The school and nursery follow the Dudley policy for pupil admissions. Parents can find out about local authority admission arrangements by clicking HERE.
Admissions policies for school and nursery are available on our website in Downloads.
The closing date for applications for admission to Roberts Primary School Nursery in September 2017 is Sunday 15th January 2017.
Curriculum & Learning at Roberts
The curriculum is balanced and broadly based and designed to meet the needs of individual children. National Curriculum requirements in the core subjects of English, Mathematics and Science have been implemented along with the foundation subjects of Art and Design Technology, Computing, Design and Technology, Geography, History, Music and Physical Education. French is also taught in KS2 at Roberts. We regard language and number work to be of prime importance and so special emphasis is placed on them. Phonics is taught following the 'Letters & Sounds' scheme.
Subjects are grouped together so that a particular theme or topic is followed for a term or half-term. In this way we hope to make children's learning more relevant and enjoyable.
Religious Education is taught in accordance with the Dudley Agreed Syllabus. This reflects the fact that religious traditions in this country are in the main Christian, whilst taking account of other principal world religions. An act of worship is held each day. Parents have the right to withdraw their children from R.E and/or the act of worship and in such cases alternative work will be provided appropriate to the age and ability of the child.
We seek to provide a sound background in sport through National Curriculum Physical Education and a range of extra-curricular activities. We are concerned with developing good quality performance, an understanding of games principles, enjoyment, teamwork, cooperation and knowing how to improve. The school has use of two halls, two playgrounds, a multi use games area (MUGA) and a playing field on site. All pupils follow the National Curriculum Programmes of Study for Physical Education. Everyone receives at least two hours per week of Physical Education. Year 4 also attend weekly swimming lessons. For a number of years the school has also provided a range of after school sports clubs with specialist coaches to work in school.
Primary French is now part of the curriculum for children in years 4, 5 and 6.
Sex Education is currently taught in Year 5 and Year 6. Parents may withdraw their child from these sessions.
Children in Year 1 take part in Forest School activities on Fridays each term. Parents will be informed about Forest School activities at the start of the year.
Full details of Programmes of Study for each year may be downloaded from the Downloads section of this website.
Early Year Curriculum in Nursery & Reception
Children in the Foundation Stage have their own Curriculum that they follow from entry into Nursery at the age of 3, through to the end of Reception Class at the age of 5. The children are involved in progressive topics and planned play and are guided towards Early Learning Goals. These establish expectations that children can work towards by the end of the Foundation Stage (age 5), through the main learning areas.
These learning areas are divided into areas and characteristics of learning:
- Personal, Social and Emotional Development
Teaching enthusiasm for learning, this area aims to promote self esteem, encourage co-operation and concern for each other.
- Expressive arts and design
Children will have opportunities to explore thoughts, ideas and feelings through art, design, music, dance and imaginative play.
- Communication & Language and Literacy
Children will learn to listen to each other and their teachers; they will be encouraged to talk about what they do. They will have lots of opportunities to enjoy stories and they will begin to know letters by shape and sound. They will learn phonics daily.
Develop in children an understanding of number, pattern, shape and space and measurement.
- Physical Development
Children will have opportunities to practise skills such as cutting, drawing, running, climbing and riding bikes. They will learn how to stay healthy.
- Understanding the World
Children will explore their environment, find out about their families, and about animals and plants. They will be encouraged to look closely at things. They will learn to use computers and recorders.
Children are assessed through their work and play on a regular basis by the staff. Assessment targets and goals are reported into the children's own individual profile booklets that link to the EYFS Guidance. These can be used as a starting point for discussion at open evenings and are passed on to the child's teacher once they enter Year One.
The School Day
School Starts at 8.55am
Morning play time is;
- 10.20 to 10.35 (KS1)
- 10.40 to 10.55 (KS2)
School dinner time is;
- 11.45 to 12.40pm (Reception – Y2)
- 12.30pm to 1.25pm (Y3-Y6)
School ends at 3.15pm
It is important that children arrive promptly in the morning. Children arriving after 8.55 am will receive a late mark.
Children should not be on site before 8.45am unless requested to do so by a teacher.
OFSTED inspected Roberts in July 2014. For a copy of our report click here:
We are proud that OFSTED again rated Roberts as GOOD and we will continue to work to further improve the school.
Children with Special Educational Needs and Disabilities (SEND)
We believe that all children should have equal access to a broad and balanced education and be provided with opportunities which will encourage them to develop to their full potential. All staff are involved in the early identification of children who are experiencing particular difficulties and a register of such children is maintained by the Special Needs Co-ordinator (SENCO). Individual or group support or additional resources and strategies are available for identified children and specialist advice from outside agencies is sought if required.
The school has high aspirations and standards set for all pupils with Special Educational Needs and/or Disability (SEND) and strives to create a positive ethos of pupils overcoming their barriers to learning. The school endeavours to ensure SEND pupils make good progress throughout each year of their schooling. Pupils with Special Educational Needs will be offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the Foundation Stage/ the National Curriculum. We target not only academic excellence for our SEND pupils, but we aim for SEND pupils to achieve success through other activities such as sports, performance arts, and computer science. We want all children to enjoy and fully participate in the life of the school, and make a positive contribution to the school community. Furthermore, we want to foster pupils’ independence and help them grow into responsible, resilient, resourceful, and reflective people.
The school follows the statutory requirements set out in the 2014 SEND Code of Practice. The school also follows the Dudley Local Authority Offer.
Parents are encouraged to discuss any worries regarding their child's progress with the child’s teacher and are kept informed of any special help that is being offered. You are also encouraged to support any programmes of work followed by your child and to contribute to any reviews about his or her progress. A full copy of our Special Needs Policy is available in school.
Pupils with Disabilities
The school endeavours to ensure that pupils with disabilities receive appropriate support and access to the school curriculum and are enabled to play an active part in the life of the school. This is provided by classroom and learning support assistants and by specialist support staff for pupils with sensory or physical needs and learning difficulties.
Disabled toilet facilities are available. A lift is available to enable access to the upstairs. Additional services (e.g. physiotherapy, occupational therapy, speech and language therapy) may also be arranged. A significant proportion of disabled pupils will have a Statement of Educational Need.
Children with Speech and Language difficulties are supported by our specialist speech and language support therapist
- SEND pupils have the right to expect that their needs will be identified on entry or at the earliest opportunity and addressed sensitively, professionally and effectively.
- The curriculum of the school should ensure that all pupils have the opportunity to progress and achieve success.
- All pupils should have equal access to a broad and balanced education and lessons and activities should be differentiated to ensure the interests and abilities of all pupils are addressed.