At Carrwood Primary School, we believe that every child has the potential to achieve great things. Our school motto, 'Dream Big', reflects our commitment to helping our children believe in themselves and strive for excellence. We are proud of our strong reputation for providing a warm, welcoming and inclusive learning environment that fosters a sense of belonging and encourages our children to reach their full potential.
Our Values and Ethos
Our values and ethos are rooted in a deep commitment to providing an outstanding education for all our children. We believe that every child is unique and special, with their own strengths and talents. We strive to create a supportive and inclusive community that values diversity and promotes social, moral, spiritual, and cultural development. We place a strong emphasis on building positive relationships between children, parents, and staff, and we work closely with our parents and carers to ensure that every child has a successful and happy experience at our school.
Our Curriculum
At Carrwood Primary School, we offer a broad and balanced curriculum that is tailored to meet the needs of our children. Our curriculum is designed to inspire and engage our children, and to provide them with the skills and knowledge they need to succeed in their future lives. Our curriculum is divided into subjects such as English, maths, science, history, and many more, and we offer a range of extracurricular activities and clubs to cater to different interests and talents.
Our Facilities and Resources
Our school is well-equipped with modern facilities and resources to support teaching and learning. Our classrooms are equipped with the latest technology and resources, and we have a range of specialist rooms and equipment to support subjects such as art, music, and physical education. We also have a dedicated library and a learning resource centre that provides access to a wide range of books, databases, and online resources.
Resourced Provision for Pupils with Autism
We have a dedicated Resourced Provision for pupils with Autism, known as Amber Class. This provision is designed to meet the specific needs of our children with Autism, and provides a warm and nurturing environment that fosters social, emotional, and academic growth. Our dedicated staff work closely with parents and carers to provide individualised support and to help our children achieve their full potential.
Working in Partnership with Parents and Carers
We believe that working in partnership with parents and carers is essential to ensure that every child has a successful and happy experience at our school. We place a strong emphasis on communication and collaboration with parents and carers, and we encourage regular contact and updates on your child's progress. We also provide opportunities for parents and carers to get involved in school life through volunteering, participating in events and activities, and providing feedback and suggestions.
Who to Contact
If you have any queries or concerns, please do not hesitate to contact us. You can reach us on 01274 664864 or office@carrwood.bradford.sch.uk. We look forward to hearing from you and to welcoming you to our school community.
General Dissatisfaction
The reviewer expresses their disappointment and frustration with the school, stating that it has declined in quality over time.
Dress Code Issues
A specific concern is the strict dress code policy, which prohibits students from wearing black boots, even in rainy conditions. This has led to instances where half of the school was sent home due to non-compliance with the footwear policy.
Favouritism and Lack of Effort
The reviewer also accuses the new head teacher of favouritism, allegedly treating certain students differently and not putting in sufficient effort to teach all children. This bias is perceived to be based on personal preferences rather than academic merit.
Lack of Homework and Reading Materials
Furthermore, the reviewer points out that since September, there has been a lack of homework and reading materials sent home with the children, suggesting a lack of emphasis on academic development.
