About Our School
Saltersgate Junior School is located in Scawsby which is towards the north of the town of Doncaster, South Yorkshire. The building, surrounded by ample playing fields and sharing a site with its feeder infant school, was erected in the early 1960’s. It contains twelve classrooms, four year groups and a pupil population of around 360. There are thirty-four children on the special educational needs register, of whom six have statements of need.
The school serves a local community of mainly private housing but also draws approximately 40% of its number on roll from out-of-catchment districts. This popularity leads to occasional over-subscription of places and classes are generally sized around thirty pupils. There are no mixed age classes.
The school is very successful, its quality being established over many years, and there is a continued determination to seek even further improvement.
Saltersgate Junior School Safeguarding Children Statement
Saltersgate Junior School is a safe place for children, where our responsibilities for safeguarding children are taken seriously.
Our school fully recognises its responsibilities for child protection and safeguarding. All staff and governors have a full and active part to play in protecting and safeguarding the children in our care, and the child's welfare is our paramount concern.
The Designated Child Protection Officer is Mrs M E Oxer
The Deputy DCPO's are Mr P Chambers and Mrs L Ward
The Chair of Governors is Mrs A Webber
The Designated Child Protection Governor is Mrs A Webber
Promoting British Values Statement
Saltersgate Junior School Values and British Values
At Saltersgate Junior School we ensure that through our school vision, values, rules, curriculum and teaching we promote tolerance and respect for all cultures, faiths and lifestyles.
We have a duty to prepare our children for life in modern Britain and to keep them safe. We value the importance of the current Ofsted guidance:
should ensure that they and the school promote tolerance of and respect for people of all faiths (or those of no faith), cultures and lifestyles; and support and help, through their words, actions and influence within the school and more widely in the community, to prepare children and young people positively for life in modern Britain
As a school we teach tolerance and respect for the differences in our community and the wider world. Underpinning all this, are a range of curriculum topics which have strong links to British History.
The school is an extremely cohesive community with an ethos and culture that helps young people to thrive. There is a wealth of educational experiences that help to promote the spiritual, moral, social and cultural development of all pupils. At Saltersgate Junior School we recognise that the personal development of pupils, spiritually, morally, socially and culturally, plays a significant part in their ability to learn and achieve. We therefore aim to provide an education that provides pupils with opportunities to explore and develop their own values and beliefs, spiritual awareness, high standards of personal behaviour, a positive, caring attitude towards other people, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of the cultures.
In Key Stage 2 British history begins in Year 3 with ‘Gods and Mortals,’ this involves many discussions of democracy.
In Year 4 pupils study ‘Traders and Raiders,’ this topic covers the Vikings in an exciting and engaging way.
Year 5 history learning is based on the Tudors through the topic ‘Off with her head!’
In Year 6, pupils undertake a topic about World War One and Two looking at the impact that the military had in fighting for the British Empire. This is linked with Remembrance Day commemorations where children and members of the Governing Body show their respect during an assembly where a two minutes silence is held.
As a whole school, we have celebrated the World Cup, the Olympics and Para Olympics, with Olympic themed sports days, competitions to design sports kits and opportunities to learn about the history of Olympians in this country.
On a general level, the school undertakes daily assemblies which uphold traditional values of empathy, respect and tolerance. These are also taught within formal SEAL, PSHE, Citizenship and RE lessons and on an informal nature throughout the school days.
Democracy is clearly evident within our school. Pupils have the opportunity to have their voices heard through our School Council and pupil questionnaires and pupil conferences. The election of House Captains is based solely on pupil votes. Our school behaviour policy and Investors in Pupils involves rewards which the pupils have discussed.
The Rule of Law:
The importance of Laws/Rules, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police; Fire Service etc. are regular parts of our calendar and help reinforce this message.
Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through of provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it is through choice of challenge, of participation in extra-curricular clubs and opportunities, pupils are given the freedom to make choices.
Part of our school ethos and behaviour policy revolves around core values such as ‘Respect’, and pupils have been part of discussions and assemblies related to what this means and how it is shown. These ideas are reiterated through the school and classroom rules, as well as our behaviour policy. Additional LSA/mentoring support is given to individual children to help develop self – esteem and the concept of respect.
Tolerance of those of Different Faiths and Beliefs:
This is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudice-based bullying are held. We follow the Doncaster Agreed syllabus for RE and use the SEAL materials to enhance PSHE teaching.
We are very proud as a school as we feel that Saltersgate values are a true reflection of British Values.
The School Approach to the Teaching of Reading.
Reading for enjoyment and pleasure is at the heart of the school’s ethos. The texts used within school cover a wide range of current and classic authors, alongside both fiction and non-fiction texts. Pupils have many opportunities to choose books that inspire and engage them – through the pupil led lending library service within school, to the choice of texts to be used within guided reading. The Cornerstones curriculum also provides an opportunity for pupils to study a whole class text in detail that links to their current topic. For example: in Year 3 pupils study Charlie and the Chocolate Factory through their Scrumdiddlyumptious topic, whilst Year 5 study Charlotte’s Web as part of their Beast Creator Science topic.
As with writing and SPAG, reading is taught through both discrete skills sessions and topic led guided reading and Comprehension sessions. The children are taught phonics at an age appropriate level to enable them to progress through their decoding skills and begin to solve simple information and retrieval skills. (Phonics catch-up and intervention programs are also in place for any pupils entering Year 3 who have not achieved their national phonics qualification in Year 2). As they progress, pupils are taught to infer from the texts covered and will apply a wider range of comprehension reading skills, such as summarising, predicting and cross referencing between a range of texts. Comprehension lessons take place weekly, for a minimum of 1 hour, whilst guided reading sessions take place five times a fortnight, with any further intervention as needed.
Reading is assessed frequently in a variety of ways. Pupils are formally assessed at the end of each half term against the Sheffield Stat reading criteria scale. Pupils reading ages are also formally assessed twice a year. Weekly guided reading sessions are used to inform the progression of the skills taught in class and allow teachers to make decision about intervention and target reading groups swiftly, so as to ensure effective progression up the ladder.