General Data Protection Regulation (GDPR)
Data Protection governs how information about living people (such as pupils and staff) is collected and used.
GDPR is about personal data. This means data which relates to an individual who can be identified from that information. It does not affect all the records the school or academy trust holds because much of it will not contain personal data.
GDPR became law on 25 May 2018. It had a number of changes from the previous Data Protection Act. The main new feature of data protection under the GDPR is an accountability principle, meaning that the organisation does not only have to comply, but it has to be able to demonstrate that it complies.
The Information Commissioner’s Office (ICO) is the national regulator of data protection legislation. If there is something that we, as an academy trust, are doing that is not quite as it should be, a complaint can be made to the ICO.
N.B. the ICO website is a key place to find further information on GDPR. Here is the link:
Freeman's Endowed CE Junior Academy is part of Peterborough Diocese Education Trust (PDET) and therefore PDET is the Data Controller and responsible for compliance under GDPR.
PDET has audited all of its schools / academies and is responsible for creating and maintaining a Record of Processing Activities (RPA).
The RPA is a list of the main types of information the Trust has (and this, therefore, includes all the information schools in the Trust have), stating key details about the data, such as:
- Why we have it;
- What it is used for;
- Where it is stored;
- Who it is shared with (if it is); and
- How long we keep it for.
Privacy Notices are what we use to explain to people why we collect information and what we are going to do with it, such as if we are going to share it with anyone else. Please follow the links at the side of the page to access these documents.
Data Protection Officer (DPO)
Procedures for individuals to exercise their rights
The GDPR gives individuals various rights around their data. The main one is being able to request a copy of the information held about them, but it also gives them the right to do things like request that information is corrected (if inaccurate).
PDET has prepared the following policies for GDPR which have been adopted by the academy; please follow the links on the side of this page to access the following documents:
- Combined Data Protection and Freedom of Information Policy
- Records Retention Policy
RIGHTS OF INDIVIDUALS
Individuals have the following rights:
- Right of access (to receive copies of their personal data);
- Right to rectification (correcting data if inaccurate);
- Right to erasure (to request that data is deleted);
- Right to restrict processing (to request you do not use their data in a certain way);
- Right to data portability;
- Right to object;
- Right to have explained if there will be any automated decision-making, including profiling, based on the data and that they have the right to meaningful information about the logic behind this.
Freeman’s Endowed CE Junior Academy
Maths Statement: Intent, Implementation and Impact
Maths Intent (the What):
How we ensure an ambitious Maths curriculum – a mastery curriculum:
At Freeman’s Endowed Junior Academy, our Maths teaching is underpinned by the belief that all children need a deep understanding of the mathematics they are learning. This is what we mean by Mastery. There is one set of Mathematical concepts for all. We ensure all pupils have access to these concepts and the rich connections between them. Mastery is, therefore, the aim for all children, hence we have an ambitious Maths curriculum for all.
Mastery is a continuum. We believe mastery is only going to be achieved when more time is spent on key concepts that are revisited and reviewed. This allows for the development of depth and sufficient practice to embed learning. Devoting time to key concepts enables us to:
- Represent concepts in lots of different ways (multiple representations).
- Teach the processes, then allow the children to apply their knowledge, increasingly rapidly and accurately. Following a process / procedure won’t enable mastery; applying a process will.
- Commit key facts to children’s long term memory.
Therefore, at an age-appropriate level, we expect the vast majority of our children to be able to:
- Use mathematical concepts, facts and procedures appropriately, flexibly and fluently.
- Have a sufficient depth of knowledge and understanding to reason and explain mathematical concepts and procedures and use them to solve a variety of problems.
- Recall key number facts e.g. number bonds and times tables with speed and accuracy and use them to calculate and work out unknown facts.
How we ensure challenge
We ensure that the majority of pupils will move through the curriculum at broadly the same pace. However, based on good AfL, our teachers make decisions about when to progress children, based on the security of pupils’ understanding and their readiness to progress to the next stage. This does not mean that ‘we hold children back’ and that all children access the same questions and same activities all of the time. Pupils who grasp concepts rapidly are challenged by ‘going deeper’, being offered rich and more sophisticated problems before any acceleration through new content. Differentiation still takes place although it will often be through the same concept, posing different questions and problems for ‘rapid graspers’ to extend their thinking. Mastery strategies such as ‘Prove it’; ‘Compare’; ‘True or False’ are used. ‘Deepening’ through differentiation is important in all year groups. Those who are not sufficiently fluent with earlier material consolidate their understanding, through additional practice, before moving on. A ceiling is not put on children’s learning and flexible grouping is adopted based on pre-assessments.
How we ensure a well sequenced, progressive curriculum
We teach the National Curriculum 2014. Pupils gain an understanding of the mathematics relevant to their year group so that is it built upon in subsequent years.
- Our high level long term map for Maths outlines in year groups / phases when mathematical knowledge, in units of work, will be taught and revisited. This is the basis for our well sequenced and progressive curriculum.
- Our Progression documents provide an overview of the development of concepts across the primary years. These allow subject leaders to have an overview of the progression of concepts over time and allow class teachers to know what children have learnt previously and how the learning continues subsequently.
- Our Calculation policies outline in more detail which concepts and procedures / strategies will be introduced and then developed. (We are presently developing these detailed documents in other areas of the Maths curriculum to supplement our Maths planning.)
- Our weekly planning is based on White Rose Maths which is tailored to the needs of our children. The progression of ‘small steps’ structure each unit of work being taught. We use concrete resources, where appropriate, throughout the school to ensure children are exposed to multiple representations of a concept. This is part of our CPA (Concrete, Pictorial and Abstract) approach.
Whilst we teach Maths in progressive distinct domains (units of work) we recognise that Maths is an interconnected subject. Therefore, we encourage children to make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Children also apply their mathematical knowledge across the curriculum, particularly in Science, where relevant.
We regard talk in Maths as important and introduce mathematical vocabulary in an age-appropriate way. We encourage children to verbalise their thinking through partner discussion; our teachers ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.
We make time to teach Maths:
If children are not reaching the expectations outlined below we intervene quickly by giving extra support. We give catch up support by assessing children through AfL to identify who needs additional support. We ensure 1:1 or group interventions take place to develop children’s knowledge and understanding through post teaching. We use effective pre-teaching to expose children to mathematical concepts. The content of these sessions is determined by on-going gap analyses and our in-depth knowledge of each child. These sessions are additional to our daily Maths sessions.
In addition, we have daily Maths Fluency sessions across the school to ensure daily review of key concepts. These retrieval sessions ensure mathematical declarative and procedural knowledge is secure in the long term memory. These daily sessions also focus on the recall of identified key facts. These progressive, specific facts are non-negotiables that every child should know by the end of each term in each year group.
We build a skilled team who can teach Maths:
Every member of our teaching staff has accessed PDET training by our Maths Consultant on each domain in the Maths curriculum this academic year. This has focussed on Maths subject knowledge and pedagogical subject knowledge. Our Maths Subject Leader has also accessed PDET CPD this academic year. We have carried out CPD sessions based on the aforementioned training and have carried out 1:1 coaching for identified staff.
Leaders in our academy prioritise the teaching of Maths. Leaders monitor the provision of Maths through learning walks in Maths sessions and through planning and book scrutinies where the findings are triangulated. Leaders also analyse data through (i) end of year cohort data and (ii) individual pupil attainment and progress throughout the year (ongoing assessments).
Maths Implementation & Impact:
Lower KS2 (Implementation and Impact)
In Lower KS2 our main priority is to ensure children are becoming increasingly fluent with the four operations (including efficient methods), number facts and place value (including simple fractions and decimals) and are able to solve problems.
We focus on:
- Continuing to use the CPA approach (Concrete, Pictorial and Abstract) as a way to develop children’s conceptual understanding.
- Encouraging the most efficient strategies for calculation. Children are taught a range of strategies; they are taught to look at the calculation as a whole to encourage thinking about what the numbers mean rather than just the digits and using one strategy.
- Progressing understanding of multiplication by looking for linked / connected calculations:
- Progressing understanding of division by e.g.:
- By halving to make the calculation easier:
- By dividing the dividend and the divisor by any number to make the calculation easier
- Divide by partitioning in different ways. (See detailed progression in our Calculation policies).
In addition, we aim for children to:
- Draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them.
- Use measuring instruments with accuracy and make connections between measure and number.
By the end of Year 4 we expect the vast majority of our children to have:
- Become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value.
- Developed efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
- Developed their ability to solve a range of problems, including with simple fractions and decimal place value.
- Memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.
Upper Key Stage 2 (Implementation and Impact)
In Upper KS2 our main priority is to ensure that children are:
- Extending their understanding of the number system and place value to include larger integers.
- Developing connections between multiplication and division with fractions, decimals, percentages and ratio.
- Developing their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation.
- Introduced to the language of algebra as a means for solving a variety of problems.
In addition, we aim for children to:
- to consolidate and extend their knowledge developed in number in geometry and measures.
- Classify shapes with increasingly complex geometric properties and learn the vocabulary they need to describe them.
By the end of Year 6, we expect the vast majority of our children to:
- Be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
- Have deep conceptual understanding and the ability to recall and apply mathematical knowledge rapidly and accurately.
- Reason mathematically by following a line of enquiry, using their knowledge of relationships and generalisations, and justify using mathematical language.
- Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Hardcopies of Content
If you require a hardcopy of documents from this website, please contact the office with your request.
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
Name and Address of SENCO:
Mrs J Taylor
Freeman’s Endowed Church of England Junior Academy
Telephone: 01933 274870
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.
Key Stage 2 Results & School Performance Tables
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.
Our Behaviour and Anti-Bullying Policy will advise you on how we manage discipline and behaviour at our School.
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.
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.
Year 3 Curriculum Maps
Year 3 Updates
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.