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Virtual Open Morning

Rosh Pinah held a virtual open morning in November 2020. We collated a list of questions raised during the session with answers.

Admissions: Do you know how many places are available at the moment taking into account siblings? Will you have place for children coming from Borehamwood? As there will be 41 spaces available to non-siblings, what is the criteria for the remaining places e.g. how many go to people living in the area? We have also found it difficult to acquire the required points due to United Synagogue course only ran during Jul/Aug - but would really like our child to be able to go to your Nursery - how difficult is it to get in if you do not have the required points?

For the Academic Year 2021/2022 we have 12 prospective siblings for Nursery and 19 prospective siblings for the Reception classes.

 To be a priority applicant you will first need to have 4 CRP points. Providing we have no applicants with an Education, Health and Care Plan (EHCP) the School has 41 places available. Of the 41 places, priority will go to any Looked After Children (LAC) or Previously Looked After Children (PLAC) and children of teachers who have been teaching in the school for two years or more.  

 We have many children currently attending our School who live in Borehamwood and beyond. After siblings, LAC/PLAC and children of teachers, our admissions criteria allows for 50% of remaining places to be allocated to families who live within a 1 mile radius from the School and the other 50% of remaining places are allocated by Lottery. The chances of children who live in Borehamwood gaining a place at the school remain positive but would be dependent on the total numbers of applicants who have placed the School as first choice and the number of applicants outside the 1 mile radius drawn by lottery.

 If you have not been able to secure the required points our Oversubscription Criteria gives preference to applicants with 4 points, then applicants with 2 points then applicants with 0 points. 

 For more detail regarding the Admissions Criteria please check the information on our Website.  

After School Clubs: What are the Breakfast and After School Clubs like? What activities do you provide in the afternoons? Do you offer extra- curricular activities? Do you offer after school club and early morning sessions? What are the annual fees and also do we have to pay for extra-curricular activities and wrap around care? See section on Wrap Around Care and Rosh Pinah Giving.

We provide a variety of Morning, Lunchtime and After School Clubs which help our children to develop into well rounded pupils. Current clubs on offer include:

Nursery: Ballet

Reception: Football, Coding, Art, Ballet & Tap, Musical Theatre

Infant and Juniors: Morning – Gym and Boxing; Lunch time – Spanish and Chess; After School- Karate, Krav Maga, Football, Netball, Art, Musical Theatre.

 Clubs are run by external providers who have up to date Enhanced Disclosure and Barring Service (DBS) checks.

 After School Clubs run from 4.00 – 5.00pm. Children remain with a member of staff at the end of the School day until the start of the club.

 Please contact the School Office for the cost of After School Clubs.

British Values: What is your approach to diversity and inclusion beyond the Jewish community?

Our children are proud of their Jewish identities and beyond being taught a love of Judaism, Israel and celebrating many different Jewish festivals and events, we actively instil a pride of being British and how to play an active role in society through a fully comprehensive Personal, Social and Health Educational (PHSE) Programme, which is delivered through all areas of the Curriculum.

 Our school has a strong moral code which is stated in our Behaviour Management Policy. The School’s Core Values are displayed in the classroom and throughout our School. We celebrate National Festivals and show respect by commemorating heroes and events from the past. We teach our children that they are fortunate to live in Britain and attend our School which has British Values at the core of its teaching and learning.

 Below are some examples of how we teach and promote the British values of Democracy, The Rule of Law, Individual Liberty, and Mutual Respect and Tolerance for those with Different Faiths and Beliefs.

 Democracy – Our active Infant and Junior School Council is democratically elected. They seek the views of their class and represent them at regular meetings. Children take part in school elections on particular issues e.g. voting to support chosen charities. Year 6 pupils visit the Houses of Parliament to experience democracy in action. Younger pupils learn about why it is important to have laws and work collaboratively in order to create rules, so all children have buy in.

 The Rule of Law – Pupils are afforded the opportunity to meet members of the Emergency Services which include visits from The Police and The Fire Service. Our children understand the School Rules, the reasons behind them and that they are fair. They are taught from a young age that every action has a consequence. Our children are encouraged to take an active part in promoting the Rule of Law, through a variety of roles within school, such as Prefects, Sports Captains and Monitors. They are taught that rules and laws apply equally to everyone, and they see this in action in school every day. They are taught to respect authority and are given the opportunity to learn about the roles of authority figures within our society through visits, assemblies and workshops/outings.

 Individual Liberty – Our children are encouraged to discuss their views on a range of issues in class and through our School Council. They are also taught how to respect the views of others even if they don’t agree with them. Moral concepts and values are at the heart of our Behaviour Management Policy and our Jewish Studies Curriculum. We encourage our children to pursue their own interests by offering a variety of clubs and sports to participate in and we ensure a safe classroom environment in which our children have the freedom to express their opinions. We have a strong focus on positive discipline so our children are encouraged to have a positive sense of themselves through our Class Dojo/Rewards systems and participation in activities such as The Heads-Up programme, Anti-Bullying Week and other events in the PSHE Curriculum.

 Mutual Respect and Tolerance for those with Different Faiths and Beliefs – Our children celebrate Black History Month and learn about key figures from the Black Communities around the world. They study and lead assemblies that teach their peers about other faiths and celebrations e.g. Diwali/Eid and the Chinese New Year. They are explicitly taught about other cultures through the texts they encounter across the curriculum for example through texts such as ‘Floella Benjamin’s Autobiography’ in Year 6, ‘Gregory Cool’ in Year 4 and ‘Grace and Family’ in Year 2. Through discussions, our children use their own experience of anti-Semitism to empathise with their religions and communities who experience similar racism/persecution. They are encouraged to show tolerance, respect and kindness to all faiths and cultures.

Bus Services: Do you have any coach / bus services available? Are there school buses and where do they pick up from?

We don’t run bus services at present but this is something we can certainly look at in the future if there is a demand for it.

Class Mixes: Is there movement between the classes at all for any lessons? What happens if a child does not settle in their class - is there movement?

Classes in the same year group mix as we set for Maths across the Year Groups 2- 6. Within the other subjects some opportunities are created for children to work with their peers in the parallel year group.

 We mix classes every year unless there is good reason not to. This helps to promote a wider circle of friends as the children move through the school, as well as providing our children with the opportunity to work with different groups of children. If a child for any reason has not settled, we will work closely with the family to support the child to overcome the issue and this works successfully in most cases.  Should the issue persist the School will always do what we think is best for the child and all parties involved following discussions with the parents, child, teachers, and any professional that may be involved. Moving a child to the parallel class is always given very careful consideration as we want to ensure the best long term outcomes for the child in all cases.

Class Sizes: What form entry is the school? Not sure if it has been asked but how many children in a class? How many children are in each class and what is the teacher to child ratio?

Our School is a 2-form entry School from Reception – Year 6 with a maximum of 30 children per class. Our teaching support is distributed across the classes and year groups with additional support provided where it is needed most.

Communicating Progress: How do you update parents on what the children are doing and how they are getting on (e.g. Tapestry)?

We host Parent Consultation Evenings in the Autumn and Spring Term where parents are given the opportunity to discuss their child’s attainment, progress, as well as the pastoral aspects of their child’s education. Your child’s next steps will be discussed and communicated in writing.

 Parents can make an appointment to see the class teacher at any time in the school year if they have any concerns concerning their child.

 In addition to this, in the Nursery and Reception classes, staff also record both formal and informal observations as well as the next step targets which follow on from these observations in the child’s special ‘Learning Journal’. The Journals also contain a record of the children’s work throughout the year. These are shared with parents following your child’s ‘Focus Week’ and are available at any time for your perusal. 

Curriculum: Do you do topic learning or subject learning Do you teach French across the years? What is your approach to diversity and inclusion beyond the Jewish community? See Section on British Values

Primarily, we teach through discrete subjects to ensure that all subjects have a clear place in our Curriculum as a whole. Our rationale behind this choice is to ensure full coverage of age appropriate progression in skills and knowledge which have been identified and mapped out for each subject.  

 This clear sequence of learning is supported with meaningful and appropriate cross curricular work which reinforces and consolidates learning across the Curriculum. There is clear evidence of the success of our Educational Programme as children moving through the School are working at levels well above National norms in the Core Subjects.

French is our chosen Modern Foreign Language, which gives an extra dimension to teaching and learning across the Curriculum. We teach French from Reception to Year 6 using the ‘Language Angels’ Scheme of Work which provides stimulation and challenge for our children in a way that is enjoyable and accessible to all, as well as affording our children the opportunity to discover a new culture and deepen their understanding of the world. Our fun and interactive sessions support oracy and literacy and develop the speaking and listening skills needed to create enthusiastic learners and also develop positive attitudes to language learning throughout life.

Data: Can you show us your children’s results compared to other schools? What are the SATs results like for the last couple of years please?

Our SATS results are impressive and well above Nationals. Our KS2 validated results for 2081 and 2019 in comparison with Nationals can be found on our website. 

 The graph below shows the attainment at KS2 in comparison with other similar Jewish Schools for 2019. Please note that no data is available for 2020 due to the cancellation of Statutory Tests during the Covid Pandemic. The line graph in blue shows combined attainment for Reading, Writing and Maths at the expected level. The line graph in red shows the extremely high level of attainment for Rosh Pinah at the Greater Depth Standard.

Destination Schools: What secondary schools do the children tend to go to? Which secondary schools do school leavers mostly graduate to?

Destination School Leavers 2018

Bulge Year Cohort – 69

Leavers 2019

Cohort – 54 

Leavers 2020

Cohort – 52

JFS 31 19 16
Yavneh College 25 28 26
Immanuel College 3 3 4
Hasmonean 1 0 0
JCoSS 8 2 3
Private Non-Jewish Schools 1 1 0
Other Schools of Choice 0 0 2
Special Schools 0 1 1

Drop Off and Pick Up: With the current Covid situation, what is the drop off process for Reception children? During the Covid Pandemic, at pick-up do parents enter and leave by different entrances? What time is drop off for Reception children? I believe you said wrap around care is until 6pm? (See section on Wrap Around Care)

Presently during the Covid Pandemic drop off is between 8.30 and 9.00am every morning. The flow of children through the school gate is monitored by the Headteacher who is on the front gate every day. Children are monitored whilst sanitising their hands before entering the building and monitored as they make their way to their classroom. The children remain in their Year Group Bubble for the duration of the school day and there is an organised system in place for movement throughout the day which ensures that children do not mix with children from other Bubbles. Pick up times are staggered, and each class is picked up from a designated area with parents/carers instructed to make their way directly out of the building with their children.

 Parents/carers of children attending our Nursery are required to wear masks when dropping off and picking up their children. Parents/carers are required to wear masks when entering the building at pick up time.     

 The School’s COVID 19 Risk Assessment and Action Plan Document which can be found on our Website sets out the measures put in place to ensure the school operates in a safe way and is updated as required.  

Interventions: If a child is struggling with academic subjects, what support do you provide? What interventions are in place in Reception to support children? (See section on Reception Year Group)

In School we provide:

Appropriate differentiation in class

Small group support/ targeted interventions

1:1 targeted intervention

Small group sessions with Acting Deputy Head for Inclusion

Specific targets to work on in class and at home

Regularly updated with parents/carers

Maths, Reading and Phonics Booster Sessions

 

The effectiveness of these interventions are reviewed and evaluated every term at Pupil Progress Meetings or earlier if appropriate. 

Jewish Studies How often are children given Ivrit and Jewish studies lessons? What is the percentage of Jewish Learning compared to regular curriculum? How much time do you have for Jewish Studies and which schools are your students going on to? (See section on Destination Schools) How often do children have Ivrit lessons? I understand you don't teach Ivrit anymore. Is that correct? What is your approach to diversity and inclusion beyond the Jewish community? See section on British Values

Jewish Studies is allocated approximately 17% of our Curriculum time with the remaining 83% devoted to National Curriculum Subjects. The Jewish Studies provision consists of three hours of formal teaching a week in addition to daily tefillah, bensching and Kabbalat Shabbat as well as additional curriculum time devoted to the celebration of festivals and events. Our dynamic Jewish Studies Team provide opportunities for children to live the different Jewish festivals in fun and engaging ways with memorable experiences and interactive activities via the formal and informal curricula.

 Parental participation is offered in many events including Kabbalat Shabbat, Pesach Sedarim, the Chagigat Siddur and Chumash ceremonies, family competitions and educational events across the different year groups.

 The School’s chosen Modern Foreign Language is French which means that Ivrit is not taught as a discrete lesson. However, Ivrit is taught informally through Reading, Writing, Stories and the Chagim.  

 Cross Curricular work greatly enhances both the Jewish Studies and the secular provision and these opportunities are explicitly planned for and woven into the Curriculum. For example, linking Tu Bishvat with ‘Growth’ and ‘New Beginnings’ with progressively deeper concepts being explored further up the School such as ‘Just as a tree grows, so too a person should grow spiritually’     

Our children engage in a formal curriculum that starts teaching pupils in Early Years the fundamental skills of Hebrew reading. Developing script writing begins in KS1 and Chumash in KS2.

Lunches: I would love to know a little bit about the school meals, and the wrap around care meals What meal options do you provide? (See section on Wrap Around Care)

Every child in School receives a delicious hot kosher meaty or vegetarian lunch that is freshly prepared here on our premises by our dedicated catering team. An example of our menus, which operate on a two-weekly cycle, can be found on our Website.  

 Our lunchtimes are staggered so all children eat in the comfort of the Dining Hall.

 It is Important to pass on any updated information regarding food concerns or food allergies to the school and we will be happy to set up a meeting with the Catering Manager to accommodate your child in regard to food allergies which are confirmed by your GP.  

 All staff working with your child are advised of allergies and protocols.

 The School provides fruit or vegetables for Nursery through to Year 2 through the ‘Healthy School Scheme ‘. You are also welcome to send your child into school with fresh/dried fruit or vegetable snacks for break times together with a bottle of water.

Mental Health and Wellbeing: Do you provide well-being during this difficult time? How do you look after pupil's mental health and wellbeing? What is your approach to mental health and wellbeing?

We recognise that mental health and emotional wellbeing is just as important to our lives as our physical health and we have a comprehensive Mental Health and Wellbeing Policy stating our aims and how we implement the Policy in School.

 We help children to understand their emotions and feelings better by teaching about mental health and wellbeing. Lesson content will be determined by the specific needs of the cohort in conjunction with the Personal, Social, Health and Economic (PSHE) Education Association Guidance which ensures that we teach the skills, knowledge and understanding necessary for children to keep themselves mentally healthy in a safe and sensitive manner.

 Our School offers support through targeted approaches for individual pupils or groups of pupils which may include circle time, targeted use of PSHE resources for example ‘worry boxes’ in classrooms. In addition, we invite visitors into School to teach key issues within the PSHE Curriculum and organise themed workshops for our children.

  Our experienced Family Liaison Officer/Pupil Wellbeing Champion provides individual and group sessions for our children.

The School works closely with parents and children with the support from a number of agencies including:

The School Nurse

Educational Psychology Services

Emotional and Wellbeing support through the Trailblazer Project

Paediatricians

The Primary Mental Health Team formerly known as CAHMS

Counselling Services

Family Support Workers

Therapists