The adults had arrived and everyone had a hand to hold.  

Once, twice, three times around the school !

Everyone had enjoyed a long walk,

now it was time to walk the plank !

 The money from the sponsored Toddle will

buy toys for the nursery.

A big thank you for all your support.

 Once upon a time in Nursery...

The nursery children are having fun playing in the fairy castle. 

 The king and queen are sitting on their thrones at the feast.

The brave knights are protecting their king and queen.

The royal feast was magnificent ! The kings, princesses and knights all enjoyed chicken legs, ham, fruit and bread. The goblets were filled with water.

 Everyone enjoyed the food and they all lived happily ever after.

              The End. 

Year 5 took part in a Tudor Music workshop on Thursday 14th January

Merry Christmas to all and a peaceful New Year.               

CHILD PROTECTION POLICY

(November 2009 Draft for approval by Govs March 2010)

We provide an inspiring, caring environment in which we are all challenged to maximise our potential. (School Mission Statement)

1.0 INTRODUCTION

1.1 Fellside Community Primary School fully recognises the contribution it makes to Child Protection.

There are three main elements to our policy:

a) Prevention through the teaching and pastoral support offered to pupils.

b) Procedures for identifying and reporting cases, or suspected cases, of abuse. Because of our day to day contact with children school staff are well placed to observe the signs of abuse.

c) Support to pupils who may have been abused.

1.2 Our policy applies to all staff and volunteers working in the school, LA staff and governors. Teaching Assistants, Mid-day supervisors, administration staff as well as teachers can be the first point of disclosure for a child. Concerned parents may in some circumstances contact school governors.

2.0 PREVENTION

2.1 We recognise that high self esteem, confidence, supportive friends and good lines of communication with a trusted adult helps prevention.

The school will therefore:

a) maintain an ethos where children feel secure and are encouraged to talk, and are listened to;

b) ensure children know that there are adults in the school whom they can approach if they are worried or in difficulty;

c) include in the curriculum, activities and opportunities for PSHE which equip children with the skills they need to stay safe from abuse and to know to whom to turn for help;

d) include, in the curriculum, material which will help children develop realistic attitudes to the responsibilities of adult life, particularly with regard to child care and parenting skills

2.2 Our PSHE Curriculum programme reinforces essential skills for every child. Self esteem and confidence building, thinking independently and making assessments of risk based on their own judgements are encouraged.

3.0 PROCEDURES

3.1 We will follow the procedures set out in Gateshead's Interagency Child Protection Guidleines available in the headteacher's office in hard copy and on the intranet on admin PCs

3.2 The school will:

a) ensure it has a designated senior member of staff as Child Protection Officer, who has undertaken training provided by the LA.

The Child Protection Officer at Fellside Community Primary School is the Headteacher or the Deputy Headteacher in the HT's absence.

c) ensure every member of staff and every governor knows:

- the name of the designated person and her/his role

- that they have an individual responsibility for immediately referring child protection concerns to that person

- where the Interagency Guidelines are located

d) ensure that members of staff are aware of the need to be alert to signs of abuse and know how to respond to a pupil who may tell of abuse

e) ensure that parents have an understanding of the responsibility placed on the school and staff for child protection by setting out its obligations in the school prospectus, available at www.fellsideprimary.co.uk

f) provide training for all staff so that they know (i) their personal responsibility, (ii) the reporting procedures, (iii) the need to be vigilant in identifying cases of abuse (iv) how to support a child who tells of abuse

g) work to develop effective links with relevant agencies and co-operate as required with their enquiries regarding child protection matters including attendance at initial case conferences and child protection review conferences;

h) keep written records of concerns about children (noting the date, event and action taken), even where there is no need to refer the matter to Social Services immediately;

i) ensure all records are kept secure and in locked locations;

j) adhere to the procedures set out in the LA's guidelines when an allegation is made against a member of staff. Our Confidential Reporting Code should be referred to should a member of staff suspect abuse from the Headteacher. All other concerns about staff should be reported to the headteacher.

l) ensure the school complies with all legislation and guidance on safe recruitment of staff, governors and volunteers.

m) designate a governor for child protection who will oversee the school's child protection policy and practice.

4.0 SUPPORTING PUPILS AT RISK

4.1 We recognise that children who are abused or witness violence may find it difficult to develop a sense of self worth and to view the world as benevolent and meaningful. They may feel helplessness, humiliation and some sense of self blame.

4.2 This school may be the only stable, secure and predictable element in the lives of children at risk. Nevertheless, when at school their behaviour may be challenging and defiant or they may be withdrawn.

4.3 The school will endeavour to support the pupil through:

a) The school ethos which (i) promotes a positive, supportive and secure environment in which there is mutual trust and respect
(ii) gives pupils a sense of being valued

b) The content of the curriculum which encourages self esteem and self motivation.

c) The school's behaviour policy supports vulnerable pupils in the school. All staff will agree on a consistent approach which focuses on the behaviour of the offence committed by the child but does not damage the pupil's sense of self worth. The school will endeavour to ensure that the pupil knows that some behaviour is unacceptable.

d) Liaison with other agencies who support the student such as Social Services, Child and Adolescent Mental Health Services, the Educational Psychology Service, Behaviour Support Services and the Education Welfare Service.

e) Keeping records and notifying Social Services as soon as there is a recurrence of a concern.

4.4 When a pupil on the child protection register leaves, we will transfer information to the new school immediately and inform the relevant agencies.

Bullying

4.5 Our policy on bullying is available to all on www.fellsideprimary.co.uk

4.6 Physical Intervention

Our policy on physical intervention is set out in a separate document

Children with Special Educational Needs and Disabilities

4.7 We recognise that statistically children with behavioural difficulties and disabilities are most vulnerable to abuse. School staff who deal with children with specific learning needs, disabilities and or emotional and behaviour problems will be particularly sensitive to signs of abuse.

A very useful website all about the various shapes...

from Priory Woods school in Middlesbrough.

We'll meet again, don't know where, don't know when....

Years 5 and 6 held their first ever street party to celebrate VE day and the end of their 'Bombs Away' topic. They invited grandparents and great grandparents to join them for an afternoon of singing, dancing, eating and memories. What a wonderful afternoon it was, the children learned a huge amount by listening to the many stories and tales of childhoods past. Many thanks to everyone who came along from near and far!

All aboard to Home Farm.

We were feeling both excited and a little bit apprehensive as we began our evacuation experiences. We could imagine how it would have felt for children in World War II.

We stuffed the mattress with straw and blacked out the windows.

                       We enjoyed making cottage cheese.                                      We enjoyed looking at real World War II artefacts. This school pinafore looked uncomfortable.  

At the end of our trip we loved our visit to the sweet shop!   

We enjoyed playing with the Autumn leaves in our outdoor area.

Richard showing us the stained glass window in St. Mary's Church before the fire.

Looking at the site of the warehouse where the fire started.

Standing on the Newcastle side of the river, where the flames from the explosion spread.

In Bessie Surtee's house which didn't burn in the fire.

Examining artefacts. What jobs did these people do?

Beating the carpet! 

Thanks to Richard we had a fantastic day!

We learned to use a saw.                                

Look at our Buzz Lightyear!

Our Iron Man was as tall as a building.

The new Reception class have enjoyed many activities during their first week at Fellside. They have shared a variety of experiences both inside and outside and have made new friends already.
We hope they continue to flourish during their time at Fellside.

We had a great time making a rail transport timeline, looking at engines and carriages from early railways to the present day and even climbing aboard the footplate of a steam locomotive!

 Here is a display made after visiting St. Mary's Heritage Centre, Gateshead. Year One have created their own city of Gateshead burning in the year 1854. This was inspired by a workshop led by Mr. Richard Stephenson. The children learned all about the terrible, great fire that devastated the quayside that year and of the people who were involved.

Here the children are seen examining and handling artefacts from the past. These related to the main groups of people who were affected. From the housewives who had to flee from their homes grabbing their children as they ran to the over worked firefighters who came to the rescue. From the miners, who as far away as Monkwearmouth heard the blast of the explosding warehouses to the poor policeman who discovered the fire in the early hours. 

 "Hands up all those who can tell me facts about how far the fire spread and how it was able continue for so long!"

Below, Richard, dressed as Charles Bertram, a key character in the event, explains to the children just how far the fire spread - over to the Newcastle side of the Tyne!

Using interactive computer imagery, dramatic portrayals, handling artefacts and walking the actual route of the fire from the Gateshead riverside to Newcastle Quayside, the children were introduced to this local historic event. The day was rounded off with some song writing - 'London's Burning, London's Burning' became 'Gateshead's Burning, Gateshead's Burning!'

Our thanks to Richard Stephenson for a very enlightening day! As one of the children remarked - we learned so much and didn't even have to write a thing!  

Children studying the Bo-bo electrified Locomotive

                                                           I'm all alone!

                                                  Is it time to return yet?

 Blacking out the windows.                                                  All friends together!

                                             Preparing for the blackout.

Making cottage cheese.

Wrapping potatoes.

How much sugar could a child have during WW2?

Today we said goodbye to a terrific group of young people, our Year Six class. We wish them lots of luck as they move on to secondary school. They've been a hard working, polite, creative, successful group who have been superb role models to all within our school.

Here comes the flame again!

Long route or short, it's clear that the impact of training through our involvement in the Bike it scheme has greatly improve confidence and competence on bikes.

A memorable morning and the best attended to date. The weather was kind too. Thanks to all who took part and particular thanks to Gary Haley for his organisation of yet another successful event.

School Terms School Opens School Closes
Autumn Mon 7/9/09 Fri 18/12/09
Spring Mon 4/1/10 Thu 1/4/10
Summer Mon 19/4/10 Fri 23/7/10

Half Term
26-30 October 2009
15-19 February 2010
1-4 June 2010
May Day Holiday - Mon 3 May 2010

In-Service Training Days for Teaching Staff

Two days within the above terms are to be used for in-service training activities. These dates are to be determined and agreed by the School Governing Body. School is closed to children on Monday 7th September 2009 for staff training.

Occasional Days

In addition, one day within the summer term 2010 is to be utilised for the purpose of closure in the event of Government elections. This day to be used near the end of the summer term at the discretion of the Head Teacher and Governing Body.

Special Advice

Last night our cricket team sailed through to the regional cricket finals at the Riverside Cricket Ground in Durham. Well done to them, team work, postive attitudes and superb skills all came into play. Good luck to them all for Monday.

Today Year Six began their teacher training as they introduced the Reception class to the Mathletics programme in the ICT suite. What a joy it was to watch our oldest and youngest children work together. 

Speaking, listening, patience and

understanding all came into play.

We began our stories just as the sheriff crept up behind Robin, with a sword in hand, and gleefully announced that they were 'trapped'.

Have a look at just a few of the wonderful, gripping stories we wrote. 

  Annabel.doc  

  Anna.doc

  Ellen.doc

  Daniel.doc

Liberty.doc 

We chose rock and roll from America in 1959. We danced to 'Rock around the Clock' by Bill Haley and The Comets.

Here we are performing at 'The Sage' and again in front of the whole school!

Are we nearly there yet?

Hooray, lap four!

Time for the play area.

Back to the nursery for scones with jam and milk.

With the money raised from the toddle, a new water tray and toys will bought for the nursery children to enjoy.
A big thank you for all your support.

The ushers greet the guests and show them to their seats.

 The service begins.

The best man and the pageboy.

Exchanging rings!

The bride's parents watch anxiously.

The Blessing.

Signing the Register.

The photographer in action!

The 'Happy Couple' lead the procession.

Dodging the bubbles!

The 'Happy Couple' with their families. 

The guests. 

Cutting the cake. 

Congratulations!

Pictured above are our rocking Mr. Grinling models made in our technology lessons.

The 'sea' is made from a paper plate which is covered in stripes of coloured tissue paper. The layers of PVA glue make it strong so that when the plate is dried and folded it is strong enough to rock. The boat with the sail is made by folding a single cardboard square and carefully coloured. We know that boats are female so we have given them our own Mums' names. Mr. Grinling is seen fishing with a cocktail stick 'fishing rod' and he has caught a rainbow fish.

We have been reading the whole series of Lighthouse Keeper stories. After reading, 'The Lighthouse Keeper's Cat', we wrote missing pet posters. After reading, 'The Lighthouse Keeper's Rescue', we wrote recounts about the rescue of the beached whale and after reading 'The Lighthouse Keeper's Lunch', we had such fun designing and writing a recipe for the most disgusting sandwiches we could possibly imagine! 

Year 5 have just finished learning all about the Tudors, and to celebrate we held a lavish Tudor banquet.

Fellside Fun Club Price Structure January 2009 (Word: 26KB)

Rachel Wilson the owner/manager works with parents, school staff and Governors to continue to provide a quality, secure and friendly setting for breakfast club and after-school care.

Opening Times are 07.50 to 9.00am and 3.15 to 5.50pm.

Rachel can be contacted on 07541227842 or e-mail at fellsidefunclub@blueyonder.co.uk

Here's a little of what Ofsted had to say following the inspection in June 2009: "The staff team work together very effectively to safeguard children's welfare ... Children are exceptionally content, happy and secure in the setting." The full report is available at www.ofsted.gov.uk

Any help in providing 'Tudor' costumes will be much appreciated. I look forward to seeing you on the 25th!

Sally Moore

Year One pupils had a go at making their own toys to play with. They made old fashioned peg dolls. These started off as traditional wooden pegs. At first Year One boys were not so excited about making 'dolls' but when they began making 'Ghost Peg dolls', they had great fun.

Here are the next set of peg dolls - our Princess range! Dainty, pretty and great fun to make...

We looked at a selection of types of wrapping paper. For example : Birthday, Christmas, Halloween and Christening. Here are some of our designs:-

James found some great dinosaur images for his birthday wrapping paper design.

Pippa used animal images to design her birthday wrapping paper.

 Luke found these Christmas images on Clip Art and used them in his repeating pattern.

 Emily decided to use horizontal lines for her repeating pattern using three Christmas images.

Each day fruit is washed,chopped and placed on a tray for everyone to enjoy.

Apples, oranges, bananas everyone has a favourite fruit.

In the kitchen four children are making dough.

 Long worms and spiders were favourite creations made from black dough.

The children carefully gave the clay hedgehogs spikes using modelling tools.

Outdoors, everyone enjoys climbing, digging or floating boats.

Some children are drawing plans or chalking pictures.

Soft play is always fun, hiding numbers is the game today.

Watch out! Three bears live in the cottage at nursery.

Friday is library day. Everyone chooses a book to take home.

We take the books home in our new library bags.

Colour in the puppet parts carefully.

Cut round the puppet pieces, following the outline.

Pin your puppet parts together, using paper fasteners. 

Finally attach the lever and have lots of fun moving the arms and legs of your new puppet!

Cleaning shoes!

Making cottage cheese.

Pickling eggs!

Making mats.

Many thanks to all the staff at Beamish who made the evacuation possible and ensured the children all had a great time.

Watch this space for more photographs of the evacuees. 

Download file

Click to enlarge images from the event below:

Click below to see further images of the event.

The majority of participants opted for the long ride - 10 miles from Consett to Swalwell - riding at a cracking pace (for children as young as 5) to reach Swalwell in just over an hour.

The sun shone for the picnic element of this enjoyable event.

Thanks to all who took part and particularly to Gary Haley for his work on the organisation of what has become a traditional summer event at Fellside.

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Nationally there has been considerable media and parliamentary interest in SATs this year. Issues have been raised around curriculum content in Year Six classes, the purpose of the tests and concerns about stress on children.

From our prospective … We retain a full, broad curriculum as long as is sensible in Year Six with full access to sport and the arts—their residential visit was in the second half of last term. Naturally we ensure appropriate teaching and learning, and revision and practice opportunities in the approach to tests.

The purpose of the tests? Do they test schools or children? I could write pages on this one. Within school we are assessing children and individual results are important to children, parents and teachers. There is no doubt that at a regional and national level results are used to rank schools (newspapers, etc.) and judge school performance (Ofsted, DCSF etc.).

We currently operate at a very high level in these crude rankings (5th Nationally in 2007), which is nice, but are such ‘league tables’ useful or necessary? Probably not.

Are the tests stressful? Well what test taken seriously isn’t? In my experience a combination of full curriculum coverage, expert teaching and massive commitment from children enables every child to enter the tests confident in their own ability to succeed. Our result bear witness.

It seems certain that SATs in their current form have just about outlived their usefulness. Another one, maybe two years left of the current system I should guess. I know that any teacher at Fellside can give an accurate assessment of levels for individual children without any test and we are currently refining this process. Equally I’m certain that government (of any political persuasion) will wish to retain a system for comparing schools and judging performance.

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Today saw the first ever bring your bike and have your breakfast event! There were over forty children and parents who cycled to school and then enjoyed fresh juice, croissants, toast and time to chat with friends. Many thanks to James, our Bike-It officer, who organised and ran the event. Watch out for more activities during Bike-It Week, week beginning Monday 16th June.

Doubtless you’ll have applied a simple test of progress, and one we encourage all children to use—”look back at your work in September and look at it now”.

In many cases, and this is often most obvious with our youngest children, this can and does show an astonishing rate of progress in writing and maths.

Expert teaching at school, combined with that essential support from home and of course the enthusiasm of our children enable almost all our children to achieve our aim of ‘learning to read’ in Foundation Stage and Key Stage One, enabling them to ‘read to learn’ and develop advanced skills in Key Stage Two.

We were delighted at the response from parents of younger children to our Phonics for Families workshops run by Mrs Armstrong and Mrs Balkwill. Similar workshops are sure to take place in the Autumn Term.

As you are aware we make every effort to enrich and enhance our curricular and extra curricular provision and always celebrate success and progress in the arts, sports and social aspects of school life. We never lose sight of one of our core purposes—ensuring our children are literate and numerate. The ‘nuts and bolts’ of primary education.

Download Newsletter (Adobe 190KB)

Doubtless you’ll have applied a simple test of progress, and one we encourage all children to use—”look back at your work in September and look at it now”.

In many cases, and this is often most obvious with our youngest children, this can and does show an astonishing rate of progress in writing and maths.

Expert teaching at school, combined with that essential support from home and of course the enthusiasm of our children enable almost all our children to achieve our aim of ‘learning to read’ in Foundation Stage and Key Stage One, enabling them to ‘read to learn’ and develop advanced skills in Key Stage Two.

We were delighted at the response from parents of younger children to our Phonics for Families workshops run by Mrs Armstrong and Mrs Balkwill. Similar workshops are sure to take place in the Autumn Term.

As you are aware we make every effort to enrich and enhance our curricular and extra curricular provision and always celebrate success and progress in the arts, sports and social aspects of school life. We never lose sight of one of our core purposes—ensuring our children are literate and numerate. The ‘nuts and bolts’ of primary education.

Download Newsletter (Adbobe 190KB)

* Sunday morning Match of the Day

Download Nursery Newsletter (Acrobat 243KB)

* Sunday morning Match of the Day

Download Newsletter Issue 57 (Acrobat 182KB)

The ICT Club have been using Microsoft Powerpoint for all sorts of fun activities including creating interactive quizzes, writing their very own adventure games and diaries of school trips. Click below to have a look at some of their work for yourself!

In place of 'Show and Tell' this half term we will be asking children to read their news items (which have been prepared at home) in the style of a news reader. We aim to write some recounts of events in our English lessons that will be presented from the 'Newsdesk'.

We have been discussing how we might 'get into role' and we think that watching 'Newsround' on CBBC might be useful. There is also a handy BBC Newsround website where we can read news articles written by other children which may give us ideas for our own news items.

Could we have the next Trevor MacDonald and Katie Durham in our class?

Year 1 have been working hard producing a series of weavings which have been displayed together to create an impressive 'Art Installation' in the Key Stage One corridor.
We started our unit of work by sorting fabrics according to their textures and moved quickly on to sorting in terms of colour. We chose a range of blue and green fabrics for our weavings and brought in boxes from home to make box looms. We learned to weave using strips of fabric to create the 'weft' and learned to work our strips of cloth going under and over the 'warp' threads. The tricky thing was to remember to start differently with each strip that was added.
What fun we had! Our classroom seemed full of green and blue strips of cloth!
We would like to thank our parent helper, Mrs. Barras, who came to assist us.

Remember the Newsreels which were once such a major part of a trip to the cinema? Year 5 have been recreating these mini-films as part of the new Film Narrative topic for Literacy. Our pupils have learnt all about the film-making process including: writing a Production Sheet; planning different camera angles and assigning roles within Newsreel teams. We also researched and watched numerous Newsreels from the 1930s through to the late 1970s.

I note from last January’s Fellside Matters that I gave an indication of some plans and expectations for 2007—the introduction of a childcare facility, the new Primary Strategy and increasing awareness of sustainable energy, ideally through the installation of wind and solar energy. Well … Fellside Funclub has been in operation since September as has the Primary Strategy (revised guidance for teaching of Maths and English). The installation of wind and solar power has not been as straightforward as we’d hoped for. We submitted plans in October for a wind turbine close to Burnthouse Lane, the ideal location for wind. The proximity to a road and the likelihood of bats (a protected species) in the neighbourhood has necessitated further work to move these plans forward. Similarly a structural survey of our roof is needed to determine suitability for solar energy.

Any structural engineers or bat expert parents please get in touch!

Sustainable energy plans roll forward into 2008 alongside the introduction of foreign language teaching from September. The installation of interactive whiteboards in all classrooms is planned as are further improvements to outdoor learning and play facilities. Lots to anticipate.

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I note from last January’s Fellside Matters that I gave an indication of some plans and expectations for 2007—the introduction of a childcare facility, the new Primary Strategy and increasing awareness of sustainable energy, ideally through the installation of wind and solar energy. Well … Fellside Funclub has been in operation since September as has the Primary Strategy (revised guidance for teaching of Maths and English). The installation of wind and solar power has not been as straightforward as we’d hoped for. We submitted plans in October for a wind turbine close to Burnthouse Lane, the ideal location for wind. The proximity to a road and the likelihood of bats (a protected species) in the neighbourhood has necessitated further work to move these plans forward. Similarly a structural survey of our roof is needed to determine suitability for solar energy.

Any structural engineers or bat expert parents please get in touch!

Sustainable energy plans roll forward into 2008 alongside the introduction of foreign language teaching from September. The installation of interactive whiteboards in all classrooms is planned as are further improvements to outdoor learning and play facilities. Lots to anticipate.

Download Newsletter (Adobe 163KB)

For every £11.75 spent the school gets £3.33 and all the money raised will go towards funding a fabulous theatre experience for the children in March, M&M's recent pantomime was their best performance yet, enjoyed by children and staff alike, and we look forward to their production of 'A Little Princess'.

Thanks for your support and if anyone requires additional order forms we have some in school.

We start back for the new term on Monday 7th January 2008.

… and coming in the New Year.

Download Nursery Newsletter (Adobe Acrobat 197KB)

We start back for the new term on Monday 7th January 2008.

… and coming in the New Year.

Download Newsletter (Adobe Acrobat 253KB)

Download Newsletter (Adobe Acrobat 305KB)

Download Nursery Newsletter (Adobe Acrobat 225KB)

The children have also been painting 'Elmer' on the interactive whiteboard.

Download Diary of Events (Word 27KB)

Click below to see some more examples of their super graph work.

Pickling eggs!

Scrubbing turnips!

Next, the children made simple finger puppets with holes for their fingers to wiggle like legs. They designed their character, then added colour and paper decorations.

Here are some of their wonderful characters:

One of these will be selected and constructed from living willow, this will then be placed in the Key Stage Two playground.

Autumn Term Mon 1 September 2008 to Fri 19 December 2008
(note: Mon 1 September is an In-Service Training day, children will not be expected to start until Tue 2 September)
Half Term Mon 27 to Fri 31 October 2008

Spring Term Mon 5 January 2009 to Fri 3 April 2009
Half Term Mon 16 to Fri 20 February 2009

Summer Term Mon 20 April 2009 to Fri 17 July 2009
Half Term Mon 25 to Fri 29 May 2009

Additional Days

May Day Bank Holiday - Mon 4 May 2009
One Occasional Day (To be Agreed)

On behalf of the Board of Governors we commend this OFSTED report to you, and would like to congratulate every member of the Fellside team in their outstanding achievement. Such inspections shine a spotlight on the entire team and highlight a snap shot in time of a team who continuously strive to give their very best for our children, each and every day.

The outcome of the inspection is of no surprise to the Governing Body who are acutely aware of the strong and purposeful leadership of Mr Doran in transforming vision into action, together with superb teaching and learning delivered by all staff, which makes Fellside a truly exceptional environment.

This achievement is a result of the professionalism of everyone within the Fellside team, all of whom have contributed significantly to the development of our school. I am certain you will agree with me when I say that the professionalism, dedication and enthusiasm of all staff at Fellside make our school a truly unique and inspirational environment in which our children can, and do, flourish.

Furthermore, this report recognises the efforts of all partners within the Fellside community; staff, parents, carers, Friends of Fellside, Governors and supporters within the local community, who together have assisted in achieving our vision of “providing an inspiring and caring environment in which we are all challenged to maximise our potential”. I would like to take this opportunity to thank you all for the continuing support that you give to Fellside and look forward to your ongoing support as we strive to maintain these exceptional standards and further develop both the learning environment and curriculum.

Together we really are making a difference.

John Baines
Chairman
Fellside Community Primary School

Download Report (Adobe 166KB)

Download Newsletter Issue 53 (Adobe 264KB)

The School Prospectus is now available for download.

Please note the information given in this brochure relates to the academic year 2006/2007.

Download Prospectus (Word 1180KB)

Need to buy a musical instrument for your child? The Arts Council has introduced a loans scheme, details of this may be found at:

http://www.artscouncil.org.uk/takeitaway/

Jane Armstrong