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Family Support

Supporting parents and families is integral to our approach. By supporting families to reduce stressful situations at home, we aim to ensure that all children are happy and secure. 

Who can benefit from family support? 

  • Parents/carers who are not sure who to talk to about a situation they are facing at home or school 
  • Parents/carers needing support, advice or guidance about statutory services involvement
  • Parents/carers who are finding it difficult to manage their child’s behaviour or needs 

We provide: 

  • Initial family assessments to identify a family’s needs and levels of support required through Early Help
  • One-to-one support and guidance, and a listening ear, for families and children  
  • Referral to external services so that families can access holistic support  
  • Signposting to other local support services or community activities  
  • Foodbank vouchers

  Please note that we are legally bound to follow government guidelines where a child protection issue is identified.  

At Abbots Farm Infant School and Abbots Farm Preschool we do not want to see any of our families struggling. Please drop in to see Mrs Lovejoy. We may be able to help or know someone else who can.

Other Useful Links:

Family Information Service:

School Nursing Service:

Parenting courses:

Housing support:

Mental Health support:


The school collects and uses personal information (referred to in the General Data Protection Regulation (GDPR) as personal data) about staff, pupils, parents and other individuals who come into contact with the school. This information is gathered in order to enable the provision of education and other associated functions. In addition, the school may be required by law to collect, use and share certain information.

The documents below will provide further guidance on how we comply with GDPR.

Here are our Privacy Notices:

Our school Data Protection contacts are:

Jeanette Lovejoy (Headteacher)  This email address is being protected from spambots. You need JavaScript enabled to view it. ;

and Lydia Mortimer (School Business Manager) This email address is being protected from spambots. You need JavaScript enabled to view it.


Our Data Protection Officer is the School DPO Service and is contactable via This email address is being protected from spambots. You need JavaScript enabled to view it. or alternatively;

School Data Protection Officer

Warwickshire Legal Services

Warwickshire County Council

Shire Hall

Market Square


CV34 4RL

Curriculum and Assessment Information

From September 2015 all of the children in KS1 will be taught from the New Curriculum and the existing system of levels has been removed. The Government has left it up to schools to design their own assessment framework. After looking at many assessment systems, this school and Abbots Farm Junior School have decided to use the ‘STAT Sheffield’ approach.


This year the children will be assessed using steps which describe their attainment against National Curriculum statements for each year group. Children progress through the steps as they master more of the National Curriculum statements. During the KS1 stages of attainment children emerge, develop and then become secure with the statements for each year group in turn. As before, this may not necessarily be when they are in that year group. Some children will confidently demonstrate all the statements and be able to apply these to new and unfamiliar situations. We measure these as being at greater depth. The table below shows the steps and stage for each year group.




Appropriate Curriculum


Pre-year 1 attainment



Curriculum Year 1







Greater Depth



Curriculum Year 2







Greater Depth


 How will teachers make judgements about attainment?



Teachers will use planning and assessment grids. The child’s attainment step will be determined by the proportion of the appropriate curriculum they have achieved. All of the statements in the grids, which can be found on the STAT Sheffield website (, are taken directly from the new National Curriculum. The grids also include some Key Performance Indicators which children must master at greater depth before they can move on. These underlined statements prevent gaps in learning from developing.


How will this approach improve teaching and raise achievement? 


The new National Curriculum sets out what pupils are expected to know, understand and do at different stages of attainment. The criteria set out in the English and mathematics curriculum are the content of the planning and assessment grids being used by teachers.  The materials were designed as a planning and assessment tool, which would help teachers to use assessment information to support planning and improve pupils’ progress. The materials will support teachers to identify pupils’ strengths and misconceptions, which provides an opportunity for teachers to plan learning which is pitched accurately to children’s appropriate next steps in learning. Because the materials contain the content of the National Curriculum and refer directly to curriculum year group expectations, the materials will enable schools to identify pupils who are falling behind in their learning or who need additional support to reach their full potential, including the most able.


Additional School Assessment Information

  • Teachers at Abbots Farm Infant School are assessing children all of the time, constantly considering how well they have understood their learning and what the next steps are.
  • Teachers use assessment grids to assess reading, writing, SPaG (spelling, punctuation and grammar) and maths.
  • Teachers will talk to children about their next steps (in an age appropriate way) so that they know the things they need to get better at doing. This is made clear in our marking policy by the use of a green footprint.
  • Teachers submit a teacher assessment for each child each term and children’s progress is discussed half termly through the year with school leaders.
  • Children’s attainment and progress is shared with parents and carers at parents’ evenings in the Autumn and Spring terms, with a written report in the Summer term. At parents’ evenings there is an opportunity to look at your child’s books and an additional afternoon is offered in the Summer term.

How can parents help?


Each child will receive a booklet which shows the ‘Key Performance Indicators’ for the year group below and the current year group for the Autumn term. These are the key statements alongside others that the children will be assessed against. Parents will be informed about how well their child is doing against these in the Spring term and at the end of the year.


Each half term the children will be sent home with a target strip. Parents are given the opportunity to add a target as well as the child and the teacher. The children will work towards these targets over the half term. Once a child has achieved one of their targets they will get a pink star. New targets will be set half termly.

Homework for years 1 and 2 is in the style of a bingo grid. Teachers have included a wide range of activities for the children to choose from. Some of the activities will take longer than others. The idea is that they complete at least one activity a week. So if you know you have a busy weekend planned there should be some quicker activities to choose from.

Hearing your child read regularly is very important. Research has shown if children are heard for at least 10 minutes every day they will become very successful and fluent readers. Discussion of the text is also essential. The children will receive a reading diary for the half term. Parents are required to sign or initial it once they’ve heard their child read. By signing the diary the children earn points towards their reading certificates.  





Behaviour principles written statement

This document is not policy or practice, rather it is a statement to set out Abbots Farm Infant School’s broad principles and values with regard to behaviour that is both expected and promoted within the school.

Actual, practical applications of these principles are the responsibility of the headteacher, who will view each case in light of these principles and any relevant policies.

The Governing Body is aware and approves of this statement, believing it accurately reflects the school’s ethos and that effective learning and development relies on good standards of behaviour.

This is why, at Abbots Farm Infant School, we seek to uphold high standards of behaviour that are guided by the principles within this statement.


  • The school’s primary concern is the safety, wellbeing and education of all children; actions taken in cases of bad behaviour are with the intention of upholding their wellbeing and academic progress, as well as fulfilling our safeguarding responsibilities.
  • All members of the school community must be treated inclusively and be free from any form of discrimination or prejudice – whether it be racial, ethnic, gender, sexual orientation, religious or age-based.
  • The school will create and maintain an atmosphere and ethos of tolerance, equality, diversity, respect, understanding, kindness and a sense of citizenship throughout the school community in everyday practice.
  • All children, staff and visitors should feel safe in the school environment at all times through a high quality of care, support and guidance.
  • All children have a right to fulfil their greatest academic and personal potential and feel they are valued members of the school by both their peers and school staff, and should be free from bullying, discrimination and distracting peer behaviour.
  • Rules are to be consistently applied across the school and where sanctions are exercised, they should be proportionate to the misdemeanour, in line with the school’s Behaviour Policy.
  • Good behaviour around school is to be acknowledged and rewarded at the discretion of staff, who will judge appropriately.
  • At Abbots Farm Infant School, we want to foster a community and collective ethos amongst all members of the school and promote values of caring, empathy, teamwork and coordination.
  • We recognise that understanding our emotions is a key aspect of understanding and managing behaviour. Through Emotion Coaching and being attachment aware, both children and adults are able to both manage their behaviour and to create an environment that is conducive to learning. We understand that part of our role, in partnership with home, is to help pupils to understand what is right and wrong.
  • In cases of problematic behaviour, regardless of how sustained and disruptive, the child’s out-of-school circumstances and possible special educational needs and disabilities must be taken into account. Comprehensive support is given before or alongside disciplinary measures – exclusions are to be used only as a last resort where other measures fail.
  • Any kind of violence, threatening behaviour or abuse between children, or by children/parents/carers towards the school’s staff, will not be tolerated. If a parent/carer does not conduct himself/herself properly, the school reserves the right to ban them from the school premises and, if the parent/carer continues to cause disturbance, he or she may be liable to prosecution.
  • Guidance on the use of reasonable force will be agreed upon by the headteacher and governing body, and is clearly set out within the school’s Behaviour Policy.

General expectations

  • All members of the school community should be aware of behavioural expectations and the relevant policies, and agree to them as fair and reasonable. These will be made readily available to read and general expectations will be displayed in classrooms and around the school.
  • Polite and considerate behaviour is to be maintained by all around the school, both in and out of the classroom.
  • Offensive or insulting language is not to be used in any circumstances, deliberately or otherwise.
  • Each child receives the necessary behavioural support according to their specific needs.
  • Bullying (and cyber bullying) is not tolerated and children should report any case of bullying they experience or observe to school staff.
  • Children should help staff by showing good behaviour in the classroom, not distracting themselves or others from important learning.
  • Staff will lead by example and model their conduct in line with the school’s standards.
  • To keep the children and staff safe, the headteacher will utilise their powers to search or use reasonable force in order to keep individuals from harming, or further harming, themselves or others.
  • Everyone in the Abbots Farm Infant School community should understand that the school’s emphasis is on encouraging and praising good behaviour and supporting individuals who are struggling to meet the expected behavioural standards.

This written statement, and the policies that are influenced by it, applies to all children and staff   inside and outside of school, when acting as ambassadors, when engaged in extra-curricular activities, such as educational trips and visits and when being educated as a member of Abbots Farm Infant School.

Click here to read our Behaviour and Relationships Policy.

Click here to read our Suspension and Exclusion Policy.




Preschool Staff


Teacher: Mrs Caroline Powell

Early Years Educator: Mrs Deborah Davies

Preschool Assistant:
Miss Hannah Bradshaw





Latest News

Here is what is happening at school over the next week:

Friday 31st March - Easter Bonnet Parade

All the staff would like to wish every one a Happy Easter and we look forward to welcoming you back on Monday 17th April.

If you have a safeguarding concern please contact Mrs Lovejoy at or Miss Bull at or phone 01788 543093.

Please help support Abbots Farm Friends by shopping online.Use easyfundraising to shop with over 3,300 retailers including Amazon, Argos, John Lewis, ASOS,, eBay, Boden, and M&S.

Every time you shop, you’ll raise a free donation for Abbots Farm Friends, it’s that easy!

Find out more: causes/abbotsfarmfriends/

Contact Us

Headteacher: Mrs Lovejoy
Office Staff: Mrs Mortimer
& Mrs Poole
Abbotts Way
CV21 4AP
Tel: 01788 543093
email: or click this link: 

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