How We Do Things

Where learning is fuelled by creativity

We’re here to nurture a true sense of purpose, motivation and strength of character within every child that learns with us.

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 Policy

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:

  • create an environment and ethos where children feel happy, safe, valued and are able to learn effectively,
  • enable children to develop self-esteem, responsibility and respect,
  • have an increasing knowledge of individual and specific needs,
  • celebrate pupils’ differences,
  • ensure that staff provide an inclusive learning environment,
  • listen with empathy and show genuine care for each child as a valued individual,
  • value and nurture all pupils.

What is bullying?

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.

Guidance for families:

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.

Click here for the link for families.

 

 

How we tackle bullying at Threemilestone 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.”

Attendance

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.

 

British Values

“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.”

Mahatma Gandhi

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:

  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect for and tolerance of those with different faiths and beliefs and of those without faith.

At TMS, all our staff work to:

  • Enable pupils to develop their self-knowledge, self-esteem and self-confidence.
  • Enable pupils to distinguish right from wrong and to respect the civil and criminal law of England.
  • Encourage pupils to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of people living and working in the locality of the school and to society more widely.
  • Enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England.
  • Further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation for and respect for their own and other cultures.
  • Encourage respect for other people.
  • Encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.

Inclusion (including SEND)

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.

Read more

View the TMS Equality Policy and Plan

View the TMS SEND School Offer

View the TMS SEND Information report

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.

Pupil Premium

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.

See how the funding is used by looking at our Pupil Premium funding statement.

See our latest Pupil Premium results.

Is my child eligible?

The school can qualify for Pupil Premium for your child if you receive one of the following:

  • Income Support
  • Income based Job Seekers Allowance
  • Income related Employment and Support Allowance
  • Guarantee Element of State Pension Credit
  • Support under Part VI of the Immigration and Asylum Act 1999
  • Child Tax Credit with an annual income of less than £16,190 and not in receipt of Working Tax credit
  • Working Tax Credit Run-On (the payment you receive for further weeks after you stop qualifying for Working Tax Credit)
  • You are actively serving in the Armed Forces
  • Free school meals (But you don’t have to take up the free school meal to attract the funding for your child – children can continue to have a packed lunch if they prefer.)

What do I have to to enable the school to get the funding?

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.

Rewards and Rules

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:

  • Treat everyone with respect and kindness
  • Make thoughtful choices
  • Speak with honesty and integrity

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!

TMS Rewards poster