- Our Team Values:+
Our Team Values
Focus Learning Oneness Understanding Resourceful Integrity Support Hope
Focus: We are focused on creating a haven in which children flourish in every aspect of their development. We believe that we are here to transform lives by delivering an excellent education for every child. We are relentless in our pursuit of success and so we won’t settle for anything less than excellence in every classroom and in every lesson. We hold each other to account for the quality and impact of our work.
Learning: We believe in deep collaboration within and between classrooms, and schools. We learn from others, and regularly share what we have learnt. We use this to innovate, take risks, improve, and develop. We use research and evidence to inform our practice. We embrace curiosity and love learning new things!
Oneness: We work as together as a team. The strength of our professional relationships with each other, and with our pupils, is the heartbeat of our community. We each take personal responsibility for achieving our objectives and creating a culture of learning. We champion our schools and our pupils, and celebrate each other’s successes. We show gratitude to those around us, recognising that it is the team that succeeds.
Understanding: We understand and value diversity and difference. We treat each other with respect and dignity. We recognize and value each other’s strengths and unique contribution. We listen to each other, and the families and pupils we work with, seeking to understanding fully how we can support and help.
Resourceful: We find quick and clever ways to overcome difficulties and barriers to learning. We value and look after the resources that we have, and make the most of every opportunity.
Integrity: We act with integrity. We do what we say we will do. We do what is right, not merely what is expected. We act with openness, honesty, humility and trust. We ask for help, admit to our mistakes and put things right.
Support: We recognize our role in supporting families and pupils and each other. We create a safe, welcoming and supportive environment where asking for help is not a sign of weakness or failure. We encourage and support each other to be the best that we can be.
Hope: We believe that as educators we are here to bring hope and nurture aspirations, so that our pupils know that there is no ceiling on what they can achieve. We believe that everything is possible due to our relentless optimism, ambition, energy and passion. We have high expectations so that every member of our school community reaches their full potential and leads a fulfilling life that makes a difference to others.
- Our Aims:+
- To create a safe, calm, stimulating and nurturing learning environment.
- To create an environment in which children and families know themselves to be valued.
- To deliver an inspiring and engaging creative curriculum which supports our pupils to become successful learners, confident individuals and responsible citizens.
- To give constant opportunities for every child to experience active and creative learning through our curriculum.
- To create a successful learning partnership between school, home and the wider community
- To encourage a thirst for learning and to model life-long learning.
- To develop and build on every person’s talents.
- To promote confidence, self-esteem and resilience, giving children the courage to face any failure as part of the learning process
- To support our pupils to overcome barriers, realize ambition and aspire to achieve in school and beyond
- To provide opportunities for all children to flourish.
- To embrace the “whole child” and build upon their personal experience, enabling pupils to develop emotionally, socially, physically, spiritually as well as intellectually.
- To encourage pupils to develop independence, achieve their potential, respect each other’s rights and show compassion to all.
- To teach our pupils to respect themselves, others and the environment and the diversity of our immediate community and the wider world.
- Values for our pupils - The Golden Rules:+
We are gentle.
We are kind and helpful.
We work hard.
We look after property.
We listen to people.
We are honest.
- The Local Governing Body:+
Mount Street Academy is part of the CfBT Schools Trust, a multi-academy trust. At local level, it has a joint governing body with Lincoln Carlton Academy, Benjamin Adlard Primary School, Gainsborough and the Kyra Teaching School Alliance. The Local Governing Body is known as the Lincolnshire Strategic Board (LSB) and was established in September 2016. All Governors are appointed by the CfBT Schools Trust and serve for a four-year period of office, except for the Executive Headteacher who serves ex officio. The Lincolnshire Strategic Board is accountable to the Trust for strategy, monitoring, oversight and challenge within the school. To assist in its work, the LSB has the following committees:
- An Educational Committee for each school, to consider standards, pupil performance, quality of teaching, attendance, etc.
- An Operational Committee to consider finance, buildings, staffing, etc.
- A Remuneration and Admissions Committee to consider pay and performance matters, admissions, exclusions, complaints etc.
- A Steering Committee for the Kyra Teaching School Alliance to consider strategy, business planning, finance monitoring and performance.
The Chairman of the LSB is Mr Timothy Culpin and the Clerk is Mr Peter Wilks. Both can be contacted via the school office. The members of the Lincolnshire Strategic Board are listed below, together with any special posts they hold and any interests that they have declared:
- Mrs Helen Barker (Head of Kyra Teaching School) Interest declared: Kyra has a contract to deliver SPP (peer review) training to schools within CfBT Schools Trust. Employee of CfBT Schools Trust; Date of appointment: n/a – Employee
- Mrs Marie-Claire Bretherton (Executive Headteacher / Regional Director) Interest declared: Employee of CfBT Schools Trust; Date of appointment: n/a – Employee
- Mr Graeme Clark – Interest declared: (a) Wife is employed at Lincoln Carlton. (b) Sister-in-law is employed at Benjamin Adlard, Lincoln Carlton and Mount Street Academy; Date of appointment: September 2016
- Mrs Debbie Commons – Governor with special responsibility for Recruitment, Chairman of the Kyra Teaching School Alliance Steering Committee. Interest declared: (a) Fellow of Chartered Institute of Legal Executives (b) Husband is employed by Linkage; Date of appointment: September 2016
- Mr Samuel Coy (Head of School at Benjamin Adlard) Interest declared: Employee of CfBT Schools Trust; Date of appointment: n/a – Employee
- Mr Timothy Culpin – Chairman of the Lincolnshire Strategic Board. Interest declared: Also Chairman of Governors, Ellison Boulters Academy; Date of appointment: September 2016
- Mr Timothy Dawson – Vice Chairman of the Lincolnshire Strategic Board; Date of appointment: September 2016
- Mrs Rebecca Homer – Governor with special responsibility for Special Educational Needs and Disability; Governor with special responsibility for Safeguarding; Date of appointment: September 2016
- Mrs Amanda Konrath – Governor with special responsibility for Pupil Premium. Interest declared: Also a Governor at St Faith’s CE Infant School; Date of appointment: September 2016
- Mrs Rebecca Malam (Headteacher at Lincoln Carlton Academy) Interest declared: Employee of CfBT Schools Trust; Date of appointment: n/a – Employee
- Mrs Lauren Nicoll (Head of School at Mount Street Academy) Interest declared: Employee of CfBT Schools Trust; Date of appointment: n/a – Employee
- Mrs Helen Reek Interest declared: Works for North Lincolnshire County Council; Date of appointment: September 2016
- Mrs Kate Rouse Interest declared: Works for Lincolnshire County Council; Date of appointment: September 2016
- Mrs Carla Wray (School Business Manager) Interest declared: Employee of CfBT Schools Trust; Date of appointment: n/a – Employee
- TWO VACANT POSITIONS
Each of the three Educational Committees has two co-opted, non-voting members with relevant expertise. These are Mrs D Glover and Mrs D McKay (Benjamin Adlard), Mrs A Melhuish and Mrs J Healy (Lincoln Carlton) and Mrs R Horn and Miss Miss L Butler (Mount Street).
- Brian Smith – Stepped down January 2017 (Served from September 2016 – January 2017)
- Stacey Waller – Stepped down January 2017 (Served from September 2014 – January 2017)
- Our Creative Curriculum:+
As an Academy we are required to provide a broad and balanced curriculum to include English, Maths and Science and to make provision for the teaching of Religious Education. Beyond this we have the freedom to design a curriculum which meets the pupils’ needs, aspirations and interests (DfE 2012). At Mount Street Academy we have developed a wonderful and inspiring curriculum, which we know will engage your child in enjoying their learning and achieving their potential. We plan our curriculum around exciting themes which the whole school focus on at the same time. We call this our ‘Creative Curriculum’. We plan each theme alongside what we call the ‘Mount Street Recipe for Success’. The Recipe for Success includes what we believe are the key ‘ingredients’ that ensures the best learning for young children. The recipe includes things like a ‘WOW’ factor, visits and visitors, a rich learning environment and books and films to engage and inspire children.
For more information about our Curriculum please view our ‘Progression of Skills’ documents below:
- The Early Years Foundation Stage:+
The Foundation Stage is from birth to 5 years. This includes Nursery and Reception. Mount Street Academy is a high quality setting for your child and offers a range of different plans to accommodate your needs. Our approach is a combination of child-initiated activities and adult led education, based on active learning and problem solving. Clear routines are in place to support the children as they progress through the Foundation Stage. In Reception, children continue to have many opportunities for child initiated activities and independent learning as well as a more formal approach to reading, writing and maths.
Please visit the link below for more information on the EYFS: Statutory Framework for the Early Years Foundation Stage
- Key Stage One:+
Key Stage one is from 5 to 7 years. This includes Year one and year two. In key Stage One the following subjects are taught through an exciting creative curriculum: Literacy Reading Writing Mathematics Computing Knowledge and Understanding of the World, including: Science, Geography, History and Design and Technology. Religious Education Creative Development, including: music, art, dance and drama. Personal, Social and Health Education.
Also, please visit the link below for more information on the National Curriculum Subjects:
- Reading and Phonics Schemes:+
At Mount Street Academy we follow the Letters and Sounds framework. Letters and Sounds is a phonics resource published by the Department of Education and Skills. Letters and Sounds aims to build children’s speaking and listening skills in their own right as well as to prepare children for learning to read and write by developing their phonic knowledge and skills. Active listening and sound discrimination activities begin in Nursery and continue throughout Reception and into KS1.
As the children move into Reception they are taught grapheme/phoneme correspondences (linking letters to sounds) starting with single letters and progressing to digraphs and trigraphs. This again continues into KS1 as children learn alternative phonemes for graphemes they know and vice versa. Throughout the scheme children are taught to blend phonemes for reading and segment them for spelling.
As they move through the framework there is an increasing emphasis on spellings and investigating and learning spelling patterns. Staff and children use a range of supporting materials including resources from Letters and Sounds, Jolly Phonics, Phonics Play and Geraldine Giraffe with Mr. Thorne.
At the centre of our reading scheme we have Pearson’s Phonics Bug which are fully decodable and comics for phonics. In the early stages when children are all learning to read through a phonic led approach we also use Oxford Reading Tree Floppy’s Phonics and Songbirds, Collins Big Cat Phonics, Dandelion Launchers from Phonic Books and Usborne Very First Reading.
As the children become confident with phonics and begin to read more fluently our scheme is further supplemented by a range of other scheme books from the companies listed plus a wide variety of real books to extend children’s vocabulary and to expose them to different genres. Each class also has a dedicated reading area and in Foundation Stage books are readily available in a wide variety of learning areas as part of enhanced provision. We also have a school library and the children are encouraged to borrow books to share with their families.
We expect a high standard of behaviour at all times and encourage this by praising and rewarding positive behaviour by a variety of means, including the Friday “Superstars Assembly” to which parents are invited. Every child is aware of “The Golden Rules” and what they mean. Please visit ‘Policies and Procedures’ section below for policies Behaviour related policies.
- Term Dates:+
- Uniform and PE Kit:+
Uniform is strongly encouraged, though not compulsory. We like to see children well presented and smart and ready for work.
Normal day-to-day wear:
Boys Navy blue sweatshirt embroidered White or Navy blue polo shirt White or Navy blue polo shirt Grey or black trousers or shorts Black shoes or black trainers (Optional) Reversible fleece / showerproof jacket (embroidered one side)
Girls Navy blue sweatshirt embroidered, or sweat cardigan embroidered Grey or black skirt, trousers or dress In the warmer weather summer dresses are also allowed Black shoes or black trainers (Optional) Reversible fleece / showerproof jacket (embroidered one side)
PE and Sports Wear: Girls and Boys White or Purple plain crew neck Tshirt Navy shorts, or Navy blue tracksuit bottoms and tracksuit top Embroidered navy fleece Plimsolls and trainers
Other: Girls and Boys Navy Embroidered Bookbag Navy Embroidered Rucksack for PE
Companies selling our uniform are:
*Jeans, shoes or sandals with high heels, and boots are not suitable for school*
- Special Educational Needs and Disabilities Information:+
- Food in School and Free School Meals:+
Hot lunches are available to all the children at our school from Reception to Year 2. This scheme is fully state funded. For children who attend Nursery for the whole day (2 sessions) a hot dinner can be provided at a cost of £2.30 per day.
The lunches are provided by Lincoln Carlton Academy and delivered to Mount Street. If you would like to register with LCA (details of how to register is given on the menu) they will arrange for the relevant lunch to be sent each day. Children in Nursery will receive an invoice for any meals taken during each term. Although we do encourage each Parent/Carer to order a hot dinner each day, children also have the option of bringing a packed lunch to school. We do however have a healthy schools policy and hope that parents/carers will provide a “healthy” lunch for their children, such as sandwiches, tortilla wraps, yoghurts, dried fruit or chopped salads.
Children may also bring a piece of fruit for morning playtime although fruit is provided daily for each child as part of the National Fruit Scheme. The only request we would like to make is that you keep the school office fully informed of any current food allergies.
Nursery and all Reception Classes are provided with a third of a pint each day which is funded by the Department for Health. Children who are in a Year One or Year Two class and are registered as a pupil premium will be provided milk by the school each day free of charge. If you would like your child to have milk each day and they are not registered as Pupil Premium, details will be given to you with regard to how the system works and how to register your child with Cool Milk, the milk provider to school.
- Teaching Schools and KYRA:+
Mount Street Academy is part of the network of National Teaching Schools. We work with several strategic partners to take a leading role in staff training and development to help raise standards in education. In essence Teaching Schools do three things:
1. Provide support for trainee teachers, leaders and other colleagues in schools by working as part of a partnership.
2. Provide support for schools that are facing challenging circumstances.
3. Make an important contribution to the wider system by working to create a network of schools that work in partnership to deliver both these agendas. Read More…
KYRA is the teaching school alliance based at Mount Street Academy. For more information please visit the KYRA website: http://kyrateachingschool.com
- Policies, Procedures and Progress Reports:+
Admissions Policy 2017
Anti-Bullying Policy 2016-2017
Anti-Fraud and Corruption Policy 2016-17
Attendance Policy 2016-17
Behaviour and Discipline Policy 2016-17
Charging and Remissions Policy 2016-17
Concerns and Complaints Policy 2016-17
Creative Curriculum Policy 2016-17
Data Protection Policy 2016-17
Disability Policy 2016-17
Whole School Equality Policy 2016-17
E-Safety Policy 2016-17
Exclusion Policy 2016-17
Payment of Governor Allowances 2016-17
Primary Schools Sport Funding 2016-17
Pupil Premium Statement 2016-17 Our next Pupil Premium Strategy Review will be published in June 2017
Special Educational Needs Policy 2016-17
If you require a paper copy of any of the information on our website please contact the school office- Contact details.
- Staff Links:+
- Staff email
- Job Vacancies:+
We are currently recruiting for class teachers. Find out more here.
For other vacancies click here.
The school expects good attendance and this is defined as 95% or above. If your child is ill and not well enough to come to school, parents are asked to inform us by telephone before the start of the school day. The Department for Children Schools and Families asks that parents are informed that absence for family holidays can be approved only if there are special reasons which warrant the holiday and that parents do not have an automatic entitlement to take their child out of school for a holiday. If there are exceptional circumstances then parents are asked to make an appointment with the Headteacher before a holiday is booked, in order for authorisation to be considered.