The unique WDPS Life Skills Challenge program has been created because all children need a key skills-set in order to develop their potential and to make their life dreams become a reality.
All visitors help us to become enquirers and to learn and discover new things about the world.
Visiting 10 Downing Street helps us appreciate that the WDPS Core Values are reflected in fundamental ‘British Values.’
WDPS Cycle offsite multi-day challenges help us all to develop resilience and to become effective team players.
We develop higher-level thinking skills online by learning to analyse, synthesise and evaluate.
Our teachers appreciate that we are all unique individuals with different learning styles.
Learning is fun as our Teachers plan exciting learning experiences through the International Primary Curriculum (IPC).
The all–weather WDPS Mountain Bike and Running Trail helps us develop fitness, stamina and essential bike-handling skills.
We learn from different world cultures which helps shape us into well-balanced and open-minded global citizens.
In the WDPS Bushcraft Area we develop our Multiple Intelligences and self-confidence whilst learning to manage risks.

Parent Zone

Parent Info

Parents/Carers and school working effectively together, is the key to your child's success. In the WDPS Parent Zone we have included useful information for parents with links to the latest newsletter, term dates and a diary of upcoming events etc.    

Parent Zone has been providing information and support to parents for over a decade.

CEOP is the Child Exploitation and Online Protection command of the National Crime Agency.

Mumsnet is an information website for parents by parents.

Click on the links below for each website.   
Parent Zone Website

CEOP Website


Extended School Provision (Nursery to Y6)

Thank you for responding to our surveys regarding ‘Extended School Provision’. As of Wednesday 8th June, we are delighted to provide the following childcare to our families.

Breakfast Club

The new earlier start time for our Breakfast club is proving to be a huge success. Children need to enter the hall through the doors on the Key Stage 1 playground.

  • Start time – 7.30am to 8.50am - £2.50 per child/session which includes an hour and a half child care, games and breakfast.
  • Start time – 8.15am to 8.50am - £1.50 per child/session which includes child care, games and breakfast.

Twilight Club

If you are looking for after school care for your children, we have experienced staff that can look after your child/children from Monday to Friday from 3.15 to 5.15pm.  We offer a variety of activities on our own school site including: games, arts and crafts, a quiet relaxation area, help with homework and in the summer months outdoor games.  Children also enjoy a tea time snack each evening around 4.30pm consisting of juice, cake, fruit etc.

The charge is £5.00 per child/session which is significantly cheaper than most other childcare providers in the area.

Additional Nursery Sessions – September 2016

Subject to availability, we may be able to offer additional Nursery sessions for your child at the following rates:
£10.00 per ½ day session, £20.00 per full day session, £1.90 for lunch. 
Our Admin Team will notify families of availability once Nursery places have been allocated.

WDPS Bushcraft Area – Overview for Parents and Carers

We have created a bespoke Bushcraft Area so that all of our children can experience nature and learning outdoors in a very special environment.

Bushcraft 1

Click on the link below for more information.

WDPS Bushcraft Area

Reading Often = Improving Life Chances

Research show that reading regularly with your child is a key factor in determining how successful they are in life. We encourage all of our parents and carers to read daily with their child.

At WDPS we teach children to read using a range of highly effective teaching strategies. We have invested in Read, Write Inc which is a child-friendly phonics-based literacy programme which helps children learn how to read and write. Many of you may be familiar with our reading scheme which is Oxford Reading Tree.
Find Out About Our Curriculum

Find out more about our curriculum in the WDPS School Prospectus….


PSHE with Citizenship Design Technology Art & Design Geography History RE Music PE Science Computing English Mathematics Modern Foreign Languages Early Years Curriculum International Primary Curriculum

Family Survey 2017

Thank you to all our parents and carers who completed the WDPS Bespoke Survey and the NfER questionnaire about our school. We were delighted with the positive response and below is an overview of the key findings.

NFER Attitude Survey (Key Findings 84 Parents/Carers compared with other schools nationally)

Main Strengths

•    The school encourages my child to work hard.
•    The school encourages my child to exercise.
•    The school’s approaches are effective – homework.
•    My child was well supported by the school when he/she first joined.
•    I am satisfied with the school’s teachers.
•    The school encourages my child to eat healthily.
•    The school’s approaches are effective – sex and relationships education.
•    The school’s senior leaders do a good job.
•    The school provides a range of out-of-hours clubs and activities.
•    The school’s approaches are effective – anti-bullying.
•    The school’s approaches are effective – equality (e.g. disability, race etc.)
•    There is a good standard of teaching in my child’s school.
•    I am satisfied with the school’s curriculum.
•    I know how my child is getting on at school.
•    The school governors do a good job.
•    I am satisfied with the school’s communication with parents/carers.
•    I would recommend my child’s school to other parents.
•    My child is progressing well at this school.
•    If I raised a concern I feel confident my child’s school would respond well.
•    The school provides a healthy dinner menu.
•    Overall, I am satisfied with my child’s school.
•    My child is happy at school.
        The school encourages my child to treat others with respect.

For the ‘Areas for Improvement’ that you have highlighted, I have responded to show  how we are currently meeting our children’s needs,  or how we are working  to improve  education and support for our children and families in the near future.

Main Areas for Improvement

1.    Pupil Behaviour and Discipline and the Home-School  Agreement
The vast majority of our children abide by our school rules and live out the WDPS ‘Core Values’ in their daily lives. Through our many praise mechanisms like the Friday ‘Achievers Assembly, ‘House Points’ and ‘Class of the Week’ trophy, we reward children who represent the WDPS Core Values which include ‘Empathy’, ‘Respect’ and ‘Commitment’.

It is lovely to see how much our children appreciate receiving their certificates each Friday for living out the school Core Values.

Once we purchase a minibus, we will celebrate good behaviour by rewarding children with more offsite learning experiences.

Behaviour Card System
In the case of extremely bad behaviour or repeated insolence towards supervisory staff, a member of the Leadership Team can give a chance card, outlining the fact that the child will be excluded from lunchtimes if they receive 3 cards in total. The first chance card is green. The second (yellow) and the third (red) are given out by Mr. MingStones or Miss Croll.

Home School Agreement
When relationships break down, a Home School Agreement is then signed by the Head Teacher, the pupil and their parent/carer as a commitment to work hard to improve outcomes for all parties. 

2.    Helping People in the Local Area
As you may be aware, our children visit old people in our local community at Christmas times and they enjoy singing carols together. WDPS children also perform for the general public in Eldon Square.

However, we now need to look at additional ways that we can help people in the local area

I will be asking the WDPS School Council (Representatives from each class) to think of ways for helping people in our local community.

3.    School’s Approach to Special  Educational Needs and Disabilities (SEND)
As a Head Teacher, Trainer and Teacher with many years’ experience of leading learning in schools in the UK, Asia and Africa, I am acutely aware of the importance of meeting all children’s needs. A key strength of WDPS is the Special Educational Needs (SEN) provision. Our highly skilled team of Teaching Assistants works hand in hand with Class Teachers and other specialists to provide bespoke SEN Support Plans which scaffold each child’s learning. I believe our children benefit from a cutting edge approach which results in children with a Special Educational Need making better than national progress in the core curriculum areas.

Action from Parents and Carers
If you have a concern regarding your child’s individual Special Educational Needs, please contact the following staff directly:
•    Your child’s Class Teacher.
•    Our school’s Special Educational Needs and Disability Co-ordinator (SENDCO) Miss Alexander.
•    Teaching Assistant Team Leader – Mrs. T. Taylor.

4.    School’s Pastoral Care (General Care and Well-being)
As a school community we strive to help all of our children to develop their many talents (Multiple Intelligences) to the full. For this to happen our children need to be safe, healthy and happy so that they we can nurture them to realise their potential.

As a community with ‘Wellbeing’ at our core, we offer WDPS Resilience and the ABC project in order that our children gain the necessary skills and knowledge to make informed choices on a daily basis.

➢    WDPS Resilience
The WDPS Resilience module has been created based on Neuro-Linguistic Programming NLP) research and embeds the WDPS Core Values as we seek to help our children develop confidence and effective communication and people skills.

Children benefit from a 20 minute nurture session in class each week where they learn about their own and others’ emotions and how to communicate more effectively.  The following areas are covered on a two year cycle:

Communication 1: Perception is Projection
•    To recognise words which are negative and words which are positive.
•    Link words to emotions.
•    Everyone in school will recognise when communicating in the negative and be able to rephrase it as a positive.
•    To understand body language.

Emotional Intelligence (EI), Multiple Intelligences (MI) and Visual, Auditory and Kinaesthetic (VAK) styles of learning
•    To understand how I prefer to learn.
•    To celebrate Intelligences (talents).
•    To understand my own emotions and those of others.

Drama Triangle - Cause and effect
•    To reflect on my behaviour and that of others.

Conflict resolution, the volcano and perceptual positions
•    To see others’ viewpoints.
•    To understand what causes conflict.
•    To develop strategies to resolve conflict.

Turning negatives into positives/reframing, relax and meditate 1
•    To recognise negativity.
•    To develop a positive attitude.
•    To adopt a healthy lifestyle through reflection.

Multiple Intelligence (MI) week
•    To build and work effectively in a team.
•    To achieve a shared goal.

Goal setting and motivation
•    To set goals and achieve them.

Feedback as a gift
•    To show value and respect for others through feedback.

Time management and organisational strategies
•    Use tools and strategies to manage your life more effectively.

Communication 2: Listening with our whole bodies
•    To be an active and effective listener.

Relax and meditate 2
•    To be kind to yourself.

Make a positive contribution
•    To think about other people’s needs.
•    To improve other people’s lives.
➢    ABC Project (Attitudes Behaviour Consquences)
Children from Year 4 to Year 6 participate in the Anti-Social Behaviour Project where they learn about the importance of resisting peer pressure and the need to make their own good choices in life. The ABC Project is delivered by Mr. Percy Mather, a former policeman.

The aim of The ABC Project, which complements the work done in PSHCE (Personal, Social, Health and Citizenship Education) and SEAL (Social and Emotional Aspects of Learning), is to help children make informed decisions about antisocial behaviour and to teach them that each individual must take responsibility for his or her own actions. The programme is recognised by Safe Newcastle as making a contribution to the education and development of young citizens.

The ABC Project was created through a joint initiative between Northumbria Police and Newcastle City Council.

Action from Parents and Carers
If there are any areas for improvement that you would like to raise, please speak to me or to Miss Croll.

5.    Providing a Safe Environment for Children
Our staff take their duty of caring for all of our children very seriously. In essence we are in ‘loco parentis’ which is Latin for ‘in place of the parent’ which means that we have a responsibility to take on some of the functions and responsibilities of a parent.

We regularly monitor the learning and physical environments to ensure that we are safeguarding children at all times. Safeguarding is an agenda item for all Staff, Senior Leadership Team and Governor Meetings. In addition specialist inspections are conducted annually by Newcastle City Council to ensure that a safe environment is maintained for all children, staff and visitors to our premises.

If you have any concerns, please speak directly to me, Miss Croll, your child’s Class Teacher or the Admin Staff as we constantly strive to provide the safest, nurturing environment where all children can develop their potential to the full.

Working together and living out the WDPS Core Values will give all our children ‘A Stepping Stone into the Future’.

Download Survey Summary

Charging for School Activities

West Denton Primary School has adopted the following policy regarding charging: No charges are to be made for books, materials, equipment, tuition or any other associated costs for education provided as part of the National Curriculum. Parents will usually be invited to make voluntary contribution towards any activities taking place either inside or outside school hours. However, it is made clear that failure to contribute will not affect the pupil’s right to take part in any activity. The school may charge for the following activities:

  • Optional extras – deemed to be activities which take place outside school hours and not related in whole or part of the National Curriculum e.g. where the school buys in an external after-school club provider like Active Kids in order to meet parental demand.
  • Board and lodgings on residential trips.
  • Full or partial costs of residential trips.
  • Individual tuition on a musical instrument.

If appropriate, a charge shall be made for the maintenance of a musical instrument borrowed by a pupil. Parents may be asked to pay for the cost of replacement or repair where damage is deemed to be the pupil’s fault. Parents may be asked to pay the cost of repairing or replacing any school property or equipment deliberately damaged by a pupil. West Denton Primary School conforms with the LEA and fulfills the requirements of the "Education Reform Act" 1st April 1989.Charges levied may be remitted, in whole or part, if the Head Teacher, in consultation with the Chair of Governors, believes that charging may cause an undue financial burden on any given family.

SEN and Pupil Premium

Special Education Needs

At some stage in a child’s life he or she may need additional or specialist teaching. In accordance with the Code of Practice for Special Educational Needs the school will provide appropriate individual education plans for children working at School Action / Action Plus stage of the code. In addition these children will receive a limited amount of additional small group or individual teaching in school. This may be provided by the school’s Special Educational Needs and Disability Co-ordinator (SENDCO), an additional teacher or a classroom assistant qualified in Special Educational Needs. Parents and carers will be kept fully informed, during regular consultation sessions, of their child’s progress. The school has close links with external agencies including the school nurse, audiometrician, speech therapists and educational and behavioural psychologist. We ensure we work very closely with external agencies to provide the very best support possible for children with Special Education Needs from the most gifted to the least able. The school has a designated SENDCO who is, at present, Miss Alexander who works collaboratively with Mrs. Taylor (SENDCO Assistant).  Further details of the school’s Special Needs Policy is available, on request, from the Head Teacher. This policy is reviewed annually.

Arrangements for Children with Disabilities
WDPS welcomes children who have disabilities and will meet the needs of these children as fully as possible. The school follows the L.A. admissions criteria and has taken steps to allow disabled pupils greater access to school. Staff are aware of the needs of children who have medical disabilities and provide support as needed. The school maintains good contact with the school nurse and other professionals. All children are treated equally with access to all areas of the curriculum offered to all children.


During the academic year 2015 to 2016, we used levels related to the new National Curriculum alongside Are Relate Expectations (ARE) in order to assess children’s achievement. Since September 2016 we have used ARE in order to set children’s targets and also to monitor their progress and attainment,

2009-2010 – SEN  3.6 APS progress     3.5 APS progress as a school
2010-2011 – SEN  4.0 APS progress     3.7 APS progress as a school
2011-2012 – SEN  4.6 APS progress     3.9 APS progress as a school
2012-2013 -  SEN 4.3 APS progress      4.2 APS progress as a school
2013-2014  - SEN 3.6 APS (3.9 APS – Y3 SEN cohort) 3.8 APS progress as a school
2014- 2015 – SEN 3.7 APS (4.0 APS – Y4 cohort)      4.0 APS progress as a school
2015-2016 –  SEN 3.5 APS progress    4.3 APS progress as a school

Pupil Premium Grant (Includes Free School Meals children)


At WDPS we utilise Pupil Premium to provide a Teaching Assistant (TA) in each class each morning and to provide bespoke interventions for individual children and for groups of children. The school has also invested in Lexia, RM Maths and RWI in order to combat any inequalities between Free School Meal (FSM) children and those children not in receipt of FSM.

Teachers complete a Class Profile Proforma at the beginning of the year to ensure they are aware of the needs/circumstances of all children including the FSM children.
Teachers are given time for 1 to 1 meeting times with children (Assertive Mentoring) to ensure all children are aware of their targets and that they also know what they have to do to make progress. Teachers then share these targets with parents at Open Evenings.

2009-2010 - FSM 3.7 APS progress     3.5 APS progress as a school
2010-2011 - FSM 3.7 APS progress     3.7 APS progress as a school
2011-2012 - FSM 4.0 APS progress     3.9 APS progress as a school
2012-2013 - FSM 4.3 APS progress     4.2 APS progress as a school
2013-2014 - FSM 3.9 APS Progress     3.8 APS as a school
2014-2015 - FSM 3.7 APS progress     4.0 APS progress as a school
2015-2016 – FSM 4.2 APS Progress     4.3 APS as a school

Pupil Premium Allocation

FSM achieved above the school APS progress.

Also additional Teaching Assistants have been employed to support individuals or small groups of children in the classroom setting in the Foundation Stage. WDPS has also invested in a Foundation Stage Interactive Learning Journey in order to engage all families in their children’s learning.

In addition to the above:

  • Extra small group and individual support through teaching assistant and teacher extra hours
  • Subsidising educational trips
  • Broadening curriculum opportunities
  • Improving resources in school
  • Supply teachers – release teachers for interventions
  • Develop Outdoor Learning Environment (FS, KS1 and KS2)
  • Release SENDCO to identify individual needs earlier
  • Parent Information Boards – signposting
  • Investing in WDPS Life Skills Challenge including WDPS Cycle

In addition to the above:

  • Additional interventions for  individual children  and small groups of children by teachers and teaching assistants
  • Educational Psychologist support
  • Upgrade Maths resources
  • Family Support Worker support
  • Broaden WDPS Life Skills Challenge and WDPS Cycle opportunities
  • Investment in Lexia resources
  • Improve the outdoor learning environment
  • Develop a Nurture Unit

2015 – 2016
In addition to the above:

  • Investment in a new reading scheme
  • Broaden WDPS Life Skills Challenge and WDPS Cycle opportunities
  • Contribution towards an  all-weather running and mountain bike trail
  • Development of a bushcraft area

2016 – 2017

Pupil Premium Strategy Statement Click to Download

Primary School Sport Premium Funding

Following the 2012 London Olympics, it was decided to provide extra funding for Primary Schools. PE provision is assisted at West Denton Primary  School (WDPS) by PE  premium  funding.

The government is providing additional funding of £150 million per annum  from 2013 to 2020 to improve the provision  of Physical Education (PE) and sport  in primary schools. This funding is ring-fenced and therefore can only  be spent on the provision  of PE and sport in schools.

Schools must spend the additional  funding on improving their provision of PE and sport, but they  will have the freedom to  choose how they do this.

This additional funding is been used as follows:
All staff to receive individual coaching to further develop their teaching skills for gymnastics
Buying additional materials for PE and sport
Providing transport for children to compete in Outer West Learning Trust competitions
Broadening the range of PE activities e.g. Street Dance
Investing in WDPS Life Skills Challenge including WDPS Cycle

This additional funding is been used as follows:
Contribution towards an  all-weather running and mountain bike trail
Buying additional materials for PE and sport
Providing transport for children to compete in Outer West Learning Trust competitions
Broadening the range of PE activities e.g. Hip Hop
Investing in WDPS Life Skills Challenge including WDPS Cycle


The money  will be spent as follows:

Hire qualified sports coaches to upgrade Teachers'  skills
Support and involve children by running after-school sports  clubs
Provide resources for children's enjoyment and development of PE and sport in school
Provide resources and training courses in PE and sports  for  teachers
Provide opportunities for children to join other  schools  in sports competitions and healthy lifestyle events
PE Action Planning and Support (Newcastle Sports Partnership)
PE Bronze package (Newcastle Sports Partnership)
Cycling lessons
Contribution to purchase of 2 minibuses

How the funding has made a difference to PE and sport participation

Evaluation of the impact of the sport premium funding will be carried out as  part of our self evaluation arrangements in July 2017.
The self evaluation will look at how we have used the sports premium funding to  improve the quality  and breadth  of PE and sporting provision, including increased participation  in PE.
It will evaluate  the progress made in PE but also  other areas of development such as self-esteem and confidence.
We will be able  to  compare the number of children involved in sporting activities in and outside of school.
The staff  are working  alongside external  agencies to improve  their own professional  development in improving the teaching of PE and sport.
In July 2017 we will have data to  support the impact of the sports premium  funding on pupil progress and involvement in sport.

Music Grant

This additional funding is been used as follows:
Whole class penny whistle tuition
Half termly class ‘Pocket Projects’

Half termly ‘Bamboo Tamboo’ workshops

This additional funding is been used as follows:
Whole class penny whistle tuition
Half termly class ‘Pocket Projects’
Half termly ‘Bamboo Tamboo’ workshops
Instrument purchase

Transition to High Schools

School Welfare Officer

If only children came with an instruction manual! Unfortunately, they don't and at times we all face those difficult moments when we just want to bury our heads and hope our problems go away.

Paula Stones our School Welfare Officer can help: download a leaflet for more information click the link below.

School Welfare Officer Leaflet

Parent Partnership

It is widely recognised that children benefit hugely when parents/carers and school work together. Here, at West Denton Primary School (WDPS), we value the contribution you make towards your child's emotional, social, behavioural and educational development.

Download the Parent Partnership leaflet

DfE Compare Schools

View school information including performance data at:

Parent View Banner

For parents and carers. Parent View gives you the chance to tell Ofsted what you think about your child's school: From the quality of teaching to the opportunities your child has to develop their talents to the full including those provided by the WDPS Life Skills Challenge program.

West Denton School Admission Policy

West Denton Primary follows the admission policy of the local authority a link to this can be found below.

Newcastle Admissions and school transfers

Department for Education Advice on School Attendance

Download PDF

Internet Safety.

The internet is part of our children's lives these days whether we like it or not. It opens up so many educational and social opportunities, giving them access to, quite literally, a world of information and experiences.
Whether on a computer at school, a laptop at home, a games console or mobile phone, children and young people are increasingly accessing the internet whenever they can and wherever they are.
As you would protect your child in the real world, you will want to make sure that they are safe whatever they are doing. Like learning to cross the road, online safety skills are skills for life. If your child understands the risks and can make sensible and informed choices online, they can get the most from the internet and stay safe whilst doing so – particularly from those people who might seek them out to harm them.

So how can you protect your child online?

The answer is simple. If you understand the internet and understand what the risks are, there are a number of things you can do that will make your child safer online...
Does your child know more than you?
Are you worried about what your child is doing on the computer?
Had any problems caused by Facebook?
Find out easy steps to protect your child.

Helping Children Stay Safe Online Download PDF

Plus click here for a very useful resource from CEOPUK