Statutory Information

Statutory Information


Links to Statutory Information on our site

School name Starbank School
School postal address
School telephone number
Name of the member of staff who deals with queries from parents and other members of the public
Name and contact details of your special educational needs (SEN) co-ordinator (SENCO) unless you’re a special school


Admission arrangements


Ofsted Report


Exam and assessment results
Key Stage 2 (end of primary school) Results
Key Stage 4 results:
Performance Tables:


Primary Curriculum
School curriculum in each academic year for every subject
Phonics or reading schemes you’re using in key stage 1:


Secondary Curriculum
School curriculum in each academic year for every subject
List of the courses available to pupils at key stage 4, including GCSEs


Behaviour policy
Complaints procedure
Arrangements for handling complaints from parents of children with special educational needs (SEN) about the support the school provides.


Funding / Grants
Pupil Premium
Year 7 literacy and numeracy catch-up premium
PE and sport premium for primary schools


SEN information report


Careers programme information


Equality objectives


IEB (Interim Executive Board)


Charging and remissions policies


Values and Ethos



Gender Pay Gap Report

As we employ over 250 staff member we are obliged to publish our Gender Pay Gap information.

To view our report please vist:

Statement Of British Values

The DfE have the 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.”

The Government set out its definition of British values in the 2011 Prevent Strategy, and these values have been incorporated into our school.

Serving Our Community

Starbank School is committed to serving its community. It recognises the multi-cultural, multi faith and ever-changing nature of the United Kingdom. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.

It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Starbank School is dedicated to preparing students for their adult life beyond the formal examined curriculum and ensuring that it promotes and reinforces British Values to all its students.

Our Strategies

The school uses strategies within the National curriculum and beyond to secure such outcomes for students. Starbank School’s “Values of the Month” support Fundamental British Values across the school and is a whole school approach. Each month a new value is introduced to children, such as responsibility, respect, tolerance. Weekly values assemblies are led by the Senior Leadership Team. There is a display of the value in each classroom and the hall; ideas are given to parents as to how they can support this value at home. Furthermore, year groups are chosen to complete work around the value and this is displayed in the Reception.

Each Year Culture Day brings together staff, children and parents to develop a greater knowledge and understanding about British values through developing a respect for and learning about other communities.

The school use THE 3D PSHE scheme which offers key concepts and skills to support pupils’ moral, social and cultural education. British Values are at the heart of 3D PSHE. It prepares children for life in modern Britain today.  It also helps pupils develop attitudes to allow them to become full and active citizens in our wider global community.

The examples that follow show some of the many ways Starbank School seeks to embed British values.


The principle of democracy is consistently being reinforced at Starbank School; all children are listened to and have a voice. They are encouraged to make choices.

School Council-Elections are held, each child gets a vote to choose two class representatives who are elected and communicate the views and opinions of each class to the council meetings. Decisions and feedback are relayed back to the class via the councillors.

Resolving of issues is instilled in children through PSHE/RE and when conflicts arise children are aware that every-one is entitled to their opinion and every one’s voice in valued. When conflicts arise, it is procedure to hear all sides of the story before a conclusion is reached.

The principle of democracy is also explored in the History curriculum as well as in assemblies.

Pupils also have the opportunity to have their voices heard through pupil questionnaires.

The rule of law

The importance of laws, whether they are those that govern the class, the school, or the country, is consistently reinforced at Starbank School.

Children are involved in producing the class rules. Rules are discussed daily and we talk about why we need these rules to keep everyone safe and happy. School rules are compared to the rules of the land, students are taught the value and the reasons behind laws that govern and protect us, the responsibilities that this involves and the consequences when laws are broken. They are in line with the ethos of Starbank School. Visits from authorities such as the Police and Fire Service reinforce this message.

Starbank School has a clear Behaviour Policy, which is consistently followed throughout school. We use the Good to be Green Behaviour Management Scheme. E.g. prior warnings will be given before any sanctions are taken out. Positive reinforcements are promoted. This whole school approach includes weekly rewards assembly, class stickers and prizes, and attendance draws.
Starbank School has an E-safety and computer use policy. Pupils must agree to a sensible conduct agreement for computer use before being allowed to log in and use a school computer.

Individual Liberty

At Starbank School, students are actively encouraged to make independent choices, with the knowledge that they are in a safe, secure and supportive environment. Staff at Starbank School educate and provide boundaries for students to make informed choices, through a safe environment and an empowering education.

For example children have a choice of clubs. Children have the right to put their name forward for different in school/ after school clubs (basketball, forest school, computer club, maths booster, Change4life)

Children take part in anti-bullying workshops which encourage them to be themselves, and not accept bullying. Work is also consolidated in PSHE lessons, where children learn about freedom of choice and stereotypes are challenged.

Mutual Respect and Tolerance of those of different faiths and beliefs

This is achieved though equipping students with the ability to understand their place in a culturally diverse society. Multi-faith assembly focuses on a moral or story from different religions/ cultures. Representatives from faith groups come in to lead assemblies
Pupils are actively encouraged to share their faith and beliefs within the school and celebrate festivities throughout the calendar year. They learn about different festivals i.e. Diwali, Christmas, Eid, Easter, and Chinese New Year.

The Religious Studies curriculum provides a broad and balanced education on a range of faiths, religions and cultures. Children look at moral messages within all religions, comparing faiths and learning from each other.

Children from classes 1-6 RE go on trips to places of worship to develop a greater understanding and tolerance of others

Equality for all

Equality and Respect is a strong part of Starbank School. ‘Respect’ is one of the values of the month, and assemblies in this month will focus on respect for all, regardless of ethnicity, gender, family or faith and is embedded through classroom practice.

Students learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect and this is reiterated through its teaching and learning environments. Starbank School has equal out of class opportunities for all. All children, regardless of circumstances, are able to access the wider curriculum, such as school trips (school funding will pay for some families).

All children with a barrier for learning have access to support and guidance, regardless of ability or circumstances. Starbank School is committed to monitoring potentially vulnerable childrens’ progress. Children who are particularly vulnerable (e.g. pupil premium/ looked after children etc.) are closely monitored to ensure that they are developing in line with the school’s expectations. Through PSHE lessons (and interventions such as ‘fun friends’), children are taught to embrace diversity of faith/ethnicity/religion/ family make-up.

All children are encouraged to take responsibility of their classroom environment, including a fair delegation of classroom jobs, irrespective of gender, etc.

Fund Raising is also an important part of life Starbank School with Harvest donation, comic relief, Children in Need, it teaches our children the vital traits of compassion, generosity and humanity for others.

Starbank School strives endlessly to ensure that its students leave with the strongest foundation of values upon which to build a successful life and a successful contribution to our Society.

Pupil Premium

Pupil Premium is funding allocated to schools for children who have been eligible for free school meals (FSM) at some point in the last 6 years (Ever-6) and children who have been looked after (LAC) continuously for more than 6 months.

The Government has introduced this additional funding to address underlying inequalities between non FSM and children who are in lower income families. As a group, children eligible for free school meals have lower educational attainment than their peers.

This funding enables schools to provide extra support to these disadvantaged groups, targeting pupils who need it most helping to reduce the attainment gap.

Pupil Premium Funding Priorities:

  • To focus on securing the foundations of spoken language, reading, writing and mathematics as early as possible.
  • To work with parents to strengthen and maximise their involvement with their child’s education.
  • To develop the social and emotional skills which give young people the resilience, persistence and motivation to become independent and confident learners who lead happy and rewarding lives.

Sports Premium

This funding is used to improve sporting opportunities for all children and especially to ensure that social disadvantage does not hinder sports development. On the secondary site we now have a large sports hall with an excellent range of activities available in and outside of the normal school day.

Y7 Literacy and Numeracy Catch-Up Funding

Every Y7 pupil is ‘Secondary ready’ in English and Maths by the end of Year 7.

What is Catch-Up Funding?

The literacy and numeracy catch-up premium gives schools additional funding to support year 7 pupils who did not achieve the expected standard in reading or mathematics at the end of key stage 2 (KS2). The key objective: Every Y7 pupil is ‘Secondary ready’ in English and Maths by the end of Year 7.

How is the funding allocated?

Y6 students have been awarded a scaled score for their SATs, instead of a National Curriculum Level. As a result funding has been allocated to secondary schools at the same level as in the last academic year with the historic national curriculum levels (2015-16).

Evaluation Criteria:

  1. Catch-up funding pupils identified and Literacy and Numeracy interventions deployed from 18/9/17
  2. Target pupils tracked as a discreet group termly and data entered onto tracking system in line with deadlines. This tracking can be found through internal school tracking systems.
  3. 90% of Y7 pupils who receive this support will be performing similarly to a control group of students who achieved the “Expected Standard” at the end of KS2 in English and Maths. Pupils will have a reading age not less than 6 months lower than their chronological age