FAQs

General Questions

 

  • How do I apply for a Reception place?

You apply online via the Croydon Council website. Follow this link for a step by step guide to the application process.

 

  • What is the catchment area for Ridgeway Primary school?

This varies annually, and information about the most recent intake can be found on the Croydon Council website.

 

  • What is the school uniform?

Branded jumpers, cardigans and PE tops are available from M&S online. All other uniform can be sourced from a range of different retail outlets based on parent’s preference. Children need to wear suitable school shoes (not boots) and hair accessories need to be plain (i.e. no large bows, bunny rabbit style headbands). Further information about school uniform can be found on the school website.

 

  • Can my child have a school dinner?

The Universal infant free school meals scheme means all children in Reception, Year 1 and Year 2 are currently entitled to a daily free school meal.  At Ridgeway, we provide a choice of hot meals on a three-week menu. Everyday there are two hot meal options, including a meat free option, alongside a selection of vegetables and desserts. Children can also choose to have a sandwich in place of the hot meal. Children in Key Stage 2 (years 3-6) can be entitled to a free school meal if their parents are receiving particular benefits.

 

Children can also bring a healthy packed lunch in from home if they would prefer. We ask children to choose either a school dinner or pack lunch choice for the full week.

 

Children attending full days in Nursery do not have access to school meals and we therefore ask parents to provide a packed lunch.

 

  • Can my child have milk / fruit in school?

Free milk is provided for children under the age of 5. Families need to sign up directly with the company Cool Milk. Children can continue to have milk after they turn 5, and families can choose to pay for this option through Cool Milk.

 

Free fruit is provided daily by the government for children in Nursery, Reception, Year 1 and Year 2. We encourage children in years 3-6 to bring in fruit to eat mid-morning (usually after break time).

 

  • What can my child drink during the school day?

Each child is asked to bring in a water bottle freshly filled daily. These can be refilled during the day in school. This should be water only, not juice or squash.

 

  • What secondary schools do the children move on to?

Our children move onto a wide selection of secondary settings.  The main three schools (in alphabetical order) are Coombe Wood School, Riddlesdown Collegiate and Warlingham School. Alongside this, over the past few years, children have also gone on to attend the following schools: Archbishop Lanfranc, Carew Academy, Croydon High School, Harris Purley, John Fisher, Old Palace, Royal Russell, Thomas Moore, Trinity, Wallington Boys, Wallington Girls, Whitgift, Wilsons, Woldingham and Woodcote.

 

 

Nursery

  • Can my child attend the Nursery part time?

The Nursery has 3 different offers:

 

OFFER 1

30 hours fully funded nursery provision Monday to Friday 9.00 am to 3.00 pm

 

OFFER 2

15 hours funded nursery provision taken as 5 mornings 9.00 am to 12.00pm

Or

15 hours funded nursery provision taken as 5 afternoons 12.00 pm to 3.00 pm

 

OFFER 3

If your child is offered a morning place and you are not entitled to 30 hours or do not wish to take up your entitlement you can extend into the afternoon at a cost of £18.00 (subject to change) for a minimum of 2 afternoons, subject to availability and terms and conditions.

 

  • If my child comes to the Nursery, will they get a place in Reception?

Not automatically.  The local authority manages the application process for our Reception intake centrally.  A child’s nursery setting has no bearing on Reception places allocated at our school.

 

  • How do I apply for a Nursery place?

Application forms can be collected form the main school office between 9am and 4pm.

 

 

Learning

 

  • What curriculum do you use?

In Nursery and Reception we following the framework for The Early Years Foundation Stage. Our EYFS (Early Years foundation Stage) policy provides further details about this curriculum and our approach to teaching and learning in the Foundation stage.

 

For years 1 to 6, Ridgeway’s curriculum encompass all the requirements of the National Curriculum and is taught through the schools Contexts for Learning. Our Teaching and Learning Policy provides further information about our approach to teaching and learning, alongside the wider Ridgeway curriculum being provided.

 

  • How do you ensure more able children are challenged?

Our curriculum and approach to teaching and learning enables all children to make progress in their learning. Learning is designed to challenge learners of all abilities for example through depth of exploration within subjects.  Children are expected and encouraged to problem solve and consider their learning at a deep level and teachers are well versed in questioning and probing children’s thinking to take their understanding to a deeper level.  The National Curriculum is clear about planned learning for each year group (especially for English and Maths) and our staff ensure all children make progress by providing the opportunities to apply their knowledge and enrich their understanding.

 

  • How do you support the development of children’s reading?

Our approach to reading is through the use of high quality real books following the Apprenticeship Model. Reading is modelled to children continually and staff regularly provide opportunities to share books with individual children and as a group. Library areas are set up in classrooms for children to use during the day and children are encouraged to take books home from this selection. Children’s efforts as readers are valued and children are encouraged to develop a real love for high quality texts through understanding the setting, characters, plot, how to decode words and use clues in pictures and within the sentence to help them to understand the meaning. Children learn about different authors, which inspires them to read further. Children have daily phonics sessions in KS1 (and for individual children as necessary in KS2) where sounds are taught using the progression outlined in the government’s Letters and Sounds document. We support individuals who require further reading support through the use of our Reading project, where children read up to 3 times weekly with an adult using a selection of books, carefully chosen to support their development, which are sent home for children to share with their parents/carers.

 

  • How do you support children with additional needs?

Ridgeway is an inclusive school and we are proud of how children with varying needs thrive. We work closely with families to build a trusting relationship where we can work in partnership to ensure the child’s needs are being provided for. Staff at Ridgeway have a wealth of strategies, resources and levels of support to ensure children get the support they require academically, emotionally and behaviourally. Our Learning Zone provides nurture support for children who experience a range of situations and needs including (but not limited to): anxiety, bereavement, anger management difficulties and low self-esteem. The SEND School Information Report provides further information about our approach. 

 

  • How do you prepare children to pass the 11+?

We do not prepare children for the 11+. We prepare children for lifelong learning and follow the academic expectations as set out in the National Curriculum, alongside challenging all pupils.  A number of children have gone on from our school to grammar schools. 

 

  • How do you mark children’s learning?

Our approach to feedback centres on giving children verbal feedback, which they can act on immediately to secure their understanding, as opposed to a remote marking approach (where books are collected in and ‘marked’ at the end of the day).  Staff develop their expertise in assessing children’s learning constantly throughout lessons and then providing immediate quality feedback through Quality First Teaching and Assessment for Learning, which enables children to make immediate improvements in their learning. Staff review children’s learning at the end of a day to ensure subsequently planned learning builds on children’s current level of understanding and addresses any misconceptions.  Our Teaching and Learning Policy provides further information about Assessment for Learning.

 

  • What home learning do you set?

From Nursery onwards, children are expected to read daily with an adult at home. As the children progress through Reception and into years 1 and 2, they will be given sounds and spellings to learn on a weekly basis, as well as mental maths facts (such as number bonds and times tables). These continue into years 3-6.  Alongside these, the school focuses on a Pre-think approach to home learning whereby children are asked to explore an aspect of their learning which they will be focusing on in class the following week. This pre-think enables children to come to the learning with a base knowledge about a particular concept / topic (i.e. the water cycle or Roman Gladiators). Staff can then use this knowledge to explore learning at a much deeper level in class.

 

 

Policies

  • How do you manage behaviour?

It is a primary aim of Ridgeway Primary School and Nursery that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values and culture are built on mutual trust and respect for all.

 

Our school has high expectations of behaviour and we instil these expectations starting at a young age in Nursery. Children develop a clear understanding of these expectations and consequences through discussions with staff. We work closely with parents in partnership when managing a child’s behaviour. We do not use stickers or rewards to manage behaviour, children understand that the expectation is that they behave appropriately and should not get rewarded for behaving the right way.

 

We find that by providing an inspiring curriculum, which engages, motivates, and is appropriately planned to meet the children’s needs, the majority of children behave appropriately (most of the time). Staff (and other children) use verbal praise when children are behaving appropriately, which encourages positive behaviours. On the rare occasion when children make the wrong choices we ask them to discuss and reflect on what happened so that they understand the impact and learn from their experiences. We also ask children how they will put the situation right, for example saying sorry or repairing damage.

 

A small number of children may require a more personalised approach (e.g. behaviour charts, managed lunchtimes) to support them in managing their behaviour and this will be agreed with their family.

 

Fundamental to our behaviour approach is ensuring the children understand their own emotions and how this impacts on their reactions, we use a strategy called Zones of regulation which supports children in managing their own emotional reactions. More information about this can be found in our Behaviour and Anti-Bullying Policy on the school website.

 

  • How does Ridgeway deal with Bullying?

Ridgeway has a zero tolerance in regards to bullying. Children are taught about bullying and the different between inappropriate behaviour and systematic targeted behaviour which can be defined as bullying. Empowering children with a clear understanding of what is right and wrong (including bullying), developing their ability to say no and encouraging the sharing of any concerns helps to give the clear message that bullying will not be tolerated.

 

Staff are vigilant and respond to any inappropriate behaviours they observe or are informed about, and track for any patterns. If we feel a child is involved in bullying we will work together with families, provide support for the victim and also explore the reasons for the behaviours and support the perpetrator to ensure it is not repeated.

 

  • What do I do if I have a concern?

We ask parents / carers to talk with the child’s class teacher as the first point of contact should they have a concern.  This can be organised through a verbal discussion with the teacher or through emailing the school office.  The class teachers have the daily overview for your child and are the best person to deal with most concerns parents / carers may have. Leading Practitioners and the Headship team are available to support if a class teacher has not addressed the concern you have raised. If you feel your concern has not been dealt with, the complaints policy can be found on the school website which outlines further actions which may be taken.