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St Pauls C of E (VA) Primary School

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St Pauls C of E (VA) Primary School

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Education Glossary

Assembly It is statutory for every state school to offer a daily act of collective worship that is broadly Christian in content. Assembly is a time when a large number of children come together for a short period to: listen to a moral story; listen to a religious story from the Christian faith; hear about the life of a famous person who is a role model or find out more about good conduct, ethics, appropriate protocol and how to be a good citizen. We say a short prayer at the end.
Developing This is one of our assessment descriptors. It refers to a pupil performing slightly below the nationally expected standard for their age at the time of the assessment. 
DfE The Department for Education. This is the government ministry responsible for education in this country.
Disadvantaged pupils A pupil is considered to be disadvantaged if (s)he falls into one of the following three categories:

·         Eligible for Free Schools Meals (FSM) in the last six years

·         Looked after continuously for 1 day or more

·         Adopted from care

DSL Designated Safeguarding Lead. Each school has a senior staff member who takes the lead role in issues relating to safeguarding, child protection and pupils’ general wellbeing. The DSL at St Paul's is Helen Darrell and Paula Ray.
EAL English as an Additional Language. The performance of EAL pupils needs to be tracked closely, especially in the early stages of learning English, as these children face an additional educational challenge.
Education, Health and Care Plan Previously referred to as an educational statement (though there is a difference). This is a legally binding document that prescribes clearly the nature of a child’s learning difficulties and the objectives that need to be met in order to ensure that the child concerned makes strong progress. Pupils with an EHCP receive some additional support from a learning support assistant. The amount of support the child receives is in proportion to their level of need. All pupils with a statement have a special Annual Review of the progress hey have made. Parents, teachers and other professionals that have worked with the child attend that meeting.
Emerging This is one of our assessment descriptors. It refers to a pupil whose performance is currently well below the nationally expected standard for their age. 
EYFS The Early Years Foundation Stage. In simple terms: nursery and reception. This is one of the defined stages in children’s education.
Early Learning Goals Pupils in nursery and reception are assessed according to a different set of criteria. Their progress in each area of learning is measured in scale points. Pupils work towards the Early Learning Goals (scale point 9). These are seen as the goals to aim at for every child. It is hard to reach the Early Learning Goals, though a small number of pupils do.
GDPR The General Data Protection Regulation is a legal framework that sets guidelines for the collection and processing of personal information of individuals. Schools, like businesses and other organisations, must abide by the GDPR.
IEP Individual Education Plan. All statemented pupils (see below) must have an individual Education Plan every term. Parents should get a copy of these plans and the progress a pupil has made should be reviewed at the end of each term. This information should be used to set a new IEP.
KS 1 Key Stage 1. In simple terms: Year 1 and Year 2. This is another defined stage in children’s education.
KS 2 Key Stage 2. In simple terms: Years 3, 4, 5 and 6. This is the third and final defined stage in children’s primary education.
Looked after child
A child who is not living with either of their parents and is in the care of the local authority. The child concerned may be short-term, or longer-term, fostered.
Mastery This is one of our assessment descriptors. It refers to a pupil whose performance displays an outstanding grasp of what has been taught.
MFL Modern Foreign Languages. It is now compulsory for all pupils in Key Stage 2 to study a modern foreign language, such as French.
P.E. Physical Education
R.E. Religious Education
SATs Standard Assessment Tests that are produced by the Department of Education. Pupils in Year 2 and Year 6 sit these tests. The outcomes are seen as a key school performance indicator. The results of these tests are published and available to all.
Secure This is one of our assessment descriptors. It refers to a pupil whose performance is in line with the nationally expected standard for their age. A pupil performing in the secure category is doing well because s(he) is meeting all the requirements that would be expected for that age group.
SEN Special Educational Needs. A pupil is deemed to have a special Educational Need if they are finding it harder than other pupils to make progress. It is important to point out that a pupil may have a special educational need for a relatively short period of time. SEN are classified into three categories depending on the severity of the learning difficulty:

School Action: a mild need

School Action Plus: a more significant need

Educational statement: a significant need. A pupil with a statement requires substantial additional support.

SEN Register In order to track the progress of pupils with SEN the school keeps a register. This is updated termly. At that time some children come off the register, because they have made good progress, whilst others join it, as there is a current concern about their rate of progress.
SENDCo The Special Educational Needs and Disability Coordinator. This is the person responsible for coordinating provision and support for all pupil on the SEN Register. At St Paul's this is Paula Ray. 
Statutory assessment This is a process of gathering information from everyone who has been involved with a child with significant special educational needs. The purpose is to establish what should be written on the statement and how much support the child should receive.
TA Teaching assistant. 
Teacher assessment Teachers are continually assessing pupils’ performance. Any assessments they make come under the umbrella heading of: teacher assessment. Each term teachers submit their assessments of every pupil’s performance to the Headteacher. At the end of the year they complete a final, summary teacher assessment. This represents their professional view, based on all the evidence (in workbooks, in tests, in day-to-day interaction) of exactly what level a pupil is performing at.

 

 

 

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