School policies cover every aspect of school life. Below are some of our most important policies for your reference. If you want to know our policy on something that is not listed, please ask the school office. Paper copies are available from the school office

Behaviour Regulation

At Worfield Endowed CE Primary School we firmly believe that all behaviours are a means of communication so our approach to behaviour management has evolved over time, increasingly moving away from a traditional behaviourist approach to a more humanist, relational and universal approach which is inclusive for all, and can benefit the whole school community.

Thinking of a child as behaving badly disposes you to think of punishment. Thinking of a child as struggling to handle something difficult encourages you to help them through their distress.

The schools in The Trinity Federation participated in the Alex Timpson Attachment and Trauma Aware Programme (Rees Centre Research Project) which actively supported the development of our Behaviour Regulation Policy.

Shropshire Attachment Aware Schools Pledge  

The schools within the Trinity Federation sign up to the following Attachment Aware principles:  

• Attachment is ‘everybody’s business’ and underpins all our practice. We will endeavour to train most of our staff in the Level 1 training.
• We recognise that all our behaviour is a communication and respond accordingly, with awareness of our own attachment styles. 
• We use our Attachment Aware Self Evaluation Form as a working tool to guide our whole school practice.   
• We know that our school will succeed, and achieve good attendance and results, when the Social, Emotional and Mental Health (SEMH) needs of staff, children/young people and families is prioritised. 
• We recognise the importance of reflective practice, and support staff to build this into their everyday work, to effectively manage their roles. 
• We will do all we can to enable children and young people to remain securely based in our school, through the vehicle of positive relationships.
• We know that children and young people do best when professionals work collaboratively and harmoniously together with families/the wider community to address their needs. 
• We recognise that good leadership in schools will achieve these principles of inclusion. 

The school aims to help parents understand that the school, like all others, has a duty to safeguard and promote the welfare of all pupils. The school may need to share information and work in partnership with other agencies when there are concerns about a
pupil's welfare.

“Children want to be respected, their views to be heard, to have stable relationships with professionals built on trust and for consistent support provided for their individual needs. This should guide the behaviour of professionals. Anyone working with children should see and speak to the child; listen to what they say; take their views seriously; and work with them collaboratively when deciding how to support their needs”. WT 2015

The SEND Local Offer is a single place for information, services and resources for children and young people aged 0-25 years old with special education needs and/or disabilities, their families and the practitioners that support them.

Information on Shropshire’s SEND local offer is available on https://shropshire.gov.uk/the-send-local-offer/  

Pupil Premium: Funding and Accountability

The Pupil Premium is allocated to children from low-income families who are currently known to be eligible for Free School Meals (FSM) in both mainstream and non-mainstream settings and children who have been looked after continuously for more than six months and children who come from Services families. In 2012-13 this will also include pupils eligible for FSM at any point in the last six years (known as the Ever 6 FSM measure).

Ever 3 Service Children: The Pupil Premium for 2013-14 includes pupils who were eligible for the Service child premium in either 2011-12 or 2012-13, but are not recorded as a Service child on the January 2013 School Census.

Schools are free to spend the Pupil Premium as they see fit. However we will be held accountable for how we have used the additional funding to support pupils from low-income families. From September 2012, we are required to publish online information about how we have used the Premium. This will ensure that parents and others are made fully aware of the attainment of pupils covered by the Premium and the extra support that they receive.

School Benchmarking Data

Government Sport Premium Funding

The school has been in receipt of additional government funding specified as 'Sport Premium' since its introduction in September 2013. For the next two academic years each school in England will receive £8000 plus £5 per child on roll. Schools are free to spend the Sport Premium as they see fit since they are best placed to assess what additional provision should be made for all the pupils within their responsibility. This extra funding must be spent on Physical Education and school sport. As a school we will be held accountable for how we have used the additional funding and from April 2014 we are required to publish online information regarding how we have used the Sport’s Premium and the impact it has made. To meet this requirement the following information has been produced which sets out the amount of Sport Premium we will receive and how we intend to use it. We aim to utilise this extra funding to improve all aspects of Physical Activity. These include: maximising pupil progress, increasing participation in sport, professional development of staff and to help all our pupils to develop healthy lifestyles and positive attitudes towards Physical Education

School Development Plan

The School Development Plan enables the school’s vision to be shared and understood by the whole school community. Our aim is to work and learn together as a community in order to further improve our school and be the best that we can be. The School Development Plan is designed to give a clear focus to those aspects of our work which we believe to be key priorities for the school.

The School Development Plan should give everyone an understanding of where the school is going and what actions will be taken to ensure we achieve our objectives. We set clear timescales for implementation and determine how to effectively use both human and physical resources to support specific objectives. It also helps us plan and prioritise our budget and guides how we plan and organise staff training.