horniman primary school · 2018. 3. 21. · governors’ letter each year governors present a...

Horniman Primary School

Governors’ Report to Parents

For the year 2014-2015

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Governors’ Letter

Each year Governors present a report to parents which reviews the work of the

school over the previous academic year and identifies priorities for the next.

Governors are proud to present this report for the year 2014-2015

It is with great pleasure that I present this report from the Governors of Horniman Primary School to parents and carers. The report covers the academic year 2014/2015 which was the first full academic year of our new head teacher, Ms. Loffstadt and importantly, saw the introduction of the government’s new curriculum. The school staff and governors have worked hard to ensure the new curriculum is taught in a way which continues to reflect Horniman’s culture and ethos and is child focused. Following the Ofsted inspection in February 2014, Governors have taken the areas for improvement and scrutinised the school’s response to these. This has included robust data analysis of children’s progress, a review of the roles of the senior leadership team, support to further improve the quality of teaching and ensuring children have the opportunity in class to practice and respond to teacher marking. There has also been a focus on positive behaviour. Governors would again like to extend particular thanks to the ever enthusiastic PTA who once again have managed to raise a substantial amount of money which supports children at the school while also fostering a sense of community within the school. Horniman School continues to enjoy a close relationship with the Horniman museum with some performances being held there as well as school visits. We were also delighted to welcome Kirsten Walker, Director, Collections Management and Special Projects, from the museum to sit on our Governing Body as a co-opted member. We said goodbye also to two governors; Maggie Hammond, community governor for many years and more recently Sarah Briche, a parent governor for the last 7 years. Both have given their time, experience and expertise unstintingly to the school’s governing body and I would like to express my sincere thanks here on behalf of the whole Governing body. Early years and KS1 continue to do well, in many cases above national or Lewisham averages. Governors and staff recognise the need to focus on KS2 progress to ensure our children reach the potential of which they are capable. The Governors are confident that Horniman School continues to flourish and has ambition to achieve its challenging strategic targets while remaining a place where children love to learn. This report is late this year so while the academic year 14/15 is covered, we have also included some information from 15/16. I hope you find the report interesting and informative and, as ever, we welcome your comments.

Sonia Colwill Chair of Governors April 2016

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Horniman Primary School: Ethos, vision and strategy 2016 and beyond Our principal role as a governing body is to set the strategic direction for the school and to ensure

clarity of vision and ethos. This document gathers together the work of the governing body and the

leadership team over the last couple of years in order to inform governing body decision-making

and school operations and sets the ethos, vision and strategy for the school for 2016 and beyond.

Our ethos

At Horniman Primary school we believe in the whole child. We understand that children are

individuals with different strengths and interests. Our role as a school is to support, encourage and

stretch our children academically across the full range of the curriculum, both during the school day

and as part of a rich offer of extended services and before and after school care.

Our ethos is based around ‘five keys to success’ which are important for opening up opportunities

for learning, and working together, and also for building strong life skills that help ensure a bright

future for all of our children through their own personal development.

Our 5 keys for achievement and social and emotional well-being feed into all aspects of school life

and are:

- Getting along - Organisation - Persistence - Confidence - Resilience

Our vision is for:

A small, friendly happy school that provides a safe, caring and nurturing environment in which children (and staff) can be creative and where every child has the opportunity to flourish.

A school where children, parents and staff are excited by learning and experiencing rich and enjoyable learning journeys through their time at the school.

A school that has high expectations of progress, attainment and behaviour, and children are always encouraged to work to the fullest extent of their capabilities in all aspects of the curriculum.

A school where children are given opportunities to try new things, to develop skills and interests, to engage in debate and discussion, and to extend their understanding of wider society and their role in it.

An inclusive school with equal opportunities for all.

A school that is part of its wider community, where parents and carers feel engaged and included.

A Strong pupil voice, where children are encouraged to contribute and to have a say in school life.

A school with a vibrant and progressive culture and climate of continuous innovation, working towards being a centre of excellence for teaching and learning.

A school that works in partnership / collaboration with other schools to develop our skills and expertise, and share good practice.

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Horninman School Overarching Strategy

LEADERSHIP To ensure that the school has a strong and effective governing body and leadership team. To support all of the staff and volunteers at the school in helping deliver our vision and objectives. To work towards being an outstanding school.

To consolidate the school at its current size (1 form entry plus 2 bulge classes) and to keep the ‘small school’ feel that is valued by many.

To ensure that the school, parents and carers and the wider community all work together to support learning and progress through clear communication and sharing of knowledge. This will include appropriate levels of home learning, inviting others into the school at appropriate points (for assemblies, reading and workshops and other support), and to allow our children’s creative and other talents to be celebrated.

To support and encourage the Parent Teachers Association as a way of both fundraising for the school but also as a way of bringing the school community together and encouraging others to get involved in the school.

To encourage pupil voice through School Council and Class Councils, eco-committee, whole school debates, class and key stage assemblies, the radio shed, and other opportunities across the school.

To continue, and to further develop strong links with local schools and other schools that share a similar ethos and approach to learning.

TEACHING, LEARNING AND ASSESSMENT To continue delivering inclusive quality first teaching that focuses on the specific needs of each child. To deliver a broad and rich curriculum, covering all areas with interest and depth. This includes specialist teachers for areas such as music, sports, philosophy, art etc. To ensure that creative arts, music and sport feature strongly in the school experience. This includes opportunities for engaging in external activities and opportunities such as the Shakespeare in Schools Festival, inter-school and Borough level sporting events, musical events, etc. To organise the school, the way that we teach, and the way that we work together based on best practice and evidence based learning. To make sure the physical environment of the school is interesting and exciting and supports the learning experience. To ensure that children have the opportunity to extend their learning outside of school, through visits and links to other organisations, for example through the school’s strong links with the Horniman Museum and Gardens.

ACHIEVEMENT To strive towards excellent achievement for all of our children and to ensure that they make good progress in their time at Horniman. To help the children achieve to the best of their abilities in their time at the school and to secure excellent foundations for their next steps in education. To ensure that children do well in the core assessed subjects that underpin their access to and understanding of the broader curriculum, as well as in the rest of the curriculum itself. This includes supporting and stretching children at all levels to help ensure they are able to engage in school life.

PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE To use the 5 keys to success to underpin each child’s personal development and learning journey through primary school and beyond. Encouraging self-discipline, self-esteem and self-motivation.

To encourage physical activity, sports, gardening and healthy eating and to continue to build this into both the school year and through continuous development of the school grounds.

To deliver Forest Schools to all children during their time in key stage 1 as part of their day to day learning.

To help the children develop personal, spiritual and moral values, an understanding of different religious and cultural beliefs, and a tolerance for others and their ways of life.

To offer a broad mix of after school clubs, breakfast and after school clubs and holiday playschemes across all years of the school with consistent care and support.

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Governor Information 2014/2015

Headteacher: Julie Loffstadt

Appointed by the London Borough of

Lewisham:

Rosemary McGrath

Abigail Knipe

Elected by the staff of the school: Rahila Farid

Sofie Hashmi

Elected by the parents of pupils attending

the school:

Sonia Colwill (Chair of Governors)

Sarah Hill

Tiffany Paul

Mike Roots

Hilary Satchwell (Vice-Chair)

Co-opted

Kirsten Walker (Horniman Museum)

Pat Walker

Maggie Hammond

Vacancy

Clerk to the Governors Damaris Dodds, Governors Services,

Lewisham Education

Governors can be contacted via the school office.

The Governors work together as a team with equal and shared responsibilities –Governors do not

make decisions on their own nor do they act as individuals. The Governors organise the work of

the school through termly full Governors’ meetings. In addition, there are two key committees of

the Governing Body; a Resources Committee (chaired by Hilary Satchwell) and the Learning and

Achievement Committee (jointly chaired by Pat Walker and Sarah Briche). Both committees meet

termly. The Resources Committee covers finance, premises (including health and safety) and

personnel issues while the Curriculum committee has been established to oversee the content and

implementation of the Government’s new curriculum starting in September 2014.

Minutes and agendas for the full governing body meetings are available via the school office.

Further information is available on the school website.

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The governing body is the school’s accountable body and is responsible for the conduct of the

school and for promoting high standards. The Governing Body is responsible for;

Setting the strategic direction of the school by:

• Setting the values, aims and objectives for the school,

• Agreeing the policy framework for achieving those aims and objectives,

• Setting the school challenging goals and targets,

• Agreeing the school improvement strategy which includes approving the budget

Challenging and supporting the school by monitoring, reviewing and evaluating:

• The implementation and effectiveness of the policy framework,

• Progress towards targets,

• The implementation and effectiveness of the school improvement strategy,

• The budgets and the staffing structure

Ensuring accountability by:

• Signing off the school’s own self-evaluation report,

• Responding to Ofsted reports when necessary,

• Holding the Headteacher to account for the performance of the school

Appointing and conducting the appraisal of the Headteacher who will deliver the

strategic objectives of the school and report back to the governing body.

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School Improvement 2014-15

a) Priority 1: Achievement

All children will make expected progress (EP), with 25-30% making more than expected

Progress (MEP)

In KS1 increase the % of pupils achieving level 2b and L3 in writing

In KS2 increase the percentage of children achieving level 4b+ in mathematics, level 4+ and

level 4b+ in writing and level 6 in reading

Increase the percentage of pupil premium (PP) pupils achieving above National Expectations

(NE) and increase progress to be in-line with non-PP pupils across the school, where applicable

Increase the progress of KS2 English as an Additional Language (EAL) pupils to be in-line with

non-EAL pupils across the school

b) Priority 2: Teaching & Learning

All teaching and learning to be deemed good or outstanding with the result that pupils are

making their predicted progress and teaching inspires, challenges and motivates pupils

The new curriculum is embedded and enriches teaching and learning

c) Priority 3: Behaviour and Safety

Attendance is greater than 97% with targeted support for families with poor attendance.

Punctuality is 100% for the majority of classes with targeted support for pupils and families with

persistence lateness.

Review and development of the school‘s values/aims and the five keys

Embed cultural learning and diversity within the new curriculum

The building works for the school to take a bulge class are completed successfully and on time.

d) Priority 4: Leadership and Management

Governors and senior leaders develop the strong vision for the school

Develop and embed a set of renewed values of the school that are represented in all aspects of

school life

Develop the school’s capacity for sustained improvement by developing leadership capacity for

staff.

Achievement and outcomes for all pupils, especially the more able are outstanding

Schools staffing structure is evaluated to ensure efficiency and changes made where applicable

Governors and senior leaders set high expectations for what every teacher and pupil can

achieve, and set high standards for quality and performance

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ACHIEVEMENT REVIEW FOR 2014/15 (Summer 2015 assessment)

Early Years (Reception)

A Good Level of Development (GLD) is defined as the percentage of children achieving ‘expected’

or better in ALL the early learning goals in the prime areas of learning (personal, social and

emotional development; physical development; and communication and language) and all the early

learning goals in the specific areas of mathematics and literacy.

Horniman Lewisham National

% of children achieving a GLD 79.3% 77.5% 66.2%

Key Stage1

% of children reaching a level 2 or above Horniman Lewisham National

Reading 97% 92% 90%

Writing 94% 90% 86%

Mathematics 97% 95% 92% % of children reaching a level 2b or above

Horniman Lewisham National

Reading 84% 84% 82%

Writing 77% 76% 72%

Mathematics 94% 84% 82% % of children reaching a level 3 or above Horniman Lewisham National

Reading 32% 36% 32%

Writing 26% 25% 18%

Mathematics 23% 31% 26%

Phonics

All children who had to retake the phonics testing passed

83% of children achieved the phonics screening check, which is inline with Lewisham (83.4%) and above the national average (76.8%)

Key Stage2


Reading 90% 90% 89%

Writing 87% 89% 87%


Grammar Punctuation & Spelling (GPS) 70% 82% 80%


Reading 37% 51% 48%

Writing 37% 44% 36%



% of children reaching a level 6 Horniman Lewisham National

Reading 0% 0% 0%

Writing 7% 4% 2%



Next year (2015 - 2016) we need to:

o Ensure KS1 & KS2 achievement outcomes are in line with national expectations o Ensure progress is as a minimum good or better for every child in the school o Benchmark pitch and expectation with schools across the borough o Subject leaders to moderate approaches and outcomes at regular intervals throughout the year

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Changes to Assessment:

In September 2014 the government introduced a new, national curriculum. The previous curriculum

introduced in 2000, utilised the national framework of Levels to measure attainment and progress.

Years 2 & 6 continued to be assessed throughout 2014-15 on previous curriculum and their KS1 &

2 SATs outcomes were reported as Levels, as they were a measure of the previous curriculum. For

all other year groups Levels became redundant with the new curriculum. The Government only

provides schools with a measure of attainment at the end of Key Stage 1 and 2 which is based on the

children meeting an ‘expected standard’. Schools have been left to develop their own systems of in-

house assessment to best support children, teachers and parents through the whole school.

The new curriculum stipulates which objectives are taught to children at each stage of their primary

schooling. From these we have created year group Bands. The bands set out assessment criteria

which correlate directly with these curriculum statements. Each band relates to the year group’s

outcomes:

Band R relates to: Early Years (reception) outcomes

Band 1 relates to: Year 1 outcomes






This system was introduced throughout 2014-15.

Within each of the bands are four stages: Beginning, Developing, Secure and Secure with greater

depth. We would expect most children to achieve Secure in their year group-related Band by the end of

each academic year. Most children will be ‘Beginning’ within their Band by the end of the Autumn Term,

and ‘Developing’ by the end of the Spring Term.

This form of assessment is being introduced across all subject areas.

Next year (2015 - 2016) we need to:

o Continue to refine and embed the new assessment system in line with national

developments

o Ensure assessment policy reflects assessment system and National Curriculum

expectations

o Develop the school community’s understanding of the assessment system

o Develop peer to peer and self-assessment

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TEACHING AND LEARNING

This year (2014/15) we have:

o New curriculum embedded across the school

o Successfully taught Spanish across the school

o Successfully taught the new computing curriculum across the school

o Cooking is being planned for in the curriculum

o Further developed sustainability as a driver in the new curriculum

o Teaching and learning has been developed to support the raised expectations of the new

curriculum

o Cultural learning and diversity have been researched and are reflected in the new curriculum o Enquiry based learning has been developed across all year groups o Cross curricular learning is continually being developed to enrich the key skills o Held a friendship day in support of Anti-bullying week o Reading Aloud competition o Termly whole school debates

o Termly whole school Enrichment Challenge days

o Termly whole school topic weeks

o Completed the Mayor’s Excellence Fund Science Transition project

o Children’s scientific enquiry skills engaged through enrichment programmes

o Achieved the gold award for our Primary Science Quality Mark

o Action plan developed to enable the school to apply for the Gold Eco Award

o Achieved the clean and green award – Gold with distinction

o Achieved the Gold School Travel Plan

o Applied for the Arts Mark

o Whole school British folk dancing week

o Yr6 took part in ‘something in the air’ research project

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Next year (2015-16) we need to:

o Continue to develop the new curriculum in line with national developments whilst remaining

focused on school priorities

o Further develop the provision for the computing curriculum

o Ensure all staff have appropriate professional development

o Develop Enrichment Challenge days to support subject development

o Further develop dance across the school

o Develop music provision

o Review the curriculum map

o Launch the revised calculation policy and ensure the school community understands it

o Launch the cultural learning curriculum

o Implement cooking across the school

o Ensure British values and anti-radicalisation agenda is clearly identified in the curriculum map

& policies

o Develop whole school debates to be around topical national issues

o Develop awareness and provision for physical, emotional and social wellbeing across the

school

o Implement anti bullying programme, Kidscape across the school

o Implement mindfulness across the school

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BEHAVIOUR AND SAFETY

Premises: This Year (2014/15) we have:

Installed security gates and staff fob passes

Researched and implemented a 21st century Library/Reading zone,

De-cluttered school and defined zones to ensure resources are relevant, accessible and usable

Decorated the Community room and defined usage

The Pen has been resurfaced

Managed the building works for the school to take a bulge class

Successfully removed asbestos from the building

Created a music room

Premises: Next year (2015-16) we need to:

o Complete the Bulge class building works o Replace the KS2 pipework o Complete window survey and bid for windows to be replaced o Install solar panels on the roof and feed energy back into the grid o Review outdoor play space o Overhaul of maintenance schedule

Behaviour: This Year (2014/15) we have:

o Reviewed and developed the school ‘s values/aims and implemented a fifth key o Behaviour of all pupils in class and around the school is good

Behaviour: Next year (2015-16) we need to:

o Support every child to personally develop through growth in each of the school’s keys to success: perseverance, resilience, getting along, organisation and confidence.

o Further improve pupils’ behaviour for learning o Develop children to approach life with a growth mind-set

Attendance: This year (2014/15):

o Attendance was 97% + throughout the year o Targeted support put in place for families with poor attendance o Persistent absentees (2.4%) continues to be above Lewisham (2.1%) and national (1.9%) o No fixed term exclusions

2013 2014 2015

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Attendance (%) 95.3 95.9 95.3 96.3 96.4 95.3 96.8 96.3 96.1

Authorised absences (%)

3.8 3.1 3.9 2.9 2.6 3.9 2.9 2.6 3

Unauthorised absences (%)

0.8 1.0 0.8 0.8 1.1 0.8 0.3 1 0.8

Attendance: Next year (2015-16) we need to:

o Attendance to remain above 97% o Persistent absences to remain below 3% bearing in mind the government’s change of criteria

(September 2015) of a persistent absentee now being anyone with attendance 90% and below, (previously 85%)

o No child’s punctuality (% of learning time lost due to lateness) to go above 5% o Work with the school community to lessen term time holidays

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LEADERSHIP AND MANAGEMENT

This Year (2014/15) we have:

Continued to develop effective ways of communication with all stakeholders in the school

Worked closely with the governors and senior leaders to develop the strong vision for the

school

Continued to develop and embed a set of renewed values for the school that are represented

in all aspects of school life

Further developed pupil voice through the school council and eco council

Further developed the school’s capacity for sustained improvement by developing leadership

capacity for staff

Ensured governors and senior leaders set high expectations for what every teacher and pupil

can achieve, and set high standards for quality and performance for all areas of school life

Next year (2015-16) we need to:

o Continue to develop leadership capacity across the school

o Further develop the learning environment of the school

o Maintain efficiency of financial resources to ensure best value for money

o Develop the role of subject leaders

o Continue to keep all staff fully up to date on E-safety training

o Train all staff, regular volunteers and key governors on safeguarding policy, procedures and

legislation; including extremism and Prevent

o Review data protection policy and procedures

The PTA 2014/15

The governors are extremely grateful to the committed and enthusiastic Horniman PTA. Yet again

we have had another year of successful and enthusiastic fundraising from the PTA raising over

£9700 clear profit, with £7000 donated to the school which went towards the resurfacing of the

Pen.

A huge number of events were organised including the May and Autumn fairs, cake sales, coffee

mornings, whole school camping, sale of Christmas trees and cards and the ever popular Summer

BBQ and Winter Wonderland.

New events introduced this year were: Belgian Beer Tasting, Ceilidh evening, cycle ride, kids

cycling sessions at the velodrome

Thanks to the committee members in 2014-15: Alison Hale and Mary Brown (Joint Co-ordinators),

Sarah Rodrigues and Marleen Vermeulen (Joint Treasurers)

Thank you to all the class reps who ran stalls, organised social nights out and supported at all

events.

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Events and links with the wider community

The school is used by the Tewkesbury lodge residents’ association for their AGM and key events

throughout the year. It is also used by clubs not run by the school; Brownies, Guides and Karate

club.

• Celebrated world book day with Bookseller Crow

• Whole school developed an Arts & Culture charter as part of Southbank’s celebration of

children’s’ rights

• Participated in Lewisham’s Inter Schools sports festivals: Athletics, Football and Basketball

• Spring Assemblies held at the Horniman Museum

• Took part in the ‘Big Dig’

• PTA craft fair

• Took part in the Big Pedal

• Ran Young Minds Headstart parent workshops

• Participated in National Story telling week at Forest Hill library

• Yr5 took part in the Holocaust memorial at Sydenham Girls School

• Continued to be part of the Green Chain walking project

• Children across the school worked with charity ‘Back Up’ to support disability awareness

• Key Stage 2 end of year performance

• School choir took part in Lewisham’s Music Summer Hub event at the Royal Festival hall

• Whole school English Folk dancing performances at the Horniman Museum

• Year 2 & 5 worked with the London Fire Brigade

• Yr6 worked with TfL as part of their transition project

• Variety of assemblies have been held by people of different faiths throughout the year in

celebration of the different faiths festivals and celebrations

• Held a number of fund raising events in support of a range of charities

• Awarded the Gold with Distinction Clean & Green award

• Hosted the first ever class of Horniman School reunion

• Promoting positive role models with Dad’s breakfast to include granddads

• Official launch of our resurfaced Pen with the South London Press

• Chartwell’s Parent Taster afternoon

Extended Services (clubs)

Our extended services provision continues to be rated highly by the school community as an

important element of our children’s school life; with a wide range of clubs being offered such as

Forest Schools, Ballet, Science, Multi-Skills, Choir and much more. The majority of clubs are full

with a waiting list; both Breakfast Club and After School Club are at full capacity on most days

causing our ad hoc service to be less accessible. In Spring 2015 we took on an additional member

of staff, Emma Evangelista, to enable us to meet the high demand.

Further to feedback a ‘Clubs Viewing week’ was introduced once a term. This gave parents the

opportunity to come into school during the prescribed week to get a snapshot of their child’s club.

During the week we asked parents to complete a questionnaire around their views on how well our

clubs are being run and give suggestions on how we can improve our services. The feedback

received was very positive and the majority of parents noted how pleased they were to be given

the opportunity to view their child’s clubs, getting a better insight of what they do. It was also noted

there was a high demand for a Street Dance Club, which we started in the Summer term.

Music tuitions continue to be very popular; Guitar is oversubscribed, Violin is at full capacity and

individual lessons were introduced as well as group sessions this year and Woodwind also

continued to do really well this year.

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Budget

Horniman Primary School Budget Financial Year 2014/2015

Budget Headings Income stream totals Funding I01 Funds delegated by the LEA - £1,129,255 I03 SEN funding (not special schools) - £9,716 I03c Collaborative SEN Funding - £17,417 I04 Funding for Minority Ethnic Pupils - £10,150 I05 Pupil Premium - £46,305 I09 Catering - £19,341.12 I18 Additional Grants (PE & Sport Grant) - £8,751 I18 Additional Grants (UIFSM Grant) - £22,843.33 CI01 Capital Income - £6,655 Income I06 Income – Other government grants - £7,652 I07 Other Grants and Payments - £43,768 I08 Facilities and Services - £104,100 I10 Receipts from Supply Insurance - £11,526 I12 Contributions to Visits etc - £11,096 I16 Community focused school funding and/or grant - £4,508 KCI04 Capital Income – Direct Revenue Financing - £39,058 Expenditure Expenditure totals E01 Teaching Staff £585,964.72 E02 Supply Staff £4,300.00 E03 Education Support Staff £196,400.35 E04 Premises Staff £28,455.82 E05 Admin & Clerical Staff £98,723.14 E07 Cost of Other Staff £96,426.35 E08 Indirect Employee Expenses £2,778.85 E09 Staff Development & Training £5,714.99 E10 Supply Teacher Insurance £9,322.27 E11 Staff Related Insurance £5,068.00 E12 Building Maintenance & Improvement £23,608.19 E13 Grounds Maintenance & Improvement £3,438.03 E14 Cleaning & Caretaking Costs £17,600.28 E15 Water & Sewerage £5,829.19 E16 Energy - Electric £11,042.61 E16 Energy - Gas £8,139.74 E17 Rates £13,375.50 E18 Other Occupancy Costs £11,134.40 E19 Learning Resources (Not ICT) £36,764.75 E20 Learning Resources £22,176.62 E22 Admin Supplies £7,922.03 E23 Other Insurance Premiums £25,902.00 E24 Special Facilities £4,149.24 E25 Catering Supplies £84,611.39 E26 Agency Supply Staff £28,659.03 E27 Bought in Professional Services (Curriculum) £27,692.50 E28 Bought in Professional Services (Other) £26,343.75 E30 Indirect Revenue Financing £39,058.30 E31 Community focused school staff £6,281.19 E32 Community focused school costs £553.00 CE02 Capital - New Construction/Conversion £42,950.50 Totals (not including balances) £1,480,387 - £1,492,141

Balances brought forward from 2013/2014 B02 Other Uncommitted Revenue Balances - £31,035 B03 Devolved Formula Capital Balances - £8,133 Balances to take forward to 2015/16 B02 School Budget Balance - £40,026 B03 Capital Budget Balance - £10,896

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Destination of Leavers 2015

Sedgehill 1

Harris Academy East Dulwich 1

Harris Academy Bromley 1

Forest Hill School 13

Hayes Secondary School 1

Kingsdale Foundation School 4

St. Dunstans 2

Sydenham School 6

Edenham 1

Horniman School Glossary for new Parents and Carers

Schools sometimes seem to have their own language and it can be confusing especially when you

are new to school life. Horniman Parent Governors have produced a glossary of key terms to help

and would welcome any additions.

The glossary can be found in the parents’ section of the website

horniman primary school · 2018. 3. 21. · governors’ letter each year governors present a...

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