To do this, we strive every day to create an environment where everyone is welcome, where learning is fuelled by creativity and where great things happen.
This section explains how we do this; how we help our children learn, how we keep our children safe, how we help children who need additional support and how we reward and celebrate our successes.
Our Anti-bullying team is headed up by a team of people, who work closely together to ensure that all children feel safe and kindness and respect for each other is celebrated. This team meet twice every half term to share ideas, plan initiatives and events and evaluate the work which is going on.
Our TMS Anti-bullying team is made up of:
Teachers: Mrs Coleman, Mrs Thomas
Governor: Mr Morgan
Subject leaders: Sofia, Logan, Isaac, Lola, Lucy, Megan
At Threemilestone School we aim to:
We work closely with the anti-bullying alliance. They define bullying as:
“The repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power. It can happen face to face or on line.”
We recognise that bullying does not just happen in the playground or just at school. It could be physical, verbal or emotional and can happen to anyone, at any time. National statistics also show that online bullying (cyberbullying) is on the rise, more so than any other type of bullying, due to our young people having more access to electronic devices.
The Anti-bullying alliance has set up a link for families to complete an online module to support our children and work closely with the school.
We take every incident seriously, no matter how big or small it may be. Many young people might be afraid to tell an adult or parent, which is why parents and teachers need to be aware of the signs of bullying and to pay attention to what is going on with their child or student.
In school, as part of our curriculum and in assemblies, we talk about anti bullying and give children strategies to support themselves when they are experiencing any forms of bullying. WALK, TALK, BUDDY UP is our motto.
WALK walk away from the bully
TALK talk to someone safe and who can help you
BUDDY UP with a good friend
The ethos of our school celebrates teamwork, kindness and patience; we recognise and celebrate similarities and differences.
Classes have boxes or worry monsters where children can write a note to an adult if they have a worry, or children can speak to an adult directly. Many children find telling a friend, who then tells an adult on their behalf, the most effective way of finding a solution to the difficulty.
Families are often the ones who notice their child is unhappy at school. And for some children who put on a brave face at school, an adult at home is the best person to tell. If you feel your child is unhappy because of bullying, please tell us as soon as possible. We do recognise that some children fall out with a friend and make up the next day but the phase repetitive and intentional is key when understanding the difference.
Any incidents of bullying are recorded on our CPOMS system at school and the Headteacher informs parents of any serious incidents.
How the children feel about our anti bullying systems
We asked the year 6 children who are about to move onto secondary school to tell us what they thought about anti bullying systems here at TMS. Here are just a few of their thoughts:
“I find having a worry monster in my class helpful, so I can tell me teacher that I am worried about something. She always checks it and I know she will listen.” Lacey.
“ I found it helpful when my teacher sat us all down together to discuss our issues. We are now all friends.” Demelza.
Dexter told us, “ My teacher takes us out individually and listens to everyone’s side of the story and tries to resolve it, in a way that doesn’t make it worse. This really helped me.”
It is crucial that children have regular attendance at school to achieve and get the best start in life. Learning is always linked to previous experiences, and so understandably, if our children are in school, their learning will flourish. It is also important for developing a healthy work ethos, as well as maintaining social relationships.
The national average for attendance in primary schools is 96%, and in 2017-2018, TMS had the average of XX%
At the end of each term at TMS we celebrate attendance with gold, silver and bronze certificates.
If a pupil’s overall absence rate is 10% or higher, he/she is classified as a persistent absentee.
Find out more about authorised absence and what to do if your child can’t attend school in our attendance policy.
“Your beliefs become your thoughts.
Your thoughts become your words.
Your words become your actions.
Your actions become your habits.
Your habits become your values.
Your values become your destiny.”
In promoting British Values at TMS, staff place great emphasis on helping pupils understand how things work and how to challenge and change them for the better.
British values are defined as:
At TMS, all our staff work to:
Our TMS Inclusion team is made up of:
Teachers: Mrs Ewart
Governor: Dr Farndon
Subject leaders: Sophia, Madox, Arabella, Jessica, Keria, Rosie, Tori, Emily, Harrison, Ruby, April, Jimmy, Tilly
All children have a common entitlement to a broad, balanced and enriched curriculum. All pupils at TMS have access through a variety of resources. The modification of programme of study for both more and less able pupils is vital in ensuring all pupils make progress and all pupils have challenging targets.
We respond to pupils’ diverse learning needs and enable more suitable learning challenges to be set for all. It is clear that everyone is on a journey and that journey will take different speeds and each pupil will have different obstacles in their way! It is an adventure which we embrace!
Some pupils experience barriers to learning as a result of their disability, heritage, gender, special educational need, ethnicity, social group, race or culture. These barriers to learning are recognised and support given to ensure all pupils are engaged and confident learners. Throughout the school, pupils are explicitly taught the lifelong learning dispositions: resilience, resourcefulness, responsibility, reflectiveness and reciprocity. Pupils are confident using our learning language to discuss their learning and discover the next step. We continue to build learning power at all levels.
Pupils who have special educational needs such as learning, speech and language or physical difficulties, will be monitored and supported on the Record of Need Pupils. Together with their families, they’ll have termly meetings with the class teacher to review progress towards set targets, discuss new targets and the strategies needed to enable the pupil to achieve them.
ICT often plays a large part in pupils accessing and addressing learning targets set. A teaching assistant supports learning in every class in Reception and Key Stage 1 daily, and every morning in Key Stage 2. This enables learners of all abilities to make maximum learning gains in every lesson. Support staff also lead targeted interventions.
Our support staff are a highly trained and very professional team with our children’s needs at the heart of their work.
Our Special Educational Needs Coordinator is Mrs Claire Ewart.
Cornwall’s SEND Local Offer aims to hold all the information relevant to children and young people with Special Educational Needs and Disabilities (SEND) and their families in one place. It will tell you everything you need to know in order to make informed choices about the support your child receives. Visit the Cornwall SEND Local Offer website for more details.
The pupil premium is additional funding for publicly funded schools in England. It’s designed to help disadvantaged pupils of all abilities perform better, and close the gap between them and their peers.
In the 2018-2019 financial year, schools will receive £1,320 for each pupil registered as eligible for free school meals (FSM) at any point in the last 6 years. Additionally, schools will receive £2,300 for any pupil who has been adopted from local authority care, is or has been part of a special guardianship order, or who has had a child arrangements order.
The school can qualify for Pupil Premium for your child if you receive one of the following:
If you believe that you may qualify for this funding then please download and complete this form and return it to the school office. You can also complete the form online on Cornwall Council’s website.
At TMS, we are passionate about recognising and rewarding the positive behaviour of our children. Our school has a clear set of rules, and staff focus on emphasising the fantastic impact it has when children lead by example in following them. Our three rules are:
These values are at the core of everything we do, and so we reward examples of any of these rules with a STAR Token.
The children at TMS belong to one of four teams. These teams are reorganised every term so that children get to experience working together with lots of different members of our school.
When a child earns a STAR Token, they place it into a tube that corresponds to their team’s colour. There are tubes in every classroom, so the children can see how many tokens their team currently has. Once a team fills their tube, the children in that class that belong to the particular team earn some STAR Time. It is up to them how they wish to use this STAR Time! Meanwhile, the full tube is swapped for a TMS Planet, which is added to the TMS Galaxy. When the Galaxy is full, the whole school shares in a Supernova celebration!
It is important to us that every child has their chance to shine, and so no tube of tokens is emptied before it is full up. Every team collects tokens at its own pace, and just because another team may get there first, it doesn’t mean that the others have to start all over again!
Children can earn more than one STAR Token for receiving a Headteacher’s Award or being chosen as Star of the Week!