Useful links and documents
About the School
Ilford Jewish Primary School is situated in
Barkingside, Ilford in north east London. Barkingside is
mainly a residential area with access to shops, bus services and
London underground.
The school, which is co-educational, is designated a two-form
entry school. We have a flourishing nursery which offers both
part-time and all day provision.
All classes are limited to a maximum 30 children and are mixed
ability. IJPS is a voluntary-aided, state school, under the
patronage of the Chief Rabbi and, whilst the denominational body is
the United Synagogue, we welcome all Jewish children.
In line with the requirements of the Education Reform Act of
1988, the school implements the full National Curriculum. It
also has a Jewish Studies Curriculum, which brings modern Judaism
to life. All Jewish festivals are celebrated and there is
also an exciting range of extra-curricular activities that enhance
the Jewish ethos of the school. We have an interesting
cultural diversity programme with links to other schools.
The Jewish studies curriculum aims to:
- give pupils a positive and enthusiastic attitude towards their
cultural heritage
- develop pupils' knowledge and understanding of Judaism
- provide opportunities for pupils to enjoy Jewish
experiences
We believe that children learn best when they feel safe and
secure in their class and when they feel confident about themselves
and their abilities. We, therefore, seek at all times to
ensure that learning objectives are made clear to all children and
that they have their contributions to the lessons recognised and
valued.
The teaching of the National Curriculum is enriched by visits to
heritage sites and places of interest, by visitors to the school
presenting workshops to pupils, theatre groups and artists.
Residential trips are part of the curriculum for Years 4, 5
and 6. Every year the school holds a Book Fair and Sports
Days for each year group. Other extra curricular
activities include football, gymnastics, hockey, netball, art,
Israeli dancing, choir, chess and music tuition.
When a child enters the school in reception, they are assessed
in line with government policy using the Foundation Stage
Profile. This gives staff a clear idea of what basic skills
each child has. This forms the start of the academic profile
which will follow the child through the school. Examples of
work, diagnostic tests and voluntary and statutory Standard
Assessment Tests (SATs) are all used to assess progress. In
this way, the school can identify pupils with special educational
needs and provide additional support, individual education
programmes and support from specialised outside agencies.
The school is also committed to developing provision for more
able pupils.
Children leaving IJPS usually transfer to King Solomon High
School or to one of the two grammar schools in the area. IJPS
maintains close links with King Solomon High School and there is an
interchange of information to ensure a smooth transition for
children from the primary to secondary school. Visits to the
school are arranged during the summer term.
There is an active Governing Body with many governors being
parents of pupils in the school, an active Parent-Teacher
Association (PTA) and a very supportive Friends of IJPS group
(FIJPS). The PTA raises sufficient funds each year to provide
all pupils with treats to celebrate each festival. In
addition to working with staff at the time of each festival,
members of the PTA help with the organisation of school
events. The FIJPS fundraise for the school. Many
parents are involved in voluntary work in the classroom and with
security. As part of the commitment to working in partnership
with parents, after-school sessions have been run on literacy,
numeracy and "Helping your child read".
In the autumn term, pupils and parents attend a Target Setting
Day and in the spring and summer terms, there are parents' meetings
so that parents can discuss their children's progress.
Children in Years 2 - 6 identify individual targets and these are
shared with parents.
The Governing Body, Headteacher and staff of the school are
committed to ensuring that every child reaches his/her full
potential in an environment where "every child matters".