Service Families
Welcome to our Leconfield Family…
Service Families are part of our School Family.
At any time, children from Service Families make up between 35 and 50% of the children in our school. We greatly value the contribution that Service Families make to our community and we are proud to be part of their education journey.
From the moment you make contact with us to tell us you are moving to Leconfield we will work with you to ensure a smooth transition for your family. This includes help and support with the essentials, such as health care, and information about our school, the admissions process and your child’s class.
Please follow this link to apply for a placed at our school: In Year Admissions and Transfers to Leconfield Primary School
Our inclusive, family approach to all our community is central to our approach when welcoming new families to our school. Our children mix with children from all ages, reading together, playing together and learning from each other. All our children and adults are role models, leaders and ambassadors for our school. We are all proud of our school, each other and ourselves. Everything we do begins with our whole school vision:
We ROCK:
We are
- Respectful
- Open Minded
- Curious
- Kind
Ongoing support for Service Families is important to us at Leconfield. Service Families can expect from us:
- A Service Children’s Champion – Mr Elder – who works closely with the East Riding
- Staff who understand the unique experiences that Forces life can bring
- A strong link with the Service Pupil Champion service – a local team who can support Service Children and their wider families
- Support for children and families with transition, liaising with agencies and settling into life in East Yorkshire
- Access to a selection of books about life as a Service Family
- Bespoke support for children who need it and space to talk with trained people who understand
- A school that uses the Thriving Lives Toolkit to ensure best practice and ongoing self-evaluation
Strong and Experienced Leadership is in place for our Forces Community
- All members of our Senior Leadership Team are experienced teachers of Service children
- The school has strong links with DST Leconfield and regularly work with personnel at DST for events such as the Remembrance Service at the village church and visits to DST Leconfield
- One of our co-opted governors – Major Richardson – is a serving member of the armed forces
- Several other staff are linked to the forces community
Useful Links
‘Pupils are supportive of one another’
‘Pupils enjoy taking part in a wide range of extra-curricular experiences, such as rugby club and choir.’
‘ Children learn to read as soon as they start at school. Welltrained staff skilfully help children to read with increasing confidence.’
‘Teachers encourage pupils
to read in a variety of ways.’
‘The safeguarding of pupils is a priority in school. Staff know pupils and families well.’
‘Leaders ensure that staff have the training and support to meet the needs of pupils with SEND’
‘Learning builds on what pupils already know. Teachers have strong subject knowledge and support pupils to develop their reasoning skills.’
‘Staff have given careful thought to what
children will learning each term.’
‘Across
the school, pupils behave well both in lessons and during social times.’
‘Children enjoy exploring the purposeful learning environment that staff have created for them.’
‘There are consistent routines and high expectations.’
‘ The early years staff know their children well.’
‘Pupils listen carefully to other people’s opinions.’
‘Pupils learn to develop their independence from an early age.’
‘ Pupils, including those with special educational needs and/or disabilities (SEND), are given extra support if
they fall behind.’
‘There are respectful relationships between adults and pupils.’
‘Pupils enjoy their role as ambassadors for the school, welcoming visitors and organising fundraising events.’
‘Leaders encourage pupils to take on responsibilities in school.’
‘Pupils move around the school sensibly.’
‘Pupils are respectful of people with different backgrounds or beliefs.’
‘Leaders and teachers promote a respect of different cultures and ideas.’
‘In
mathematics, the ‘small steps’ of knowledge that pupils must learn are clearly identified.’
‘Pupils feel safe in school. Bullying is rare.’
‘Pupils learn how to stay safe, including when using the internet.’
‘One group of pupils is supporting the community to develop a sensory garden in
the local area.’
‘Pupils enjoy attending this school.’
‘Pupils are confident that staff will help them if they have any concerns.’
‘Leaders know how important it is for pupils to enjoy reading.’
‘Leaders are working to further improve their curriculum.’
‘One pupil, typical of many, said, ‘We should treat others as we expect to be treated ourselves.’
