Fetcham Village Infant School

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School Lane, Leatherhead, Surrey, KT22 9JU





School Drivers

The School Building

Getting Ready for School

Learning and Teaching

EYFS - Development Matters

National Curriculum

Assessment and Reporting

Additional Needs

Visiting the School


The School Day

Health and Welfare

Partnerships with Parents and Carers

School Governors

Transfer to Junior School




I hope you will enjoy reading our prospectus. Its purpose is to give you some information about our 'OUTSTANDING' school but please do visit us to find our more. Fetcham Village Infant School is a happy, exciting and successful school where children learn and grow as individuals in all aspects of their life. We have a dedicated staff of teachers, teaching assistants and administrative personnel who all model our school Values and expectations. Our governors and parents are extremely supportive and join in school life working hard to ensure the best possible education for all children. Fetcham Village Infant School is a community school maintained by Surrey Local Education Authority, educating children between the ages of four and seven years.

You are very welcome to visit the school and I look forward to meeting you.

Yours sincerely

Mrs Christine Shuman





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School Drivers

These are the key drivers which underpin our curriculum and are evident in everything we do. They are known to us as VELCRO

Values,Environment,Learning to Learn,Community,Risk Taking, Opportunity.

The School Building

The school, which has accommodation for a maximum of 180 children, is housed in five main areas.

  • The original village school, built in 1854.
  • A kitchen and assembly hall, fully equipped with PE apparatus, built in 1982.
  • Extensions completed in Autumn 2001 and Autumn 2008 have added a large computer suite and 2 extra group rooms. 
  • The main playground is to the back of the school, and includes a fantastic range of low level play equipment, a quiet area, sandpit and large field.
  • All year groups have their own outside area.
  • There has been extensive work carried out to the original building which is now Rabbits class as well as the Reception outdoor learning environment.


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During the Summer term before children join the school, parents will be invited to meet the Co-head teachers and reception staff when Pre-school arrangements can be discussed and any questions answered. There will be several opportunities for children to visit the school, meet their teacher and support staff as well as becoming familiar with their classroom.

The induction into our school ensures the children feel supported and confident before joining us full time. There is also a home visit where the child can begin to build relationships with their teacher and support staff. 

There is a robust liaison between Pre-schools and the Reception staff, ensuring continuity and progression and a smooth transition between the settings. 



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Learning and Teaching

Children are taught in mixed ability classes within their year group. The older children’s classrooms are on the first floor of the main building, with the others on the ground floor and in the external classroom. The average class size is 30. Each class has a teacher and teaching assistant with additional staff in the reception team.


The Curriculum 

The school offers a broad and balanced curriculum covering seven areas of learning and development for Reception. There are three prime areas and four specific areas in Early Years Foundation Stage:


Prime areas

Specific areas

Communication and Language  


Physical development 


Personal, Social and Emotional development 

Understanding the World  


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Children learn in a variety of ways: exploring, observing, discussing, experimenting, playing and interacting with each other and adults. Opportunities to develop and learn are given both inside and outside the classroom using a themed approach encouraging confidence and independence.


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National Curriculum

The ten subjects of the National Curriculum together with Religious Education and Personal, Social, Health and Economic Education are taught in years 1 and 2. Teaching methods are varied, and include whole class, group and individual lessons, each used where appropriate. Teachers plan together to ensure continuity and schemes of work in each subject show progression through the year groups. Whenever possible subjects are integrated under a themed topic offering an exciting and stimulating programme.

The National Curriculum for all subjects sets out the progression of skills, knowledge and understanding from 5-16 in four distinct key stages: one (5-7 years), two (7-11 years), three (11-14) and four (14-16 years).


Key stage one describes the curriculum for 5-7 year olds and consists of three core subjects. All children study the core and foundation subjects, together with Religious Education and Personal, Social and Health and Economic education. 

  1.  English 
  2. Mathematic 
  3. Science 

and seven foundation subjects:

  1. Computing 
  2. Design & Technology 
  3. History 
  4. Geography 
  5. Art & Design 
  6.  Music 
  7. Physical Education  


  1. Religious Education 
  2. Personal, Social Health and Economic Education 
  3. Collective Worship 


Language development is central to the whole curriculum, and we place a strong emphasis on the main elements of speaking and listening, reading, writing and grammar. Children are encouraged to speak clearly, fluently and with confidence. We promote high standards of language and literacy.

A love of books and a joy of reading are fostered at all stages of development with reading being taught in phonics groups and heard individually. Books are closely matched to the children's phonics learning are sent home for the children to practice along with a sharing book children to enjoy with an adult. 

Many strategies for reading and writing are taught to develop literacy skills, both in dedicated lessons and across other areas of the curriculum. We use Read, Write Inc. to teach phonics, reading and writing. These are enhanced with a variety of exciting books and reading material. Our curriculum map for English gives  more detail.


For all year groups we use White Rose maths which is a scheme aligned with the National Curriculum expectations. This ensures progression and continued continuity from reception through to year two and prepares the children well for the next stage in their education. We are members of the maths hub and teach mastering number in all classes each day. Our year group curriculum overviews give parents/carers more detail. The main strands are: number, measurement, geometry and statistics. We aim for all children to become fluent in the fundamentals of mathematics, reason mathematically and have the ability to solve problems. 


Children develop specific scientific skills through practical first-hand experience and investigations. The development of these skills, which include observation, prediction, measurement and interpretation, allow a child to explore and understand the scientific world. We aim for pupils to develop scientific knowledge and conceptual understanding through specific disciplines of biology, chemistry and physics. We focus on children using different types of science enquiries to help them to answer scientific questions about the world around us. Our year group overviews give parents/ carers more detail.


Children are taught to understand algorithms, write and test simple programs, use logical reasons to make predictions about simple programs, organise, store, retrieve and manipulate data, communicate online safely and respectfully, recognise uses of information technology outside of school.

 Design and Technology

Children learn about design and technology by exploring familiar systems at home, school and in the local environment. They then design and produce models in a variety of ways, using a wide range of materials. We aim for children to begin to develop the creative, technical and practical expertise needed to perform everyday tasks confidently, build and apply a repertoire of knowledge, understanding and skills in order to design and make prototypes and products, critique, evaluate and test their ideas and products and the work of others as well as understand and apply the principles of nutrition and begin to learn how to cook.


Children are taught about changes within living memory, events beyond living memory that are significant nationally or globally, the lives of significant individuals in the past who have contributed to national and international achievements and about significant historical events, people and places in their own locality. They develop an awareness of the past, using common words and phrases relating to the passing of time. They develop their understanding of chronology as well as identifying similarities and differences between ways of life in different periods. They learn to use historical vocabulary and to use a range of sources to find out about the past.


Children develop knowledge about the world, the United Kingdom and their locality. They develop the use of subject specific vocabulary relating to human and physical geography and develop the use of geographical skills, including first- hand observation to enhance their locational awareness.

 Art and Design

Children are given the opportunity to work with a variety of materials to design and make products. They use drawing, painting and sculpture to develop and share their ideas, experiences and imagination. They develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. They learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between them and make links to their own work.


Children are taught to use their voices expressively and creatively, play tuned and untuned instruments, listen with concentration and understanding to a range of high- quality live and recorded music and make and combine musical sounds. We are very proud to have achieved the ‘Gold Sing up’ award.

 Physical Education

Children are able to participate in a wide variety of physical activities including dance, games and gymnastics. They are taught the basic skills of different sports, preparing them for full games later in their school lives. Children are encouraged to plan, practise and perform their activities as well as understand the effect physical activity has on their bodies and health. They are taught to develop agility, balance and coordination, individually and with others. Sports coaches teach the children alongside school staff once a week. There are also a range of sporting clubs available for the children to join.

 Religious Education

During their three years with us we introduce the children to three faiths; Christianity and elements of Judaism and Islam, following the locally agreed syllabus. Children learn about the religions, handling artefacts, visiting religious buildings and meeting people of different faiths. They are also encouraged to explore their feelings and experiences and to widen their understanding and respect for and tolerance of different cultures and beliefs.

 Personal, Social Health and Economic Education

Throughout the ‘whole’ curriculum we aim to promote spiritual and moral values through our eleven school Values. We teach our children to appreciate and care for the world in which they live. We prepare our children for the opportunities, responsibilities and experiences of an adult life. Children in our school are valued, and are taught to value themselves and others. Respect is shown to others and the environment. General health and environmental issues are covered within the curriculum of the school. The PSHE curriculum is taught through 3 main themes: Health and Well- being, Relationships and Living in the Wider World.

 Collective Worship

A daily assembly incorporates an act of collective worship under a weekly theme connected to our school Values. These are shared with our school community through the School newsletter and Website.

  • Parents may require that their child be withdrawn from collective worship and/or Religious Education. If this is the case, please email the School Office with your specific request.
  • On occasion the children will be taken to a place of worship as part of the RE syllabus or as part of our place in the community of Fetcham. In such cases please email the office if you wish your child to be withdrawn from these visits.


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Assessment and Reporting


Children are carefully tracked to ensure they make the very best progress possible in every year group compared to their starting points. We look closely at progress within lessons and over time. Pupils are rigorously tracked to ensure any targeted intervention, support or extension in addition to the high quality learning opportunities within the class are needs driven and have an impact on progress and attainment. During each year group the starting point for assessment is the child, not a predetermined set of skills. Observations are analysed to highlight achievements, interests and learning styles which then shape the learning experiences for each child. Parents’ contributions to the assessment process are valued. Children are involved and encouraged to express their own view of their achievements and next steps.

At the end of reception children’s level of development is assessed against 17 Early Learning Goals as well as a short commentary on each child’s skills and abilities in relation to the key characteristics of effective learning.

At the end of Key Stage 1 of the National Curriculum (seven years of age) children are assessed on their achievement. This is based on continuous teacher assessment as well as national tests.

There are formal opportunities for parents to meet their child’s teacher each term to discuss their achievements and next step needs. A detailed report is given to parents during the Summer term.


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Additional Needs


Special Needs 

All children learn as individuals and as such all have special needs. Teachers plan tasks which are motivating and challenging for all children according to their individual levels of ability.

Sometimes a child may have a specific difficulty and need some extra help. The school will follow the procedures laid down in the Code of Practice for Special Educational Needs and Disabilities (SEND) and the child’s progress will be registered and closely monitored, with extra help being given when necessary. Parents and children will be involved in the process at every stage and if there is a special concern an outside agency will be called to give guidance and advice.

The school policy for SEND has been successfully implemented throughout the school with children identified, assessed and supported whenever necessary.

The school is committed to equality of opportunity for all children and ensures that activities are accessible for all children. Please see our website for more information about our SEND provision or ask the office for details.

We ensure the individual needs of the most able are met alongside those of other children so that they are able to meet their full potential. 

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Visiting the School

Visits are arranged throughout school to extend and enhance learning. Various groups of musicians, actors and speakers also visit the school to perform for the children.

This school has adopted Surrey County Council policy in respect of the cost of such school activities. Whilst we cannot directly charge for educational activities, we do ask for voluntary contributions to meet expenses incurred. Although the school itself is unable to cover such costs for all children, we can help when needed to do so.


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 We follow a clear and consistent positive Behaviour policy in the form of a ‘Green and Red card System’. All children have a ‘Green card’ if they are following our school Values. If they are not following our school Values they have to spend time with the head teacher and receive a sanction and ‘Red Card’. All staff have high expectations of children’s behaviour. Good behaviour is encouraged, rewarded and related to relevant Values. When giving rewards to children we make clear why we are rewarding them. This makes the child concerned properly aware and sends signals to other children. Effective praise helps the child appreciate how his/her achievement is helped by his/her attitude; it acknowledges effort and focuses attention on relevant Values. We believe that bullying of any kind is unacceptable within the school community.  We operate ‘zero tolerance’ towards any form of bullying.


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The School Day

 The school day begins at 9:00am (doors open at 8.50am). Children must be accompanied into the school grounds by an adult and not left in the playground unattended at either end of the school day. At 9.30am the whole school takes part in ‘Wake and Shake’. Assembly takes place at 10.30am followed by morning break at 10.45am. Lunch time is 12.15pm until 1.15pm. Children may choose a free school meal, which is highly recommended or bring a packed lunch. (Our free school meals are provided by Surrey County Council’s Commercial Services and are a nutritious balanced meal that contributes to one third of a child’s daily nutritional requirement which aids concentration and helps them to learn. Meals are cooked on site and prepared from scratch every day. All meals are free from undesirable additives and trans fats; all meat used can be traced back to the farm; the menus are seasonal and include local ingredients; endangered fish are not served and all eggs are from cage free hens. If a child needs a special diet due to medical, religious or ethical reasons; these can be catered for as a gluten free, dairy free, egg free or vegetarian menu can be made available.)

School finishes at 3.10pm.

We run a Breakfast club from 7:50am-8:50am in the school hall which caters for school aged children. The children are provided with breakfast from a choice of cereals and toast, fruit juices and water. They have an opportunity to get involved with a variety of activities from arts and crafts, dance or chose from a selection of games before being escorted to their classes (if at the Infant school), or taken to Oakfield Junior School in time for the start of lessons. For further details contact the school office on 01372 373502 or via email at info@fetcham.surrey.sch.

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Health and Welfare

Safety and Safeguarding

We are committed to keeping our children safe. All staff have received child protection training and have this regularly updated. When we recruit new members of staff we follow the government’s safer recruitment regulations. If a member of our school community has any concerns about the welfare of a child at the school they are encouraged to report it to the school’s Designated Safeguarding Lead Mrs Harrison (Co-Head teacher).

 The school lies on the junction of School Lane and The Street, both of which can be busy and congested. Children and parents are encouraged to walk, cycle or scoot to school or at least park away from the school building. This gives a healthy start to the day and reduces traffic congestion.

 Jewellery, other than watches and small studs in pierced ears, may not be worn. In accordance with Surrey County Council regulations the small studs must be removed by the child before any PE lesson. If you wish to have your child’s ears pierced, please ensure that this is done at the beginning of the Summer holiday in order that they do not miss any PE lessons.


The school will always attempt to contact parents in cases of illness, accident or other emergency. We ask for parents work and home telephone numbers for our records along with a further telephone number of a responsible person to contact if the child's parents cannot be reached.


If a child needs medication during the day, the school office staff will administer this, after completion of the schools Pupil Medication Request form, which outlines instructions. Any such medicines should be left at the school office, clearly named. Our school nurse can always be contacted through the school office if needed.


The school staff, alongside the Local Authority, firmly believes that all pupils benefit from regular school attendance. Good attendance at school is important for a child’s education and establishes a positive working ethos early in life. To this end, we will do all we can to encourage parents/carers to ensure that the children in their care achieve maximum possible attendance and that any problems that prevent full attendance are identified and acted on promptly. The school must be informed of the reason for the absence of any child. A telephone call or e-mail on the first day of absence by 9.30am, followed by a note when the child returns to school, is required. The Education(Pupil Registration)(England)(Amendment) Regulations 2013, which became law on 1st September 2013 state that head teachers may not grant any leave of absence during term time unless there are exceptional circumstances. The head teacher is required to determine the number of school days a child can be away from school if leave is granted.

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Partnerships with Parents and Carers

Parental support is crucial to children’s development. We welcome and value our partnership with parents/carers which covers many aspects of school life, supporting children and the school in the learning process. We offer a variety of information and workshops to support this end. Parents/Carers help in the classroom, accompany classes on visits and generally support all school events.

An ‘Open School’ session gives parents an opportunity to visit school during the working day. Parents also join us for class assemblies, Harvest and Easter celebrations and other events, particularly the Christmas play, always a favourite!

On joining the school parents receive a Home School Agreement which they are asked to sign as an expression of their support.

We have a very active and supportive Friends’ Association, which helps the school in many ways. One of the most important of these is to raise funds for additional resources. The Friends have provided much financial support in the purchase of school and classroom equipment, as well as help with many other aspects of school life. They continue to support the development of the school grounds, the work being carried out by the Outside Environment Committee and volunteers resulting in continual improvements to the children’s play and learning areas. The generosity of parents and friends, in this way, underwrites many of the resources the school can provide for the children and we are very grateful to them all. Parents interested in joining in the activities of the Friends’ and Outside Environment committees are always welcome.


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School Governors

Our Governors help to shape the vision and direction of the school and ensure that the school fulfils its statutory duties including:  

  • promoting inclusive policies in relation to SEN, race equality and disability 
  • having a good understanding of the strengths and weaknesses of the school through its monitoring
  • challenging and supporting the Co-head teachers and staff  

Our Governing Body is made up of representatives from Parents, Teachers, Staff, the Local Community, and the Local Authority

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Transfer to Junior School

Children in Surrey transfer to junior school in the Autumn term following their seventh birthday. We maintain particularly close links with Oakfield Junior School , which is geographically very close, as well as participating in liaison meetings with all the local junior schools, to ensure the smoothest possible move for each child leaving us.