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School Brochure

  Welcome to Rainham Village Primary School and Nursery

On behalf of the staff, governors and children I would like to welcome you to our school.

The purpose of this website is to give you a flavour of what we are able to offer you and your child.
We have a firm belief that pupils succeed in school when they have firm foundations to build upon, so right from the start at Rainham Village Primary School and Nursery we hope to work in partnership with you to develop your child's full potential. We recognise that each child is an individual and strive to live by our motto of "quality education meeting individual needs".
There are clear procedures and policies in place throughout the Nursery and School which focus both on academic achievement and personal success, alongside physical, spiritual, social and moral development.
I am proud to be Headteacher of a school with a committed and hardworking staff and Governing body. We hope that you will find the school welcoming and supportive and look forward to getting to know you and your child.


Sandra Carter, Headteacher


History of the School
There has been a school on this site since 1785 when a lease of land was made to the church for a school. The school badge reflects this. The oldest building on site is the 1872 building known to us as "the Church Building".
This community school with Nursery caters for boys and girls from 3-11 years of age (Nursery to Year 6). The current roll for the school is 450, plus a total of 60 places in the Nursery.
The school is situated in the south of the London Borough of Havering and is set in spacious grounds. There are two large playgrounds, and a playing field.
Children are admitted to the main school full time in the first half of the Autumn Term following their fourth birthday. From Reception Year to Year 6 we are able to admit 60 pupils in each year group with one bulge class. Children are admitted into the Nursery in the first half of the Autumn Term following their third birthday. An admissions criterion applies and is available from the School Office.
The headteacher welcomes visits from prospective parents to both the Nursery and the main school.
A full uniform list is contained in our Parents' Handbook.
Many of the children are from families who have had a long association with the school.
The school possesses a large field, two large playgrounds, two halls, an up to date ICT Suite and a fully stocked library.
  OFSTED - June 2013
 "The headteacher and deputy
  headteacher have established a culture
  of high expectations and a positive        environment in which pupils achieve well.  They lead by example and are   well  supported by all 



The School Community

Pastoral Care
At this school we are concerned with the "whole" child and not just academic achievement. All members of staff are encouraged to ensure that each child is happy, is mixing well with other children and gets on well with adults.
Ethos and Values
The school offers a welcoming and caring environment to all children and the adults who work in, or visit it. As a community, we value the diversity of cultures, religions, beliefs, abilities and gifts amongst our community. 
OFSTED - June 2013
"An impressive feature of the school is the way all pupils get on well together and support each other. Pupils from a wide variety of backgrounds and cultures, many joining the school at different times throughout the year, settle quickly and make friends."
The children are taught to respect and value these differences. Children's achievements, both in and out of school, are celebrated on a weekly basis.
We help children to develop socially through the curriculum, extracurricular activities and playtimes. Frequent opportunities occur for children to work together and to learn to be useful members of the school community. Children are expected to take responsibility for their own actions and to help and support each other.
The spiritual development of children is promoted through collective worship, religious education, the curriculum in general and the quality of relationships. We aim to help children develop a sense of wonder and awe and reflect upon these feelings.
The moral development of children is promoted through the guidelines for behaviour. Every opportunity is taken to help children understand the difference between right and wrong and to develop principles to guide their behaviour and moral choices.
Discipline Policy
A high standard of behaviour is expected within the school so that a safe, happy environment is created in which children can learn. Each teacher has a set of rules which they teach to their children together with rewards for children who behave and work well. There is also a list of consequences for children who choose to ignore the rules. These rules are made known to parents who will be told about both good and bad behaviour.
We believe that if home and school work together, we can maintain a positive approach to your children's work and behaviour. A copy of the school's Behaviour Policy is available from the School Office upon request.
OFSTED - June 2013
"The school provides very good support for the very few pupils who find some aspects of school difficult to manage. The school works in close partnership with parents and carers and staff go out of their way to access support to meet individual needs. As a result, these pupils respond positively and their enjoyment of school improves."
Absence from School
When your child is absent from school you should telephone on the first day of your child's absence and then you must send a letter to explain the absence when he/she returns. Any absence not explained in this way will be recorded as unauthorised absence on your child's end of year report. Lateness is also recorded.
School Meals
The school works with Havering Catering Services to provide school meals.  Alternatively, children may bring a packed lunch to school or go home for lunch.
School Uniform
All children are expected to wear school uniform, as it helps them to feel part of the school community. The uniform (except sweatshirts and fleeces) can be bought in various shops and catalogues at a price to suit you.
A full uniform list is contained in our "Parents' Handbook".
The school liaises with the Secondary Schools the children transfer to.  We also make strenuous efforts to liaise with other schools that children attend before coming here.
Complaints Procedure
Any parent wishing to express a concern should always raise the matter with the child's class teacher, of the Headteacher or Deputy Head or Assistant Headteacher (depending upon the nature and urgency of the matter.)
In accordance with the requirements of the 1996 Education Act, the school has a formal Complaints Procedure - a copy of which can be obtained from the School Office.



Teaching & Learning

Curriculum Organisation
Schooling in England is divided into a number of stages. The Foundation Stage applies to Nursery (Year N) and Reception (Year R).

Key Stage 1 applies to children from 5-7 years old, Years 1 and 2.

Key Stage 2 to children from 7-11 years old, Years 3, 4, 5 and 6.
All children in the school study the prescribed National Curriculum, children in Nursery and Reception work from the Curriculum Guidance for the Foundation Stage.
National Curriculum 2014 consists of:
Core Subjects - English, Mathematics, Science, and Information & Communication Technology.
Foundation Subjects- Technology, history, Geography, Music, Art & Physical Education.
Religious Education and P.H.S.E. (incorporating Citizenship) is also taught.
Children will also take a number of assessment tasks and tests during their time at school. These are designed to find out how your child is progressing. The results of the tasks and tests help us to plan future teaching and learning for your child.
Special Needs
Governors and staff have worked together to produce a Special Needs Policy to identify and help children with special educational needs. This policy, in line with the government's Code of Practice, takes a staged approach and ensures that parents, all staff who teach the child and the child himself/herself are involved in decisions about the child's education. Regular reviews of the child's progress take place and, where necessary, additional help is sought.
OFSTED - June 2013
"those who have special educational needs benefit from a programme of well-targeted support through individual support and group work so that they make a similar good rate of progress to other pupils"
English as an Additional Language
Some children for whom English is an additional language may receive additional help.
OFSTED - June 2013
"The needs of those pupils who join the school part way through the year or who speak English as an additional language are identified early and skilled adults provide targeted support on a one-to-one or group basis. These pupils make good and, at times, outstanding progress from the time they start at the school. "



The Nursery

We look forward to welcoming your child to Nursery.
As your child's first teacher you have a very significant role in your child's learning. We would like to build on this in Nursery. We welcome your interest and involvement in the Nursery and value working together in a variety of ways and hope your child will enjoy the many activities planned. We are sure you will enjoy listening to your children as they tell you what they have been doing!
OFSTED - June 2013

"Children make good progress in the
Nursery and Reception classes."
"Children quickly settle into routines and get on well together, reflecting good development in their personal and social skills." 

The modern, purpose built Nursery, with its outdoor play area, is self-contained within the school grounds.

The Nursery is staffed by one teacher, one Nursery nurse and a teaching assistant. We can cater for 60 children; 30 at both morning and afternoon sessions. Six places are reserved for children with Special Needs.
 Principles of Nursery Education
We believe that young children learn through action. Your child will be learning how to work and play with others, how to behave sensibly and to take care of shared equipment. At the end of the year your child should be more independent and self disciplined and ready to take on the challenge of Reception class.

Admission to the Nursery

Children should be registered at school as soon as possible after their second birthday. You will receive an application form in the March before your child is due to begin Nursery.
Admission to Reception
Children are not automatically entered into Reception classes from the Nursery.  Parents must apply direct to the London Borough of Havering who deal with all school admissions. You can apply online at and click on 'apply for schools via e-admissions'.

Reception Classes



The Nursery liaises with Reception Teachers here at the school and at other local schools so that a child's progress and stage of development will be well known upon moving to reception.
During the Summer term the Nursery children visit their new Reception class and meet their new teacher. The School will organise meetings for parents with the Headteacher and Reception staff. Your child's Profile will be given to their next teacher and discussions about your child's needs will take place.
“In the Nursery and Reception classes, staff have created a welcoming environment that is supportive of learning. They give children purposeful opportunities to explore and investigate, both indoors and outside. Teaching supports children’s learning, particularly in communication, language and literacy through adult-led and child-initiated activities. The early teaching of phonics (letters and sounds) is good.”



Religious Education

This is taught in accordance with the Agreed Syllabus of the London Borough of Havering. The content reflects the fact that the religious tradition in this country is, in the main, christian, although the content of the syllabus is not based on the teaching of any particular denomination. The children also learn about the teaching and practices of other major religions. A copy of the Agreed Syllabus is available for inspection at school. If you have any concerns about any aspect of the curriculum please talk to the Headteacher.



Collective Worship
Collective Worship is in accordance with the 1996 Education Act.
All children attend an act of worship daily. The content of the majority of these acts of worship reflects the broad traditions of Christian belief.

Sex & Relationship Education

Sex and Relationships Education is taught to all children. The facts will be presented in an objective and balanced manner, with due regard for moral considerations and the value of family life. We aim to help children cope with the physical and emotional challenges of growing up. Teaching materials may be inspected by parents before the Unit of Work begins.
Parents have the right to withdraw their child from collective worship, and from RE lessons and Sex Education lessons (except where it forms part of the National Curriculum). If you wish to do so, please put your request in writing to the Headteacher, as alternative provision would need to be made for him/her during these times.

OFSTED - 2013
"In the majority of lessons, learning activities are well planned to meet the needs of different groups of pupils and this helps them to make good progress. Teachers set clear learning outcomes so that pupils know what they are expected to achieve. Pupils are interested and want to work hard so that the classrooms are positive places for learning."
























We aim to provide a wide variety of sporting opportunities, teaching the children the skills they need for traditional games and the positive attitudes of fair play, team spirit, perseverance, competitiveness, self-discipline and the ability to cope with victory and defeat. We celebrate the sporting achievements, both in and out of school, of all children.
Games’ teaching is initially aimed at teaching basic skills, then moves through small games to simplified versions of recognised games.
During the year the school runs a football club. The children sometimes have the opportunity to play against other schools.


Opportunities exist for Key Stage 2 children to learn musical instruments. Normally children begin to learn these instruments in Year 4, but children who show exceptional musical ability and interest could begin in Year 3. It takes time and regular practice if a child is to play an instrument and you must be prepared to supervise regular daily practice and provide encouragement. A charge is made for lessons.





Extra Curricular Activities
These may take place after the school day ends or during the lunch hour and include from time to time: football, netball, rounders, singing, recorder, art, science, chess, drama, CC4G(ICT).
Also, the school enables parents and children to buy good quality books through the Puffin Book Club.
Charges for School Activities
Rainham Village Primary School has adopted the Charging Policy of the London Borough of Havering.
Broadly, this means that charges cannot normally be made by a school for any activity which takes place during the school day, but for visits and school journeys that take place out of school time or are organised by independent school travel companies, a charge can be made. The success of school trips and visits depends on the voluntary contributions collected.
A charge is made for instrumental music teaching.
More details of the school's charging and remission policy can be obtained from the school, the Education Office or public libraries.


School Aims


Implement the National Curriculum in all subjects at the highest level appropriate to the individual child;


Develop positive relationships between children, and between children and all adults, ensuring consistency of approach and reinforcing positive behaviour through praise and reward;


Achieve continuity across the curriculum and especially across the key stages including pre-school stage;


Develop self-discipline and independent work habits;


Promote a high level of literacy and numeracy;


Develop physical skills, spatial awareness and co-operative skills;


Enable children to listen attentively and reflectively and also to express their needs, ideas and understanding clearly in all areas of the curriculum, using the technical vocabulary of the subject;


Develop links with the local community leading to an awareness of the wider world;


Give equal opportunities for all children to realise their full potential regardless of gender, race, religion or ability;


Develop a partnership with parents, taking every opportunity to involve them in the education of their child;


Provide an environment that is happy, caring and welcoming, in which all children feel secure and valued;


Encourage and develop children's understanding and respect for religious and moral values, social responsibility and tolerance of other races, cultures, religions and ways of life.