Vision and Mission

New Islington Vision and Mission


To empower our children to approach all challenges and opportunities presented to them, with confidence and resilience. 

New Islington Mission
We aim to achieve this by developing learners who:
Understand the importance of our core values of respect, resilience, kindness and cooperation.
Celebrate the cultural, religious and social diversity of our school community.
Are enthusiastic, who are determined to excel, who rise to new challenges and embrace new experiences.
Are confident, who have a sense of self respect, who feel secure and safe, and who have a sense of well-being – both physical and emotional.
Are responsible and accountable, who understand their role within our school and the wider community.

New Islington Strategy
We aim to achieve this through:
Having a common understanding of what ‘excellence’ looks like here at New Islington, and striving for nothing short of excellence in everything that we do.
Ensuring that our children are safe and secure at all times, and that all adults fully understand the role that they play in safeguarding our children.
Encouraging the school community (adults, children, parents, and governors) to show high levels of trust, respect and understanding, and to promote the school values.
Developing a curriculum for excellence: ambitious, aspirational, relevant, and varied – a curriculum that supports all our pupils regardless of ability.
Delivering this curriculum within a high quality and safe environment.
Having high expectations for positive behaviour, supporting and encouraging those with additional needs through restorative approaches.
Having a strong and well informed Governing Board.

Performance and Results

Performance and Results


Please click here to access our performance and data.

Progress and Attainment
Progress & attainment are rigorously monitored and teacher assessment provides ongoing information on what an individual pupil has learned at key points throughout the year. Age appropriate testing is used to balance teacher assessment and to provide an analysis of the areas of learning that need to be secured next.
Our absolute focus is on enabling all children to reach the Age Related Expectations (AREs) and beyond. We closely monitor the progress throughout the year and report this in detail to the Governing body three times a year. We are working hard to ensure that all children receive the balance of challenge and support required to achieve their best.

Class teachers are experts in recognising and identifying attainment and progress through constant observations. A range of evidence is used to create a full picture of child’s abilities and progress.

‘Hard’ evidence‘Soft’ evidence
• The books – quantity, quality, range, depth of answers.
• The books – levels of independence, types of challenge undertaken.
• The books – increased expectation when feeding back improvements.
• The books – increased complexity and depth of response to teacher feedback
• Teacher planning (medium and short term) becomes deeper and more complex, covering more aspects of the Year Group Expectations/ objective led planning
• Cold writing tasks at the start of a writing unit.
• Independent writing tasks
• High frequency word scores
• Baseline booklets
• Number recognition check lists
• Letter formation check lists
• Mini tests at the end of a unit
• Half termly phonics assessments
• Times tables test scores
• Number bond mini tests
• Spelling tests scores
• SPaG Test scores
• Book band levels/guided reading notes
• Half termly maths tests
• Half termly reading tests
• Increasing complexity of end products showing increased skills
• Class record book of teacher/TA observations
• Reading journals
• Elicitation tasks
• Level of challenge – increasing complexity of challenge, increasing range of open ended questions chosen by the pupils
• Behaviours for Learning: increasing enthusiasm, engagement, curiosity, resilience
• Shining eyed ‘light bulb’ moments; facial expressions and body language
• Learning partner interactions
• Willingness to learn from their mistakes
• Questions directed at the teacher or their learning partner – increasing complexity and range of questions able to be asked
• Answers given – increasing range and complexity of answers given by pupils
• Parent feedback after Autumn and Spring term parents evenings
• Verbal observations from all adults that feed into planning next steps
• Parental observations
• Circles – improved levels of tolerance and understanding, kindness etc
• Pupil voice – ability to talk about their learning increases.
• Stamina – ability to focus for longer, to produce more work
• Quicker to start working
• Making links between subjects, making connections
• Bringing things in from home as a result of learning at school.





Please click here to read our latest Ofsted report.

Please click here to visit Parent View – Ofsted’s online portal for parents to share their views on a school.

Please click here to access our performance and data.

Snacks and School Meals

Snacks and School Meals


Ensuring our pupils are well fed and hydrated is crucially important; we want our children to be alert and engaged every moment of the day and we know that a healthy diet is central to this.

Children in our Wraparound care are given healthy, varied and fresh food on arrival in the morning and to ‘keep them going’ until they are picked up at the end of the day.

Children in EYFS are provided with free milk and fruit. They can access this throughout the day. Children in Years 1 and 2 have free fruit and have this as a mid-morning snack. Our Key Stage 2 pupils can bring a snack in for morning playtime – but this must be something healthy (a piece of fruit, some vegetable sticks, cheese cubes) As part of our curriculum we teach children about the impact of healthy eating and this is reinforced by our expectations of mid-morning snacks. Children should not bring in crisps, chocolate, biscuits, sweets etc.

At lunchtime, children at New Islington have a choice; they can bring a healthy packed lunch, or can have a cooked meal.

Ou packed lunch time policy is very simple - we hope and expect children to bring food that is healthy and nutritious.

Our cooked meals are excellent, and we would encourage our pupils to choose this option.

Children in EYFS, Year 1 and Year 2 are all eligible for a free hot school dinner, as part of the Government ‘Universal School Meal’ initiative. A charge comes into effect once children move into KS2.

Our meals are all cooked on site, by an excellent catering team who know all of the children. They use natural and locally sourced ingredients to provide fresh and tasty food. We work with the catering company Taylor Shaw who oversee the kitchen operation. There is always plenty of choice and variety for even the fussiest of eaters!


Please click here for our Autumn/Winter Term menu.


Our day

The School Day


School hours are:

Early Years Foundation Stage (Reception)
Morning session 8.50 – 12.00
Afternoon session 1.10 – 3.25

Key Stage 1 (Year 1 and Year 2)
Morning session 8.50 – 12.00
Break time 10.30 – 10.45
Afternoon session 1.10 – 3.25
Afternoon break 2:20 – 2:30

Lower Key Stage 2 (Year 3 and Year 4)
Morning session 8.50 – 12.00
Break time 10.45 - 11:00
Afternoon session 1.10 – 3.30
Afternoon break 2:20 – 2:30

Upper Key Stage 2 (Year 5 and Year 6)
Morning session 8.50 – 12.00
Break time 10.45 - 11:00
Afternoon session 1.10 – 3.30
Afternoon break 2:20 – 2:30

British Values

British Values


Promoting British Values

At New Islington, we work hard as a school community to ensure that key values of respect, tolerance and liberty are not only taught, but are really understood and become embedded in all that we do.

The Department for Education state that there is a need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”

At New Islington these values are reinforced regularly in the following ways.


Democracy is embedded at the school. Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. Pupils also have the opportunity to air their opinions and ideas.

The Rule of Law

The importance of laws whether they are those that govern the class, the school or the country, are consistently reinforced. Each class discusses and sets its own rules that are clearly understood by all and seen to be necessary to ensure that every class member is able to learn in a safe and ordered environment. Our pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken.

Individual Liberty

Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for our pupils to make choices safely, through the provision of a safe environment and an empowering education. Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely; examples of this can be clearly seen in our e-safety and P.S.H.E. lessons. Whether it is through choice of challenge; of how they record; of participation in our numerous extra- curricular activities; our pupils are given the freedom to make choices.

Mutual Respect

Respect is one of the core values of our school. The pupils know and understand that it is expected that respect is shown to everyone, whatever differences we may have and to everything, however big or small. .

Tolerance of Those with Different Faiths and Beliefs

Our core value of Respect ensures tolerance of those who have different faiths and beliefs. New Islington enhances pupils understanding of different faiths and beliefs through religious education studies and P.S.H.E. We celebrate the multicultural aspect of the school, whereby beliefs, traditions and customs are studied in depth, with visitors being invited in to our school to enrich and extend understanding. Through this our pupils gain an enhanced understanding of their place in a culturally diverse society.

Sport Premium

Sport Premium


Sport at New Islington

The Government provides all schools with additional funding that is to be ‘ring fenced’ for improving the provision of PE and sport. The amount each school receives is calculated by reference to the number of children on roll. Schools are accountable for how this money is spent.

As a result of this funding, it is expected that schools will see an improvement against the following 5 key indicators:

  1. The engagement of all pupils in regular physical activity
  2. The profile of PE and sport being raised across the school as a tool for whole school improvement
  3. Increase the confidence, knowledge and skills of all staff in teaching PE and sport
  4. Provide a broader range of sports and activities offered to all pupils
  5. Increase participation in competitive sport

Our plans for 2018/19 and beyond

Key Indicator 1: The engagement of all pupils in regular physical activity

Allocated funding: 10%

Key achievements to dateFuture plans
Our pupils participate in two hours of Physical Education each week, including swimming, wake-up and shake-up activities, lunchtime activities as well as their usual outdoor games lessons and gymnastics, dance and athletics lessons.

The school employs a specialist games coach to work with staff and pupils on outdoor games activities. New and appropriate, high quality resources have been bought to support the units being taught. Having a specialist games coach gives our pupils the opportunity to work with adults other than their class teachers, which is very beneficial for their social development. The pupils are giving very positive feedback on their sessions with their games coach.

We have provided pupils with the opportunity to experience with new sports: Cricket, Tennis, Lacrosse, Softball, Dance, Boxing, Golf, Taikwando

We have built up a wide range of extracurricular clubs to encourage children to try new activities. We offer a wide range of new sports for the children to enjoy both before and after school.

We have assemblies devoted to a range of sports, to enthuse our pupils and to encourage them to try new activities.

We have 10 x Year 6 pupils who are our Sports Ambassadors, whose role is to encourage participation in events.


Explore the possibility of:


· Active Travel – how do children come to school and can we get fewer families using the car

· Extending Wake-up-shake-up activities

· Extending Go-Noodle activities

· Introduce mindfulness activities to all year groups

Key indicator 2: The profile of PE and sport being raised across the school as a tool for whole school improvement

Allocated funding: 10%

Key achievements to dateFuture plans
We use the Primary Sport Fund to pay for lunchtime sports coaches, and have noticed an immediate increase in levels of activity, focus and enjoyment.

We were very aware that lunchtime can be a long time without structure, and have noticed behaviour has improved in and out of the classroom since the introduction of lunchtime focused activities.

This funding is giving us a real opportunity to develop high quality sport throughout the school; it is encouraging us to put a higher priority on the value of physical education, ensuring we plan for a sustainable future, and already we are seeing a difference.

Our Sports Notice Board celebrates pupil achievements in and out of school.

There are weekly updates in the New Islington News.




Build in additional opportunities for physical activity within the timetabled day.


Explore the possibility of:

· A mile a day

· Utilise the adventure equipment more

· Increase Forest School challenges within the curriculum

Key indicator 3: Increase the confidence, knowledge and skills of all staff in teaching PE and sport

Allocated funding: 50%

Key achievements to dateFuture plans
Developing the skills of teachers, so that the funding has a long term effect, is also an integral part of our plan.

An audit of skills and confidence has been carried out and specific training has been planned to meet the needs of our staff.

Staff have had specific training in: Gymnastics, Cricket, Dance, Tennis.

Our Midday Assistants have had training on developing focussed activities at lunchtimes.

Planned CPD as a result of the staff audit.


Peer to peer observations of PE lessons.


Staff to observe specialist teachers to upskill their own teaching.


Ensure resources are fit for purpose and able to support new activities.

Key indicator 4: Provide a broader range of sports and activities offered to all pupils

Allocated funding: 20%

Key achievements to dateFuture plans
We are building links with our local community.

Working with us throughout the year, these clubs will give our pupils wider opportunities to join in new sports, with staff and children benefitting from specialist coaches.

These links ensures that our teachers develop their own skills in delivering high quality PE sessions.

Train staff to be able to provide a wider range of physical activities.

Widen the Year Groups that work with local clubs.

Key indicator 5: Increase participation in competitive sport

Allocated funding: 10%

Key achievements to dateFuture plans
The funding is encouraging us to take up and develop opportunities where our children can compete against other local schools in sporting events.

We have football and netball teams that have played many matches

All sports news and results are communicated in our weekly newsletter (the New Islington News), which is available for everyone to view and can be found by clicking on the links on our website.


Raise the profile of sporting values.

Continue to work with qualified coaches and local clubs.

Continue to widen the range of sports and competitions available for the children.

Focus on higher involvement of SEND pupils in competitive sports


Swimming and water safety at New Islington

Pupils in Year 4 go swimming every week

They have quality teaching from the Manchester Swim Team.

SEND and Our Local Offer

SEND and Our Local Offer


New Islington Free School seeks to be fully inclusive, striving to enable all pupils to achieve the best they can at school. All pupils have access to a relevant and challenging curriculum, where teaching and learning approaches are adapted to the differing needs of pupils within each lesson. Sometimes, some pupils need additional learning support. This may be provided in a variety of ways, including additional one-to-one or small group work with a teacher or teaching assistant. If pupils need some additional support to develop their social skills or to enhance their emotional well-being, this may be provided through additional small group sessions or individual pastoral support. Teachers identify concerns through ongoing assessment and observation. Many pupils require some extra help at some point in their school life. This is readily provided and does not necessarily mean that the pupil has Special Educational Needs. However, if a pupil continues to have a high level of ongoing difficulty despite the additional provision outlined above, they may be considered to have Special Educational Needs (SEN).

The SEND Coordinators are Mrs Liz Woollacott and Mrs Sarah Bailey. They can be contacted via telephone on 0161 273 8007 or via email


Please see our SEND Policy by clicking here

Please see our SEND Information Report by clicking here

Please click here to read additional information, advice and support for families

Please click here to read about the Disability Living Allowance


Information on where the local authority’s local offer is published:

Manchester Local Offer:

For more advice please contact:

If you would like advice from professionals outside school you may find the following numbers and websites useful:

IAS, Formerly Parent Partnership – 0161 209 8356 - 

Manchester Families Service Directory –

Autistic Society Greater Manchester – 0161 866 8483

The British Dyslexia Association – 0845 251 9002

Lancasterian Sensory Support Service – 0161 445 0123

Living with ADHD -

Manchester Autism Resource Centre – 0161 945 0040

Manchester Mencap – 0161 728 8109

Manchester Speech and Language Therapy Service – 0161 248 1208

National Autistic Society, Greater Manchester – 0161 998 4667

National Blind Children’s Society – 0800 781 1444

National Deaf Children’s Society – 0808 800 8880

National Down’s Syndrome Society – 0333 1212 300

SEND Local Offer Hub Drop In Sessions – 0161 998 7280

Statutory Assessment Service – 0161 245 7439

Pupil Premium

Pupil Premium

Pupil Premium Strategy September 2019

What is Pupil Premium funding?

  • • The Government is committed to narrowing the achievement gap between the families that are on lower income households and those that have higher incomes.


  • • It has therefore given a set amount of money per child for every child that has been eligible for free school meals, has been in the care of the local authority in the last 6 years or has been adopted in the last 6 years.


  • • It is then up to the school to decide how to spend the money so that all children can reach their potential.


  • • Pupil Premium funding is allocated under a ‘financial year’ model rather than an ‘academic year’ model.


  • • Our champions for Pupil Premium children are Martin Burns (Teacher) Danielle Kenny (Attendance officer) Tabitha Smith (Head teacher), Sarah Bailey (Governor).


  • • We track the attainment and progress of pupils in receipt of Pupil Premium funding on a termly basis and report this to Governors


  • • This strategy is reviewed annually with the full Governing Body in the Summer term.



Pupil Premium Funding 2018/19
Academic Year 2018/19Total PP budget expected£57,090Date of most recent PP Review July 2019
Total number of pupils 281Number of pupils eligible for PP as of Jan 2019 54 (19.5%)Date for next internal review of this strategy January 2020
How did we use Pupil Premium Funding to support pupil progress and wellbeing in the year 2018/19?


Current barriers to future attainmentObjectiveActionsHow did we measure this?
AOur disadvantaged children seem to have social and emotional concerns (specifically, self-esteem and resilience).To improve self-esteem and resilience of children.
  • We employed a pastoral support worker for two afternoons a week.
  • A more meaningful scheme of PHSE learning was developed by Acting Deputy to address school specific concerns.
Pupil voice.

Staff voice.
Reports from pastoral support worker.

BA number of our disadvantaged children eligible for pupil premium have SEND needs, and they are being monitored for low attainment.To ensure children have effective and appropriate support provided in class and/or externally by third party professionals.
  • Speech and language therapist
  • Education psychologist
  • Targeted in class support
  • PP champion and SENDCO work closely together to monitor progress.
Book scrutiny.

Termly assessment data.

SENDCO termly and ongoing reviews of support.


CMany of our disadvantaged children are low ability in literacy and numeracy moving through KS1. KS2 children seem to perform more in line with others.To monitor closely and ensure that children are given support where required to start to reduce the gap in ability in KS1.


To discuss with SLT actions that will guarantee bridging the gap.

  • Quality first teaching.
  • Targeted group/one to one interventions within the class.
  •  High ratio of adult support within each classroom.
  • We have a named teacher responsible for championing the cause of the disadvantaged children and being responsible for reporting to governors and ensuring teachers are very clear on who this group of children are.
  • Have termly Pupil Progress meetings with a new system of internal data analysis to ensure no group gets 'forgotten'.
  •  Regular TA training so support staff felt more confident in leading interventions, 1:1 and small group work.
  • Tutor Trust which provided one to one tuition.
Book scrutiny.

Termly assessment data.

Learning walks.

Pupil Voice.

DSome of our disadvantaged children are EAL.To monitor disadvantaged EAL children and ensure that they are support.


To discuss with SLT how we might better support our EAL disadvantaged children.

  •  Targeted group/one to one interventions within the class.


Book scrutiny.

Termly assessment data.

Learning walks.

Pupil Voice.

EWe know that there is a lack of parental involvement which has an impact of our disadvantaged children.Encourage and monitor parental involvement.
  •  PTA formed to encourage parental involvement.
  • Parents encouraged to attend PTA events.
  • We tracked non-attendance at parents evening and offered alternative appointments.
Parents’ evening tracker.


Staff voice.


PTA meeting feedback of attendance with SLT.


FWe know that our disadvantaged children have limited access to extra-curricular and enrichment activities.To provide access to extra-curricular and enrichment activities.
  • We provided free lunchtime and after school clubs and half price school trips to ensure they are given a wide range of experiences.
  • We provided half price music lessons
  • We ran bespoke Manchester City coaching sessions for Pupil Premium pupils
Pupil voice.

Termly behaviour analysis.


GAttendance rates for our disadvantaged pupils eligible is lower than other pupils.Ensure children are prepared for the school day.





Ensure that persistent absence is reduced and clear processes are in place to combat this.


  •  Free breakfast and free wraparound provided
  • Free school uniform provided for all PP families when they start school
  • Part of the attendance officers’ salary (Danielle Kenny) is attributed to combatting persistent absence with disadvantaged children
  • PP Champion/SLT receive regular reports of PP child absence and punctuality (lateness)
  • New attendance policy in place from February 2019 to address persistent absence.
Regular reports of PP absence and punctuality.


How do we intend to use Pupil Premium Funding to support pupil progress and wellbeing in the year 2019/20?


Barriers identified during 2018/19 academic yearActionsHow will we measure this?
AComplex social and emotional needs and low levels of resilience have a detrimental impact on friendships, perception of ‘self’ and the ability to deal with disappointment.
  • Restorative Approaches will be introduced and embedded throughout 2019/20.
  • New approach to behaviour management and conflict resolution will be introduced in September 2019.
  • Continue to employ a Pastoral Support Worker.
  • Move to a new EP provider for improved advice and support.
  • Specific 1:1 support assistant employed for our LAC pupils who display complex difficulties.
  • This is a priority on the School Development Plan 2019/20.


Pupil voice.

Staff voice.

Reports from pastoral support worker.

BAcademic progress of our PP children in KS1 is not as strong as we want. This trend becomes minimal in KS2.
  • How we support our EAL learners especially in the Early Years is a priority on the School Development Plan for 2019/20.
  • Writing is a focus for development on the School Development Plan 2019/20 with specific reference to teaching and learning in KS1.
Termly Pupil Progress Meetings.


CSupporting families as a whole.
  • Ensure that all members of staff are viewed as trusted friends.
  • Have a network of support services to call upon.
  • Good communication with secondary schools if siblings are involved.
  • PTA to provide a ‘hardship fund’ to cover costs of food / transport / clothing in the short term.
Report to governors.
DInvolvement in music, sport and extra-curricular activities.
  • Continue as before to subsidise the cost of activities.
Pupil voice.

Staff voice.