fleetville junior school homework

 is a large three form entry school. We are proud to provide our children with an engaging, exciting and empowering curriculum that equips them with the skills and knowledge they need to be good citizens in an ever-changing environment.  Our values, Be Inspired, Be Kind, Be Accomplished, are weaved through everything we do and every interaction that we make. We are proud of the vast opportunities we offer our pupils to help with their personal development and ensure they become independent, resilient learners.  At Fleetville Juniors, we achieve fantastic outcomes for our pupils. We ensure that they are academically and socially ready for the next stage in their education and are proud of their achievements.

Head: Clare Whitehouse

Most recent Ofsted: 

Telephone: 01727 519224

Website: 

November 2023

Highlights from Latest Inspection

What is it like to attend this school? Pupils at Fleetville love to learn. They are proud of their school and like to celebrate and share in others' successes. Pupils and adults in the school show a great deal of kindness, consideration and respect for each other. Consequently, pupils feel safe and attend school enthusiastically. Pupils live up to the staff's high expectations. They behave exceptionally well. They listen carefully and work hard. As a result, most pupils produce work of a high quality. All pupils, including those with special educational needs and/or disabilities (SEND), achieve well. Promoting pupils' personal development is a strength. Due to well-sequenced plan ... ning, pupils learn a depth of knowledge that helps them make sense of the world. For instance, in history, they learn about past injustices such as, apartheid and link this to modern discrimination. Pupils are very clear about right and wrong. As a result, they are well-prepared for the next stage in their education. Pupils can attend a wide range of clubs that appeal to them. These cater to various pupils' interests, such as journalism and fencing. The school also has a growing number of animals that pupils love to care for. What does the school do well and what does it need to do better? Leaders have constructed an ambitious curriculum. They have chosen the precise knowledge they want pupils to learn in most subjects. As a result, knowledge builds well on what pupils have already learned. Leaders continue to refine some subjects. These do not yet contain enough detail about the precise knowledge that pupils will learn. This makes it harder for teachers to break down the teaching into small steps, so that pupils can learn all the knowledge they need. Reading has a high priority across the school. In each year group, the school has chosen some core books that pupils read. These books are carefully selected to reinforce pupils' knowledge in other subjects. For instance, pupils' read a book set in Tudor times that helps them empathise with people from the past. Teachers regularly check how well pupils are reading. Where there are gaps in knowledge or pupils are not reading fluently, they receive precise support to help them catch up. This helps all pupils to develop into fluent and confident readers. All pupils learn to build more sophisticated vocabulary and understand more complex texts. The words chosen for discussion are suitably challenging, which benefits pupils greatly, as they learn a broad and rich vocabulary. Pupils with SEND are well-supported and learn the same ambitious curriculum as their peers. Teachers know how to adapt the curriculum for pupils with SEND. They provide pupils with the precise support to help them access the curriculum. As a result, pupils with SEND achieve well. Pupils behave exceptionally well. In the classrooms, no learning is lost because pupils know and follow the school rules. Teachers apply these equally and fairly. Pupils understand that their own and others' education is important, so, they make the most of every learning opportunity. They show interest and enthusiasm through their questions and the work they produce. Pupils' personal development is promoted extremely well. The school provides a rich extra-curricular offer, including visitors and trips, which enriches the class learning. The school teaches pupils about the wider world and their place in it. Leaders pose thought-provoking questions for pupils. As a result of pupils' well-developed knowledge, they can make informed and compassionate decisions. The trust, school leaders and the governors work closely together. They share the same values and goals. The trust provides support to the school and checks how well the school is performing. Governors support the school with community projects. Staff are supported with their well-being and workload. Safeguarding The arrangements for safeguarding are effective. What does the school need to do to improve? (Information for the school and appropriate authority) • In some subjects, the small steps of knowledge and skills that pupils need to learn are not identified precisely. Teachers sometimes do not help pupils build towards an understanding of more complex knowledge as pupils have not been taught the underlying knowledge they need to do so. The school must ensure that, in all subjects, the knowledge that pupils should learn is precisely identified and broken down into smaller components, so that teachers plan activities and sequences of lessons that build towards pupils understanding more complex concepts.

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Fleetville Junior School Catchment Area, Reviews and Key Information

Can I Get My Child Into This School?

This pupil heat map shows where pupils currently attending the school live. The concentration of pupils shows likelihood of admission based on distance criteria

Local Authority Contact

How have we plotted this catchment area map?

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

• Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
• Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
• On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

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Due to number of reforms to GSCE reporting introduced by the government in 2014, such as the exclusion of iGCSE examination results, the official school performance data may not accurately report a school’s full results. For more information, please see About and refer to the section, ‘Why does a school show 0% on its GSCE data dial? In many affected cases, the Average Point Score will also display LOW SCORE as points for iGCSEs and resits are not included.

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The Board of Education believes that homework is any activity assigned which is primarily accomplished outside of regular classroom time to advance student learning of the standards in each curricular area and that has a definite relationship to the student’s instructional program, and that supports and enriches class work. Homework is an integral part of the educational program of the students in the Fremont Unified School District and may be assigned on a regular basis. Homework should help students become self-directed self-disciplined and independent learners, thus improving their immediate learning as well as their long-term academic achievement. The Board believes in the development of the whole child and the importance of extra-curricular activities, play, and socialization.

Homework is defined as the time students spend outside the classroom in assigned learning activities. The Board of Education believes the purpose of homework is to practice and to extend knowledge and skill. The Board also believes, as research supports, that student learning is positively affected when homework assignments are purposeful and engaging, and are appropriate in quality and quantity. Homework prepares students for new material, reinforces academic learning, provides feedback on learning effectiveness to the teachers and parents, and expands upon classroom instruction. It creates new understanding, building a sense of responsibility in students for their own education, and seeks to inform/involve parents and guardians.

Homework assignments should be appropriate to the developmental levels of students and relevant to classroom instruction as enrichment, reinforcement, and extension of learning opportunities, not a displacement of or substitute for classroom instruction. Homework given in Honors classes should conform with the time estimates for other non-Honors classes. The intent is to have Honors students do differentiated, not more, homework.

Homework will be reviewed by the teacher for correctness. The teacher will use the student data from homework assignments to inform their instruction.

The Board recognizes that cooperation between parents and the school is necessary for effective home study. Parents are encouraged to take an interest in the homework activities of their children and provide conditions which are conducive to good study habits.

Each school will ensure that this policy is fully and properly implemented. Prior to the start of school, site administrators will disseminate, review, and discuss BP and AR 6154 with their staff. It will be the responsibility of each teacher to understand the policy. The homework policy will be posted online at every school site and made available for parents.

The Guidelines below are for daily assignments of homework. The total number of minutes stated below include all subjects and classes.

All assignments, studying for exams, working on projects, and assigned reading should be included in the required nightly minutes for homework. Students with excused absences are allotted the same number of days of the absence to complete work. Homework should not be assigned on Fridays, during breaks and vacations as a regular practice. The Board’s intent is to reserve weekends and vacations for family time.

7 th and 8 th grade homework will be approximately 60-90 minutes per evening or 240-360 minutes per week.

9 th through 12 th grade homework is based on the rigor of the student’s course schedule. Average homework time is between 70 to 120 minutes per evening, or 280-480 minutes per week.

These minutes are based on time estimated for an average student working at an average pace. Considerations are made for students with special needs. AP classes may require additional minutes of homework.

The Board supports the development of life-long readers and encourages independent reading.

Policy Adopted:  February 22, 1984

Policy Revised:   June 12, 2002

Policy Revised:   April 14, 2010

Policy Revised:   May 23, 2012

Policy Revised:   January 30, 2019

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At Fleetville, we recognise the impact music can on children. We use music to develop a positive attitude towards learning and help reinforce our message about the importance of having a growth mindset.

Try Everything

This is just one of our school song that helps remind pupils about the importance of having a growth mindset.

We are proud of everything our pupils achieve. It is our job to remind them to feel the same.

Our curriculum is designed to ensure that every child can experience, learn and achieve whatever their ability, age, gender, race, religion, disability or culture. Parents are encouraged to discuss any concerns they might have in relation to the above with their child's class teacher in the first instance. We want all of our pupils to have access to a full curriculum and therefore make adaptations to ensure it meets the needs of all pupils. 

If you require further information on particular aspects of the curriculum please contact the subject co-ordinator or curriculum lead via the school office.

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