Parkstone Primary School takes seriously its responsibility to safeguard all children and adults and have rigorous procedures in place to do so.
Our priority is to provide a safe and welcoming environment where children are respected and valued. We know that children thrive better and are able to reach their full potential when we all work closely together.
Child Protection is a crucial part of school life. All staff receive regular training on how to keep children safe. Every member of the school community has a responsibility to keep all children safe.
Meet our safeguarding team:
Mr J Rogers Designated Safeguarding Lead
Mrs M Kemp Deputy Designated Safeguarding Lead/Emotional Wellbeing Lead
Mrs S Damary-Thompson Computing Leader
Everyone takes personal responsibility on a daily basis to ensure children are kept safe.
We do this by:
Meeting Health and Safety standards
DBS checking all staff, students, governors and volunteers
Keeping essential training up to date (paediatric first aid, food safety, safeguarding etc)
Securing our site, including data protection
Liaising with outside agencies – Health Visitors, Social Care, SEN Services
Operation Encompass is a police and education early information sharing partnership enabling schools to offer immediate support for children and young people experiencing domestic abuse. Information is shared by the police with a school’s trained Key Adult (DSL) prior to the start of the next school day after officers have attended a domestic abuse incident thus enabling appropriate support to be given, dependent upon the needs and wishes of the child.
Children experiencing domestic abuse are negatively impacted by this exposure; domestic abuse has been identified as an Adverse Childhood Experience and can lead to emotional, physical and psychological harm. Operation Encompass aims to mitigate this harm by enabling immediate support, making a child’s day better and giving them a better tomorrow.
Operation Encompass believes that children are victims of domestic abuse in their own right and should be acknowledged as such.
have provided teachers with the phonics training they need.’
‘The geography curriculum is a strength of the school.
Leaders have carefully set out what they want pupils to know by the end of each year.’
‘One pupil told the
inspector that, ‘school is amazing because teachers include everyone.’
‘Teachers use ‘pinny time’ to revisit the sounds that children have been
taught, as they learn through play.’
‘The reading curriculum is well organised.’
‘Pupils discuss and analyse texts during their
‘reading mastery’ lessons.’
‘Children in early years learn phonics as soon as they start school.’
‘Pupils thrive at this inclusive school.’
‘Pupils enjoy the books their teacher reads to them.’
‘In Reception, phonics is taught every day.’
‘Pupils who are falling behind in their phonics get extra help to catch up.’
‘All pupils know the school rules.’
‘In mathematics, teachers make daily checks on pupils’ understanding. This ensures that the work pupils do is suitably challenging.’
‘Teachers model language and sounds accurately. This means that Reception children get off to a strong start with their reading.’
‘Pupils could talk about rainfall and temperature graphs, as well as the impact of the River Nile on Egyptian settlements.’
‘ Subject leaders benefit from meeting staff in
other trust schools to exchange ideas and good practice.’
‘Staff are happy, and morale
‘Reception children get opportunities to explore numbers all the time.
Daily mathematics lessons help them to count with speed and confidence.’
‘Leaders’ relationships and sex education and health education
curriculums give pupils an age-appropriate understanding of healthy relationships.’
adults have high expectations of pupils’ behaviour.’
‘Pupils are very positive about their
‘Teachers say that leaders listen to their views and help them to manage their workload.’
‘Classrooms are oases of calm. As a
result, pupils are happy. They feel safe at school.’
‘Teachers have strong subject
knowledge and use geographical vocabulary with precision.’
‘The governing body challenges leaders on the actions they are taking to improve the school.’
‘Pupils talk with pride about the ‘leading learner’ badges
they get for reading regularly, arriving on time and trying hard.’