Cofton Primary School

We aim to create a school that is 'happy and successful,' within which your child can flourish and develop to their full potential - socially, emotionally and academically. We have three simple rules at Cofton - in order to be 'happy and successful,' we must:

• Always do our best
• Be respectful
• Be proud of Cofton

Close links and a strong partnership between home and school are essential, in order to ensure that pupils make the best possible progress, whilst they are here at Cofton. We encourage parents and carers to contact us about any aspect of their child's education they would like to learn more about, or how to support them further at home.

As a school, we will endeavour to keep you informed about your child's progress and communicate ways in which your child can be further supported at home. We will be giving parents/carers online access to their child's individual progress from Autumn 2017 (starting with 'Tapestry' for our Reception pupils). In addition, we are continuing our 'Family Fridays' this term, which give parents/carers a chance to share their child's work with them. Details of these will be forthcoming over the remainder of the academic year.

Our school is set in a semi-rural location on the edge of the city - a haven, where pupils have space to grow and thrive away from the pollution of busy Birmingham roads. We welcome children from a range of pre-school and nursery settings. Induction is carefully planned so that children feel secure before starting to come to school at Cofton. Behaviour is good throughout the school, due to good pupil-teacher relationships. This has been endorsed by OFSTED during our previous two inspections.

Cofton has now become a Forest School, which we are all very excited about - we will be running our second year of the programme from September. We are also working hard to attain the next stage of Eco-School status, as well as our Rights Respecting School Award with Unicef.

Children with Special Educational Needs usually enjoy access to the full curriculum. Some children could experience difficulty, for example, because of their physical disability or medical needs. Additional support is given to these children, enabling them to take a full and active role. Tasks are adapted as necessary so that the children can participate.

All Birmingham maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Need/s being met in a mainstream setting wherever possible, where families want this to happen.

When children start school in Reception, they follow the Early Years Foundation Stage guidance. Currently, Cofton pupils in Years 1-6 follow the National Curriculum. The children undertake a vibrant, motivating, balanced curriculum that takes account of abilities, aptitudes and physical, emotional and intellectual development. At Cofton, we aim to make this exciting and enjoyable. Most children will achieve the expected level by the end of Key Stage 1, and subsequently, by the end of Key Stage 2. On the Curriculum Map, each unit of work for each subject is mapped out term by term. Visitors and visits are planned to help make learning 'real' and also fun so that pupils are 'happy and successful.'

When children start school in Reception, they follow the Early Years Foundation Stage guidance. Currently, Cofton pupils in Years 1-6 follow the National Curriculum. The children undertake a vibrant, motivating, balanced curriculum that takes account of abilities, aptitudes and physical, emotional and intellectual development. At Cofton, we aim to make this exciting and enjoyable. Most children will achieve the expected level by the end of Key Stage 1, and subsequently, by the end of Key Stage 2.

All teaching and non-teaching staff at Cofton are responsible for ensuring that all pupils, irrespective of gender, ability, ethnic origin and social circumstances have access to the whole curriculum and the opportunity to make the greatest progress possible, in all areas of the curriculum whilst at our school.