Sandal Castle VA Community Primary School

A Church of England school serving the Community since 1686

Headteacher: Mrs Nichola Russell
Telephone: 01924 303525
Email: headteacher@sandal.wakefield.sch.uk
Address: Barnsley Road, Sandal, Wakefield, West Yorkshire, WF2 6AS

Diocese of Leeds
Thank you for working with us to ensure another safe and happy week back in school. Please refer to the Newsletter 2020/21 page and Covid Communication page for up to date school information
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At Sandal Castle Primary, equality is about ensuring that every individual has an equal opportunity to make the most of their lives and talents, and believing that no one should have poorer life chances because of where, what or whom they were born, what they believe, or whether they have a disability. Equality recognises that historically, certain groups of people with particular characteristics e.g. race, disability, sex and sexuality, have experienced discrimination.Much harmful discriminatory behaviour, such as bullying, comes from a lack of understanding for diverse cultures, lifestyles, beliefs and differences between individuals. Educating our children about identities, diversity, equality and human rights helps them learn to respect, celebrate difference and help tackle prejudice and discrimination.

The whole curriculum we provide is underpinned by an awareness and teaching of equality of opportunity for all. The thread that binds the curriculum. An underpinning, not an add on.

Our Equality Duty governors are; Sally Martin, Mel Boffey and Ben Cowell.

At Sandal Castle Primary we view Inclusion as :

·a sense of belonging

·feeling respected

·feeling valued for who you are

·feeling a level of supportive energy and commitment so that we can do our best.

These gifts underpin the inclusive curriculum we offer, linking directly with SMSC, RE, British Values, Christian Values and our commitment to the equality duty objectives



The Convention on the Rights of the Child is the most rapidly and widely ratified international human rights treaty in history.

The Convention changed the way children are viewed and treated – i.e., as human beings with a distinct set of rights instead of as passive objects of care and charity.

The unprecedented acceptance of the Convention clearly shows a wide global commitment to advancing children’s rights.

The Convention has 54 articles that cover all aspects of a child’s life and set out the civil, political, economic, social and cultural rights that all children everywhere are entitled to. It also explains how adults and governments must work together to make sure all children can enjoy all their rights.

Every child has rights, whatever their ethnicity, gender, religion, language, abilities or any other status.

The Convention must be seen as a whole: all the rights are linked and no right is more important that another. The right to relax and play (Article 31) and the right to freedom of expression (Article 13) have equal importance as the right to be safe from violence (Article 19) and the right to education (Article 28).

UN Convention on the Rights of the Child


Relationships Education - September 2020Top tips for successfully introducing the new statutory changes to Health  and Relationships Education (PSHE) in 2020 - Council of British  International Schools

The focus in primary school is on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults.

This starts with children being taught about what a relationship is, what friendship is, what family means and who the people are who can support them. From the beginning of primary school, building on early education, children will be taught how to take turns, how to treat each other with kindness, consideration and respect, the importance of honesty and truthfulness, permission seeking and giving, and the concept of personal privacy.

Establishing personal space and boundaries, showing respect and understanding the differences between appropriate and inappropriate or unsafe physical, and other, contact – these are the forerunners of teaching about consent, which takes place at secondary.

Respect for others will be taught in an age-appropriate way, in terms of understanding one’s own and others’ boundaries in play, in negotiations about space, toys, books, resources and so on.

From the beginning, teachers will talk explicitly about the features of healthy friendships, family relationships and other relationships which young children are likely to encounter. Drawing attention to these in a range of contexts should enable children to form a strong early understanding of the features of relationships that are likely to lead to happiness and security. This will also help them to recognise any less positive relationships when they encounter them.

The principles of positive relationships also apply online especially as, by the end of primary school, many children will already be using the internet. When teaching relationships content, teachers will address online safety and appropriate behaviour in a way that is relevant to children’ lives. Teachers will include content on how information and data is shared and used in all contexts, including online; for example, sharing pictures, understanding that many websites are businesses and how sites may use information provided by users in ways they might not expect.

Teaching about families requires sensitive and well-judged teaching based on knowledge of children and their circumstances. Families of many forms provide a nurturing environment for children. Families can include for example, single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents and carers amongst other structures. Care will be taken to ensure that there is no stigmatisation of children based on their home circumstances and needs, to reflect sensitively that some children may have a different structure of support around them; for example, looked after children or young carers.

A growing ability to form strong and positive relationships with others depends on the deliberate cultivation of character traits and positive personal attributes, (sometimes referred to as ‘virtues’) in the individual. In a school wide context which encourages the development and practice of resilience and other attributes, this includes character traits such as helping children to believe they can achieve, persevere with tasks, work towards long-term rewards and continue despite setbacks. Alongside understanding the importance of self-respect and self-worth, children should develop personal attributes including honesty, integrity, courage, humility, kindness, generosity, trustworthiness and a sense of justice. This can be achieved in a variety of ways including by providing planned opportunities for young people to undertake social action, active citizenship ‎and voluntary service to others locally or more widely.

Relationships Education also creates an opportunity to enable children to be taught about positive emotional and mental wellbeing, including how friendships can support mental wellbeing.

Through Relationships Education (and RSE), schools will teach children the knowledge they need to recognise and to report abuse, including emotional, physical and sexual abuse. In our school, this will be delivered by focusing on boundaries and privacy, ensuring young people understand that they have rights over their own bodies. This will also include understanding boundaries in friendships with peers and also in families and with others, in all contexts, including online.

Children will know how to report concerns and seek advice when they suspect or know that something is wrong. At all stages it is important to balance teaching children about making sensible decisions to stay safe (including online) whilst being clear it is never the fault of a child who is abused and why victim blaming is always wrong. These subjects complement Health Education and as part of a comprehensive programme and whole school approach, this knowledge can support safeguarding of children.

By the end of primary Children should know:

Families and people who care for me

that families are important for children growing up because they can give love, security and stability

the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives

that others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care

that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up

that marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong

how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed

Marriage in England and Wales is available to both opposite sex and same sex couples.

Children should know:

Caring friendships

how important friendships are in making us feel happy and secure, and how people choose and make friends

the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties

that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded

that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right

how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed

Children should know:

Respectful relationships

the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs

practical steps they can take in a range of different contexts to improve or support respectful relationships

the conventions of courtesy and manners

the importance of self-respect and how this links to their own happiness

that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority

about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help

what a stereotype is, and how stereotypes can be unfair, negative or destructive

the importance of permission-seeking and giving in relationships with friends, peers and adults

Children should know:

Online relationships

that people sometimes behave differently online, including by pretending to be someone they are not

that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous

the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them

how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met

how information and data is shared and used online

Children should know:

Being safe

what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)

about the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe

that each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact

how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know

how to recognise and report feelings of being unsafe or feeling bad about any adult

how to ask for advice or help for themselves or others, and to keep trying until they are heard,

how to report concerns or abuse, and the vocabulary and confidence needed to do so

where to get advice, for example family, school or other sources


RSE (Primary)

The Relationships Education, RSE, and Health Education (England) Regulations 2019 have made Relationships Education compulsory in all primary schools. Sex education is not compulsory in primary schools and the content set out in the guidance therefore focuses on Relationships Education.

The content set out in the guidance covers everything that primary schools should teach about relationships and health, including puberty. The national curriculum for science also includes subject content in related areas, such as the main external body parts, the human body as it grows from birth to old age (including puberty) and reproduction in some plants and animals.

It is important that the transition phase before moving to secondary school supports childrens' ongoing emotional and physical development effectively. The department for education continues to recommend therefore that all primary schools should have a sex education programme tailored to the age and the physical and emotional maturity of the children. It should ensure that both boys and girls are prepared for the changes that adolescence brings. School will consult parents before the final year of school about the detailed content of what will be taught. This process will include offering parents support in talking to their children about RSE and how to link this with what is being taught in school.




Mental Health First Aid - September 2020

We currently have 2 Youth Mental Health First Aid trained staff in school. By the end of the Autumn term we will have trained 9 further staff in this vitally important area of school life.

- Andrew Carter

- Rachel Wadsworth

- Kelly Wiles

- Vanessa Greaves

- Lisa Silverwood

- Nic Parish

- Marie Ireson

- Ali Wilson

- Nichola Russell

- Brooke Russell

- Hannah Stansfield


Inclusion Quality Mark and Centre of Excellence reaccreditation - July 2020

After an intense day, we are delighted that our IQM and CoE review day has been highly successful! The feedback received was outstanding! We have secured the accreditation for another year and this is down to the fantastic contribution from staff during interviews, evidence from the website, celebration of our ofsted report, analysis of our above National outcomes and evaluation of 2019 objectives and targets.

'The school team should be congratulated for their hard work in relation to thinking about the needs of their children and community. They have responded to the impact of COVID-19 and worked tirelessly to ensure vulnerable families have been contacted, home study has been supported and that individual needs have been addressed. That same pastoral and supportive care has been extended to the whole team in school, which is to be applauded. The SLT are acutely aware of issues that could occur as a result of the pandemic and are quite rightly looking to introduce a target for 2020-21 which focuses on mental health and well-being.'



Primary Futures

Year 6 Careers Event

The children in Year 6 were visited by a firefighter, a midwife, a rugby player and an owner of a clothing brand who runs her own business. They asked lots of questions to develop their understanding of the speakers' career and found out information about the variety of routes these people had taken to get to where they are now. They learned about the highs and lows of each career and discussed which aspects of these jobs suited them, as well as finding out about different roles within each sector.

These are some of the comments from the children:

"It was really good, I found out that you can work in the fire service and not just be a firefighter. You can work in the offices and on the radios and you have to have good communication skills to do that."

"I really enjoyed learning about being a rugby player because I want to work in sport when I'm older. Now I know that I need to work really hard at PE to be strong and he told me to make the most of my opportunities at school because we get to try loads of different sports. He also told us that at the minute lots of people are focussing on women playing rugby and that's good because then we get to compete as well."

"I know what I need to do to run my own business - I need to be good at Maths to sort out peoples' pay and all of the orders. I knew I wanted to have my own business but I didn't really know what I needed to do, now I do though."





Art Theme Day - Spring 2020

Year 6

In Year 6, after finishing Boy in the Striped Pyjamas, we took part in the Butterfly Project- this is a call to action through education, art and memorial making. It uses the lessons of the Holocaust to educate about the dangers of hatred and bigotry and cultivates empathy and social responsibility. Children create butterflies that are displayed as symbols of resilience and hope, with the goal of creating 1.5 million butterflies around the world, one for each child who perished in the Holocaust and honouring the survivors.



Transition Day - 4th July

As part of our Year 2 Transition day in 2NG, we read the story of The Rainbow Fish and discussed ways in which we can be like him when he shares with his friends towards the end of the story. We recorded a list comprising of positive attributes about what we want to make our class like and how we will treat one another. We each decorated our own Rainbow Fish using collage materials to make them unique, just like us! After several suggestions for our class name, the most popular one was 'The Dazzling Diamonds'!




Carnegie Centre for LGBTQ+ Inclusion in Education Award

The LGBTQ+ award recognises the commitment we have to working towards making excellent LGBTQ+ Inclusion a core part of our provision. We look forward to working with Carnegie to support the process of further embedding our school’s mission, vision and values which will support our commitment to having a rich whole school culture where all members of our school community thrive.



SPORTS FORTNIGHT JUNE 2019

We are all looking forward to our Summer Sports Fortnight.

The theme of the fortnight is women in sport with a particular focus on the women’s world cup, which is currently taking place. Teams on sports days are going to be themed around this, with each team being assigned one of the following countries:

The Americas

Argentina

Brazil

Canada

Chile

Africa

Cameroon

Jamaica

Nigeria

South Africa

Europe

France

Italy

Netherlands

Sweden

Asia

China

Japan

Korea

Thailand

Cross Curricular Work for the Fortnight

We are going to be releasing a special sports edition of the school newspaper:

  • Individual report about a sporting event during the fortnight/ a particular issue of interest
  • Whole-class written piece/mind-map
  • Individual/whole-class artwork
  • Fact files
  • Staff/pupil interviews
  • Book reviews (from cross-curricular library)

Potential case studies/issues to spark interest

  • Women’s world cup – Ballon d’Or Winner Ada Hegelberg quitting international football due to how female footballers are being treated in Norway. This has since seen the Norwegian FA double the pay of the international women’s team but Hegelberg is sticking by her principles and refusing to play. https://www.rte.ie/sport/soccer/2019/0605/1053706-ballon-dor-winner-hegerberg-stands-over-norway-boycott/
  • The previous case study is an effective way into studying any of the great social activists/movements, specifically thinking suffragettes. A comparison piece could be written to look at similarities/differences between Hegelberg and others.
  • Equality and diversity – should women be paid as much as men in sport? Could explore the commercial aspects and prize money taken. Wimbledon now pays men and women equal prize money after many years of campaigning.
  • Olympics/athletics and gender. Olympic 800m champion Caster Semenya filed an appeal against the IAAF’s ruling to restrict testosterone levels in female runners. She is appealing to Switzerland’s Federal Supreme Court after losing her case at the Court of Arbitration for Sport. The new rule would require her to take testosterone-reducing medicine to compete at distances between 800m and a mile or change to another distance.


Premier League Stars

Beautifully different, Wonderfully the same By Joseph Coelho

The same laughter erupts

when a joke finds its giggle.

Same whoop, same cheer

different smiles.

The same rhythm rocks us

when a dance makes us wiggle.

Same hands, same feet

different styles.

The same warmth in our bellies

when we choose to be kind.

Same hug, same high-five

different bodies.

The same happiness finds us

when friendship binds

Same goal, same win

different players.

The same sadness within us

when darkness creeps.

Same eyes, same sobs

different tears.

The same joy on our faces

when we’re no longer apart.

Same blood, same beat

same hearts.



Youth Mental Health First Aid Champion

We are fortunate to have 2 accredited Youth Mental First Aid Champions in school; Mr Carter and Mrs Wadsworth.

Youth MHFA Champions have:

  • An understanding of common mental health issues and how they can affect young people
  • Ability to spot signs of mental ill health in young people and guide them to a place of support
  • Knowledge and confidence to advocate for mental health awareness
  • Skills to support positive well-being



Carnegie Centre of Excellence for Mental Health in Schools

The Carnegie Centre of Excellence for Mental Health in Schools, exists to strengthen the mental health of the next generation by supporting schools to make a positive change at all levels of the UK's education system, hereby improving outcomes and life chances. This initiative, being led by Carnegie School of Education and Minds Ahead CIC, is focused on evidence-based solutions which address schools', pupils and parents/carers needs; the development of a professional community of school mental health experts; and leading innovation within the area.

As a school, we are fully committed to supporting the mental health and well being of our school community and have already pledged to undertake the award and look forward to working with Carnegie and our assessor Dr Pooky Knightsmith during the forthcoming months.





Inclusion Quality Mark and Centre of Excellence Review Day - 25th April 2019

We achieved the Inclusion Quality Mark and Centre of Excellence accreditation in April 2018 - see previous report highlighted below. We recently had our review day and are pleased to announce that after a rigorous day of interviews, obervation and scrutiny of evidence, that we continue to meet the standard. We are delighted that our inclusive school culture continues to be recognised as being of the highest standard.



NO OUTSIDERS

As a school we value the principles of the NO OUTSIDERS programme. The programme supports us in ensuring that our curriculum supports our children in developing their knowledge and understanding of the Equality Duty;

  • Teach children about the Equality Act 2010 and British Values
  • Reduce vulnerability to radicalisation and extremism
  • Prepare children for a life in modern Britain
  • Teach children to be proud of who they are while recognising and celebrating difference and diversity
  • Develop resilience in children
  • Create a positive school ethos where everyone feels they belong

No Outsiders Poster

No Outsiders Overview of Books







Aspirations and Ambitions




GIRL UP CLUB 2019

We now have our own Girl Up Club in school. Learn more about what this means here:

The Girl Up Community is a space for supporters of gender equality to learn, connect and get more involved.

With more than 1,900 clubs registered in 48 U.S. states and territories and 98 countries, Girl Up Clubs are champions for change. As our most active supporters, Girl Up Clubs have a huge impact on girls around the world, empowering both people in their own communities and adolescent girls in developing countries to rise up. Through education, fundraising, advocacy and service, Girl Up Club members develop the leadership skills necessary to make a positive difference in the lives of girls everywhere.

Here is the mission statement for our school:

Girls from across our school want to be a part of the Girl Up movement- to promote equality and to raise awareness about the power of girls in our community. We want to empower our girls to grab life with both hands and to feel powerful and confident. This isn't our only aim though. We firmly believe in equal rights for all of our pupils and members of our community. Our work will not only focus on girls but on the LGBT community and importantly, to educate everyone on the importance of true equality, which of course means supporting boys to play a crucial role in this and creating a mutual respect between all parties in our wonderfully diverse school. We will meet once a week officially to work on projects together, our work will be promoted in our school newspaper and we will reach out to our local community to have a greater impact.

Our slogan is:

The world belongs to us all!


Autism and Christmas

Here is link to tips for handling Christmas for people/children on the spectrum. It may be a useful resource as we hurtle into the festive season.

https://www.autism.org.uk/about/family-life/holidays-trips/christmas.aspx?utm_source=The%20National%20Autistic%20Society&utm_medium=email&utm_campaign=10042316_E-Newsletter%2016.11.18%20Passive&utm_content=Christmas%20top%20tips&dm_i=YA3,5Z8P8,GRDTKI,NFELY,1#



Anti - Bullying Week 2018: Choose Respect

The theme for this year's Anti-Bullying Week is to choose respect over bullying.

The word 'respect' comes from two Latin words: 're' meaning 'back' and 'specere', meaning 'to look'. So the meaning of our modern word seems to have developed from an idea of looking back at, regarding, or considering someone or something. Today, the word means 'to value someone highly for what they say or do' or 'to treat people politely and thoughtfully, to show we value them.'


After School Club support Ant Bullying Week



This is Skylar getting ready to read a story from our Equality and Diversity Library to a group of Year Ones as part of a weekly story sharing session. This story is all about celebrating uniqueness and learning to be proud of our individuality.



We will also use the video below where pupils Amelie and Shaeya interview children and adults from their school community to find out what the word 'respect' means to them. Their interviewees offer different ideas on the word, including: 'showing tolerance', 'listening to others', 'being open to their opinions and beliefs', 'treating others as equals', 'playing by the rules', 'being polite to others' and 'being loyal to your friends'. All the interviewees agree that it's important to treat others with thoughtfulness and consideration, in just the way that we would wish to be treated ourselves.


The aims of this week are to support schools and other settings to help children and young people, school staff, parents and other professionals who work with children to understand:Following a consultation with over 800 children, teachers and members of the Anti-Bullying Alliance, it emerged that a top priority was showing that bullying is a behaviour choice, and that children and young people can set a positive example by opting to respect each other at school, in their homes and communities, and online.

  • The definition of respect

  • That bullying is a behaviour choice

  • That we can respectfully disagree with each other i.e. we don’t have to be best friends or always agree with each other but we do have to respect each other

  • That we all need to choose to respect each other both face to face and online

The Anti-Bullying Alliance are supported by SafeToNet, to develop a set of cross-curricular teaching resources to support schools to embrace the theme of respect.

CBeebies star Andy Day and Anti-Bullying Alliance patron, and his band Andy and the Odd Socks, are supporting Anti-Bullying Week 2018 and are encouraging students to wear odd socks to school during the campaign to demonstrate and celebrate uniqueness.

During the week (and beyond)we will use cross curricular ideas to take the theme of respect further. Each theme will require the same main objective to be explored: what ways can we show respect to ourselves and others.



Choose Respect Assembly

Odd Socks Day - 12th November 2018

What is it?

Most importantly, Odd Socks Day is designed to be fun! It’s an opportunity for children to express themselves and celebrate their individuality and what makes us all unique!

There is no pressure on the children to wear the latest fashion or for parents to buy expensive costumes. All they have to do to take part is wear odd socks to school, it couldn’t be simpler! Odd Socks day will take place on the first day of Anti Bullying Week, Monday 12th November 2018 to help raise awareness around anti-bullying. The most important thing is the message of Odd Socks Day - CELEBRATING INDIVIDUALITY AND UNIQUENESS.



A range of books in our Cross Curricular Library will also be used during assemblies, playtimes, lunchtimes and throughout the school day to further embed the underpining value of respect.

Gallery to follow...

Book Club - 5th November

Year 6 Book Club entered a poetry competition this week. Using a stimulus provided by Premier League Primary Stars, the children read a poem all about diversity, celebrating what is the same and what is different about us all around the world. The children worked in pairs and each pair produced a verse for the poem. Using a book from our Cross Curricular Library called At the Same Moment Around the World, the children decided to link their ideas to how shared experiences of how stories can join together people who might on the surface of things, seem very different to one another. Here is our poem, it is written by TImmy, DD, Jessica, Joel, Chloe, Olivia, Rania, Amaara, Selina, Inaaya and Alexis.

At the Same Moment Around the World

In Hawaii, Jessica is reading Sherlock Holmes, anxious to solve the mystery,

At the same moment in Quebec, Canada, Joel is reading Itch, wondering where the rock is now.

Different books, different people, same freedom to imagine.

In France, Timmy punches the air with delight as Alex Rider escapes the bad guys on a bike,

At the same moment in Russia, D’vante is galloping around his bedroom as he gets the same rush of excitement.

Different parts of the world, different people, same feeling of adrenaline.

In Germany, Robert is reading Goosebumps, he is frightened of the scary characters,

At the same moment in Senegal, Liam is reading Diary of a Wimpy Kid, laughing aloud at the ridiculous events.

Different languages, different coloured skin, same pleasure.

In California, Olivia is reading Harry Potter, hiding under her sheets from Voldemort,

At the same moment in Spain, Chloe is reading Trash, feeling angry about the injustice in the world.

Different time zones, different cultures, same butterflies in their tummies.

In Dubai, Ammara is reading The Midnight Gang , mesmerised,

At the same moment in China, Rania is reading The Twits, laughter bursting, eyes hooked.

Same joy, different books, different ideas.

In Switzerland, Inaaya is reading Notebooks of a Middle School Princess, cackling with amusement.

At the same moment, in Greenland, Alexis is tackling the tricky words in her very first book,

No matter who you are, no matter your colour, books still bring light to your world.

In Morocco, Selina is reading Sky Song, her heart is dancing with the Northern lights,

At the same moment in England, Tyler is reading Charlie and the Chocolate Factory, greedy to eat the chocolate.

Same thrill, same moment, different place.

In New York, Alfie gets a feeling of warmth when he is gifted a hug from his favourite character in The Hobbit,

At the same moment in Sweden, Kate is lifted by the soft, sweet words from her favourite story, Forbidden Friends.

Same comfort, same relaxation, a world apart.

At the same moment all around the world, children are wondering and dreaming about what the next chapter holds. Different corners of the world, same suspense.

A book is a magical door to exploring the world beyond our wildest dreams. It is open to all of us.

The judging panel includes former Premier League footballer Rio Ferdinand, singer and songwriter Olly Murs, Waterstone’s Children’s Laureate Lauren Child, poet Joseph Coelho. Casia Wiliam, current Bardd Plant Cymru (Welsh-language Children’s Poet Laureate) will guest judge all Welsh-language entries. All judging will be overseen by National Literacy Trust Director Jonathan Douglas.


SKITTLES LOSE THEIR RAINBOW AND GO BLACK AND WHITE TO CELEBRATE PRIDE - JUNE 2018

Skittle known for the tagline "Taste the rainbow," have made their packaging and sweets white with black writing to celebrate Pride month and honour of the LGBT community.

Several stores are displaying the brand's message: "During Pride, only one rainbow matters. So, we've given up ours to show our support".

The monochrome move is just for the month of June.




Strong is the New Pretty - June 18

Year 3 and 5 have begun using this marvellous book to develop their idea of what is beautiful about themselves. Both year groups are taking part in a creative photography project to produce their own book. Watch this space for some of our beautiful examples.

Strong is A

Strong is F

Strong is N

Strong is R









Inclusion Quality Mark Centre of Excellence

Becoming a Centre of Excellence is an opportunity for schools to build on the success of being one of the very special schools which holds the Inclusion Quality Mark award. A Centre of Excellence brings schools together to share and build on their existing good practice in inclusion best practice.Around 240 schools in the UK have met the standard required to become an IQM Centre of Excellence for outstanding levels of inclusion best practice. We have been notified (19th May 2018) that we are now an Inclusion Quality Mark Centre of Excellence.

Follow the link below for our case study report.

https://iqmaward.com/news/sandal-castle-becomes-a-...


GW THEATRE COMPANY – MISTER SHAPESHIFTER

We are fortunate to be working with GW Theatre Company again this year. They will visit on the 22nd May to work with year 6 children and staff.

Mister Shapeshifter is a theatre production aimed at Years 6/5: an exciting, very contemporary fairy tale for 9-11 year olds about the ways some adults abuse the trust children put in them and how kids can protect themselves. But it is much more than just a theatre production.

Themes covered in the play: Friendship. Bullying. Safe and unsafe relationships. Trust. Online and smartphone safety and emotional resilience. Critical thinking. That abusers come in all shapes and sizes, forms and roles. They can be in the home, at school, strangers, in agencies supposed to protect children children and that children need to persist in getting help, and to observe the behaviour of adults and not their official position. Children need to trust their own feelings: if it feels wrong, there’s a very good chance that it is. Take charge of your own story, don’t let others make you the unwilling subject of theirs. Help each other

The purpose of Mister Shapeshifter is to entertain, inform, and safeguard children against risk and danger in real life and online and to provide a catalyst for further work by teachers and other adults with the children who see it. It is not meant to stand alone. Preparation before the play and follow up work after is essential. The play can also be used to raise awareness with parents, carers, families and in the wider community.

Mister Shapeshifteris a super villain. He can change his appearance at will. He has one aim in life: to lure children into his ‘Super Story World Studio Workshop’ and steal the childhood out of them so he can live forever. When he lures eleven year old Jess there, only Jack can save her. But Jack is one of Mister Shapeshifter’s previous victims, and as a result is bullied, lonely and angry. To save Jess, Jack has first to save himself and then bring The Shapeshifter to justice, with the help of Jess, the audience, his teacher and the police.



Inclusion Quality Mark and Inclusion Centre of Excellence Accreditation 18th/19th April 2018

Our aim is to celebrate the inclusive culture of our school by achieving the Inclusion Quality Mark this academic year. The Inclusion Quality Mark provides schools with a nationally recognised framework to guide their inclusion journey. The IQM team will help us to evaluate and measure how we are performing.

Inclusion promotes equal opportunities for all pupils, whatever their age, gender, ethnicity, attainment and background. It pays particular attention to the provision made for, and the achievement of, different groups of pupils within a school and any pupils who are at risk of disaffection and exclusion. Our evidence was submitted in February 2018 and our 2 day assessment will take place on the 18th and 19th April.

On the 10th May we received notification that we have succeeded in achieving the Inclusion Quality Mark and are being recommended to be a Centre of Excellence. We are delighted that our work with children, families and community has been recognised in such a positive report. Here are a few extracts from the 20 page report;

''Sandal Castle VA Community Primary School is a remarkable and highly inclusive school. Every adult sounded a passionate and determined attitude to supporting the children of the school. The school community faces many challenges and yet the school is one that supports, welcomes and helps every child to progress.''

''The ethos of inclusion and tolerance is reflected in the development of a culture that values and celebrates diversity.''

''The school ethos is reflected in the behaviour of children in lessons throughout the institution. Children were observed to be purposefully engaged, yet with an appropriate level of informality that enhanced learning''

''Relationships within the school were observed to be excellent. In addition, pupils, teachers, governors and teaching assistants all spoke very positively about the school, their role in it, and feeling valued. ''


''Parents spoke of the school being very approachable, with numerous opportunities for communication about children’s progress and an open door to senior leaders available. The school leadership and governors saw support for parents being an essential part of the role of the school. It was clear that there is much trust between the parents and the school and this trust has been built up over many years with dedication and clarity of purpose.''

''It has been a privilege to meet the pupils and staff of Sandal Castle VA Community Primary School and hear from them how they value what they do in their school and care for the other members of the school. On the basis of what I have observed, discussed and read I can confirm that Sandal Castle VA Community Primary School meets the criteria demanded to be awarded the Inclusion Quality Mark. I would also strongly recommend that the school become a Centre of Excellence for Inclusion.''



Stonewall

Mr Carter attended a Stonewall Conference in March, ' Creating a trans inclusive school'. Mr Carter is now our accredited Stonewall School Champion.


We have completed our school Trans Invisibility audit. The outcomes have been discussed with staff and governors and link directly with our pupil voice action plan. A CPD event took place on the 18th April 2018 for staff and governors.


Eastern European Engagement Event - February 2018

The fantastic work of the school has been recognised by the council;

‘As part of the Community Consultation with Eastern European residents of Wakefield, Sandal Castle VA Community Primary School have been working in Partnership with the Community Cohesion team in the Council, to carry our key engagement activities with Eastern European families from the school. The Council and its partners would like to thank Sandal Castle VA Community Primary school, its staff and parents who all took the time out to take part in this vital engagement project. It has been a very positive experience to work with the school and we hope to continue strengthening our working relationship and improving our services for the local community’.

Many Thanks

Tabana Khalid

Community Cohesion Liaison Officer


Working with the LA VI Team

Our children had the fantastic opportunity to work with the LA VI Team in raising awareness and recognition of the challenges and support we can provide for children and adults who may be visually impaired.


Our school is committed and determined to ensure our children receive a breadth of curriculum opportunity to support them in developing and nurturing strong values. A range of texts and pertinent picture books are used to initiate discussion, debate, inspire questions and a deep level of thinking and understanding. For example;

Amazing Grace

https://www.theguardian.com/childrens-books-site/2015/oct/13/mary-hoffman-amazing-grace-25-years-diversity


Being Me in Penguin Land – An early years gender book






Salt in his Shoes

The mention of the name Michael Jordan, conjures up visions of basketball played at its absolute best. But as a child, Michael almost gave up on his hoop dreams, all because he feared he'd never grow tall enough to play the game that would one day make him famous. That's when his mother and father stepped in and shared the invaluable lesson of what really goes into the making of a champion -- patience, determination, and hard work.
Deloris Jordan, mother of the basketball phenomenon, teams up with his sister Roslyn to tell this heartwarming and inspirational story that only the members of the Jordan family could tell. It's a tale about faith and hope and how any family working together can help a child make his or her dreams come true.


The Hundred Dresses

Eleanor Estes's The Hundred Dresses won a Newbery Honor in 1945 and has never been out of print since. At the heart of the story is Wanda Petronski, a Polish girl in a Connecticut school who is ridiculed by her classmates for wearing the same faded blue dress every day. Wanda claims she has one hundred dresses at home, but everyone knows she doesn't and bullies her mercilessly. The class feels terrible when Wanda is pulled out of the school, but by that time it's too late for apologies. Maddie, one of Wanda's classmates, ultimately decides that she is "never going to stand by and say nothing again."

Colourful Dreamer

An inspiring portrait of one of the world's most loved artists

There was once a boy named Henri, whose dreams were full of colour even though his hometown was dreary and grey. His parents expected him to learn a trade when he grew up, but being a law clerk bored him, and he continued to dream of a colourful, exciting life, and of being noticed. Then Henri started painting . . . and kept painting and dreaming and working at his craft until he'd become one of the most admired and famous artists in the world. This book is an encouragement to never give up on your dreams.

Chrysanthemum

Until Chrysanthemum started school, she believed her parents when they said her name was perfect. But on the first day of school, Chrysanthemum begins to suspect that her name is far from perfect, especially when her class dissolves into giggles upon hearing her name read aloud. That evening, Chrysanthemum's parents try to piece her self-esteem back together again.But the next day Victoria, a particularly observant and mean-spirited classmate, announces that Chrysanthemum's name takes up 13 letters. "That's half the letters in the alphabet!" she adds. Chrysanthemum wilts. Pretty soon the girls are making playground threats to "pluck" Chrysanthemum and "smell her". Kevin Henkes displays great compassion for the victims of childhood teasing and cruelties, skilfully employing fresh language, endearing pen-and-ink mouse characters and realistic dialogue to portray real-life vulnerability. He also has great compassion for parents.


Gender Equality

A girl on The Secret Life of 5 Year Olds has impressed the internet with her empowering comments about feminism and women’s rights. Eva, who appears in the Channel 4 fly-on-the-wall documentary, schooled others on women’s right to vote and gender equality.

https://www.facebook.com/Channel4/videos/101540917...

In the programme, Eva and Jude were asked why girls can’t be scientists.

When Jude replied that it’s because they “make silly potions”, Eva responded: “I extracted the DNA from a banana once.”

Eva also noted the importance of voting. When asked what’s important for girls when they grow up, she responded: “They go to work and vote, definitely.

“Girls used to not vote and there were these girls who fought to vote but they got killed. It’s very important for girls to vote otherwise that will happen again.”


Equality Objective

On 6th April 2012, schools were required to publish information showing how they comply with the new equality duty and setting equality objectives. Schools are required to update the published information at least annually and publish objectives at least once every four years.

Compliance with the equality duty is a legal requirement for schools. The equality duty helps schools to focus on key issues of concern and how to improve pupil outcomes.

The equality duty has two main parts: the ‘general’ equality duty and ‘specific duties’.

The general equality duty sets out the equality matters that schools need to consider when making decisions that affect pupils or staff with different protected characteristics. This duty has three elements. In carrying out their functions public bodies are required to have ‘due regard’ when making decisions and developing policies, with the aim to:

  • 1.Advance equality of opportunity between people who share a protected characteristic and people who do not share it.
  • 2.Foster good relations across all protected characteristics – between people who share a protected characteristic and people who do not share it.
  • 3.Eliminate discrimination, harassment, victimisation and other conduct that is prohibited by the Equality Act 2010.

These are often referred to as the three aims of the general duty equality duty.

Having due regard to the need to advance equality of opportunity is defined further in the Equality Act 2010 as having due regard to the need to:

  • 1.Remove or minimise disadvantages
  • 2.Take steps to meet different needs
  • 3.Encourage participation when it is disproportionately low.

In order to help schools in England meet the general equality duty, there are two specific duties that they are required to carry out. These are:

  • •To publish information to demonstrate how they are complying with the equality duty.
  • •To prepare and publish one or more specific and measurable equality objectives.

The equality duty supports good education and improves pupil outcomes. It helps a school to identify priorities. It does this by requiring it to collate evidence, take a look at any issues and consider taking action to improve the experience of different groups of pupils. It then helps the school to focus on what can be done to tackle these issues and to improve outcomes by developing measurable equality objectives.

Our policy document meets the requirements under the following legislation:

Our school is aware of its obligations under the Equality Act 2010 and complies with non-discrimination provisions.

Where relevant, our policies include reference to the importance of avoiding discrimination and other prohibited conduct.

Staff and governors are regularly reminded of their responsibilities under the Equality Act.

We have a designated member of staff for monitoring equality issues, and an equality link governor. They regularly liaise regarding any issues and make senior leaders and governors aware of these as appropriate.

As set out in the DfE guidance on the Equality Act, the school aims to advance equality of opportunity by:

  • Removing or minimising disadvantages suffered by people which are connected to a particular characteristic they have
  • Taking steps to meet the particular needs of people who have a particular characteristic
  • Encouraging people who have a particular characteristic to participate fully in any activities (e.g. encouraging all pupils to be involved in the full range of school opportunities)

In fulfilling this aspect of the duty, our school will:

  • analyse attainment data each academic year showing how pupils with different characteristics are performing to determine strengths and areas for improvement, implementing actions in response
  • identify improvements for specific groups
  • discuss further data about any issues associated with particular protected characteristics, identifying any issues which could affect our own pupils

The school aims to foster good relations between those who share a protected characteristic and those who do not share it by:

  • Promoting tolerance, friendship and understanding of a range of religions and cultures through different aspects of our curriculum. This includes teaching in RE, citizenship and personal, social, health and economic (PSHE) education, but also activities in other curriculum areas. For example, as part of teaching and learning in English/reading, pupils will be introduced to literature from a range of cultures, Black History month focus with a continuation throughout the year across all curriculum areas, P4C Big Questions
  • Holding assemblies dealing with relevant issues. Children are encouraged to take a lead in such assemblies and we also invite external speakers to contribute
  • Working with our local community. This includes inviting leaders of local faith groups to speak at assemblies, and organising school trips and activities based around the local community
  • Encouraging and implementing initiatives to encourage inclusivity and participation within the school.
  • We have developed links with people and groups who have specialist knowledge about particular characteristics, which helps inform and develop our approach

Stonewall - Acceptance without exception

Resources to tackle homophobic, biphobic and transphobic bullying in education environments and help create more inclusive spaces

http://www.bbc.co.uk/programmes/b097bs09Different Families, Same Love

Different Families, Same Care


Pablo CBBC

http://www.bbc.co.uk/programmes/b097bs09

This is a fantastic TV show on CBBC made by and particularly enjoyed by children with Autism. Pablo uses his magic crayons to turn his life challenges into wonderful adventures and his feelings into colourful characters with a voice - in the art of his imagination, just about anything can happen! Why not have a look?

http://www.bbc.co.uk/mediacentre/latestnews/2017/p...

http://www.bbc.co.uk/blogs/aboutthebbc/entries/75f...


Celebrating Black History

Black History Month found its way to the UK in 1987 following its successful implementation in the USA and Canada. Its role was to celebrate and inform the public about all aspects of black history and culture. In the early days, primary schools usually marked the event through a series of assemblies focusing on some significant black individuals like Mary Seacole.

Since then, a great deal of work has been done to educate and support teachers in looking at black history, not just as something to be celebrated in one month but throughout the year. The inspirational work of Hilary Clare and pioneering groups like the Northamptonshire Black History Association led to the introduction of enlightened schemes of work written on such topics as black migration and on significant figures like the black professional footballer Walter Tull. Our view is that although we celebrate Black History Month, it is far more important to have black history threaded throughout the topics we teach rather than a tokenistic annual event.

  • Mylearning.org has a specific area with resources related to Black History
  • Britishlegion.org/community/stories section provides ideas for remembering the contribution of all soldiers in past and present conflicts


Arts Week




Fairtrade

Please click on the link to view the Diocesan celebration of our school success'

http://www.westyorkshiredales.anglican.org/fairtra...



We celebrate the many languages spoken within our school. Miss Hawkins is our EAL leader ably supported by Mrs Fiaz, Mrs Main and Ms Junger in delivering a language rich and vibrant curriculum to enhance and accelerate language acquisition and understanding.

Anti Bullying


Anti-Bullying Week (ABW) is an annual event coordinated by the Anti-Bullying Alliance that shines a spotlight on bullying and encourages all children, parents and teachers to take action against bullying throughout the year. This year’s ABW runs from the 13-17 November with the theme ‘All Different, All Equal’.

Power of One - 13th November

To launch our Anti Bullying week, we enjoyed a fantastic performance of the Power of One.The Power of One has an important message that resonates well with everyone; we all have the power to stop bullying and not be a bystander. To demonstrate our support for the message, the whole school community have signed the anti bullying pledge which is on display in the main reception.






Y6 Anti Bullying Slides

DfE Advice for Parent/Carers on Cyber Bullying

Toot Toot

We were happy to host the launch of the Toot Toot programme for all Wakefield schools.

Toot Toot gives a voice for all children/pupils/students; a safe voice to be able to report incidents of bullying, cyber bullying, racism, extremism, radicalisation, sexism, mental health and self harm directly to their place of learning. Tootoot gives students an alternative way to disclose their concerns when they are unable to do so face-to-face.




Online Safety: Our Children Need You!

Children are using technology and exploring the online world from a younger age. Thinkuknow are developing a new resource to help build young children's resilience online and give them the skills to explore all the digital world has to offer safely.

Thinkuknow need a comprehensive picture of the online behaviour of 4-7 year olds and hope you can help us by completing the Parents/Carers survey.

Complete the Survey here; https://www.surveymonkey.co.uk/r/parentscarers4-7s