in order to improve my learning and progress.

I will always be helped and challenged to do my best.

Assessment is appropriate

The purpose of any assessment process will be clearly stated.

Assessment will draw on a wide range of evidence to complete the picture of each pupil’s achievement and progress.

Assessment will require no more procedures or recording than is practically required.

Your child will be clear about why they are being assessed.

Your child will be assessed using methods that are appropriate to their age, the task being undertaken and the information required by the teacher and school.

Your child’s achievement and progress will draw on evidence from a range of subjects across the curriculum.

I will know why I am being assessed.

I will be assessed fairly.

I will use many pieces of work to show how well I am doing.

Assessment is consistent

Judgements are formed according to common, agreed principles.

The results can be understood by other interested parties such as the Local Authority, other schools and national bodies such as Ofsted.

Your child’s assessments will be based upon agreed and standardised criteria.

The assessment processes will be clear.

Your child’s results will be compared to other schools locally and nationally.

I will be assessed in the same way as other children of my age and ability.

I will know why I am being assessed.

I will know how well I am doing.

Assessment outcomes provide meaningful and understandable information.


Pupils in developing their learning.

Parents in supporting their children with their learning.

Teachers in planning learning and teaching

School leaders and governors in planning and allocating resources.

Government and agents of government.

You will be provided with meaningful and understandable information on how your child is developing their learning.

You will be informed on how you can support your child with their learning.

Your child’s assessments will be used to shape and plan future learning and teaching.

Your child’s assessments will be used to inform school leaders and governors and assist with the planning of the curriculum and allocation of resources.

I will know how well I am doing and what I need to do to improve.

My parents/carers will know how well I am doing and be able to help me to improve.

My teachers will always do their best to help me to succeed.

Assessment feedback should inspire greater effort and a belief that, through hard work and practise, more can be achieved

Assessment feedback will motivate pupils and encourage them to do their best to achieve the highest standards possible.

Your child will be encouraged to achieve their potential.

I will try my best to be the best learner that I can be.

Welcome to the governance page of Freeman’s website.


Freeman’s CE Endowed School joined Peterborough Diocese Educational Trust (PDET) on November 1st 2019 and from this date, governance has come under the responsibility of PDET’s Board of Directors. Like all other academies in the Trust, Freeman’s has an Academy Governance Committee (AGC) with some delegated responsibilities from the Trust Board of Directors.  They do not hold the academy to account but agree the vision and values for the academy with reference to the SIAMS Schedule, in partnership with the academy community, ensuring they are aligned with the Trust's Vision and embracing equality. They monitor that the vision and values are being 'lived out' in all aspects of the life of the academy and engage with the local community. The AGC meets six times each year.

The Governance Committee has eight members. Two represent the local Church, two are elected parents, three are community governors and the final Governor is the Head Teacher. 


Mr Greg Cracknell

Chair of Govenors

Key Policies

General School Policies

Safeguarding Policies

SEND Policies


Year 3 Curriculum Maps

Home Learning

Spellings are given out on a Monday related to a specific pattern or rule. Children are then quizzed the following week. Every few weeks children will be given a mixture of spellings from the previous weeks. Spelling shed is a useful tool to practise spellings.
Children are given a times table to practise weekly. This is also set on Monday.

How you can help

Please continue to support your child by encouraging them to read widely and frequently. They should also be discussing their reading with an adult on a regular basis. You could use the questions in their reading diary for ideas. Ensuring that your child is regularly practicing their multiplication tables is also incredibly beneficial for them. There are lots of ways that these facts can be practised; chanting, singing, games, apps, web sites or simply writing them out.

Useful Websites

School Address

Freeman's Endowed CE Junior Academy

Westfield Road



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