Governing Body

Every school has a Governing Body whose members are drawn from various sections of the community. Parents, teaching and other staff of the school are also represented and elections are held for these posts.

All parents are notified about elections for parent representatives and any parent with a child in the school is eligible to be a representative on the Governing Body.

The Governors meet at least once a term. Full Governing Body Meeting dates for academic year 2017-2018 are:

  • Thursday 30th November 2017 at 4:30 pm
  • Thursday 22nd March 2018 at 4:30pm
  • Thursday 5th July 2018 at 4:30pm

Contacting the Governing Body

The Governors are keen to hear the views from parents and carers who have opinions to share.

Parents or carers with a specific issue or complaint should follow the school complaints procedure which asks parents to contact the class teacher in the first instance. If they are still not satisfied with the outcome they should make an appointment to speak to the relevant member of the leadership team and then the Headteacher. It is only if this does not result in a satisfactory conclusion that a complaint should be brought to the Governing Body. Should this need arise then the Chair of Governors can be contacted by letter marked for her attention and handed in to the school office on either site. All such correspondence should be marked “Private and Confidential” and will be forwarded unopened to the Chair of Governors. Alternatively, the Chair of Governors can be contacted directly by email at

If a parent or carer has a more general observation or would like to suggest an area for attention this is always welcomed. Several of the Governors are also parents at the school and are always happy to chat to people if they are around at school drop off or pick up. Have a look at the Governor profiles to see who to look out for. Alternatively, parents can use the form on the Contact Us page of the website. NB – Please clearly mark any correspondence “For the Attention of the Governing Body”.


All school admissions are managed through the London Borough of Barking and Dagenham.
To register your child for Ripple Primary School, Suffolk Road or Westbury site you need to go to the One Stop Shop at Barking Learning Centre.

Dagenham Library
1 Church Elm Lane, Dagenham, RM10 9QS

Tel: 020 8724 8710

LBBD Website

The school only manage their own Nursery admissions. To register your child you will need to come to the School Office, Suffolk Road site or the School Office, Westbury Site.


Over the last few years attendance at Ripple Primary School has continued to improve. Attendance for 2015/2016 was 97.02%.  This is well above the national average.

We are always looking at ways to improve even further. To help us to do this please read on……….

We know that you all understand that It is most important that children attend school regularly and are punctual.

It is important for your child’s progress that s/he is always at school unless genuinely sick.

If your child is unable to attend, please notify the school first thing in the morning.  You can either leave a message on the absence line (press option 1), text school mobile (07870 819771) or alternatively you can e-mail the school at  In all instances please state clearly your child’s name, class and reason for absence. Absences for reasons other than illness or special circumstances will not be approved by the school, and will be classified as an unauthorised absence.

The following will also be classified as unauthorised absences:-

Appointments and absences for which we have not received a telephone message, text or email or a medical appointment for which proof has not been provided and of which the school have not been previously notified.

If your child is going home for lunch or has an appointment which requires them to be out of school during their lunch break, they must be picked up at the start of lunch break from the office.  The office should be made aware when a child is being picked up early, taken home for lunch or leaving for a medical appointment.

As we have staggered lunch breaks, pick up and return times are listed below:-

                                 Pick Up                       Return

Reception                     11:30am                   12:25pm

Yr.1                             11:45am                    12:40pm

Yr.2 – 6                       12 noon                      12:55pm

In the interest of health and safety, parents must always collect their child when leaving during the school day.  No child will be allowed home with older brothers or sisters under the age of 16. Proof of ID will be requested.

The School Day

Children are welcome onto the site to attend out Breakfast Club at 8:00am.  The facility is free and is supervised by members of our school staff.  Children can purchase a breakfast if they wish.  Any child on site before 8:30am must go to the Breakfast Club unless being directly supervised by a known adult or adult carer. From 8:35am teachers will be available in the playground to meet and greet children and parent/carers. Learning starts at Ripple at quarter to nine.


Children arriving between 8:45am and 9:00am should go straight to class; they will receive a late mark and also a late letter.  To ensure the security of the site the gates are locked at 9:00am.  Any child arriving later than 9:00am should enter the school via the school office.

For children in Years 5 and 6 at the Westbury, as teachers have a duty of care, learning starts in class at 8:35am, Children make their own way to class and we expect all children to make the most of this additional learning time.  Children arriving after 8:45am are late as learning has begun.

Holidays during school time

All requests for absences during school time will be classed as an unauthorised absence.

In line with Local Authority advice a fine will always be issued, for holidays taken during school time and for absences that are not considered to be an emergency or exceptional.

Parents have the right to appeal to the Governing Body if they feel that the absence is due to exceptional circumstances.

Persistent absences will be monitored and parents requested to attend a meeting in school to explain the reasons. Parents will also be asked to provide medical evidence if an absence is over 3 days.  If absences continue parents could be issued with a fixed penalty notice.

Attendance Policy

Pupil Premium Funding Strategy

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for Free School Meals and those who are not by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

In most cases the Pupil Premium is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium, allocated to schools per Free School Meals pupil, is spent since they are best placed to assess what additional provision should be made for the individual pupils in their care.

Schools are free to spend the Pupil Premium as they see fit. However, they will be held accountable for how they have used the additional funding to support pupils from low income families. New measures will be included in the performance tables that will capture the achievement of those pupils covered by the Pupil Premium. Since September 2012, the Government has also required schools to publish online information about how they have used the Pupil Premium. This ensures that parents and others are made fully aware of the impact of the funding on the attainment and progress of pupils covered by the Pupil Premium.

Our Pupil Premium

In our Mission Statement we state that at Ripple Primary School we are proud to provide a safe, stimulating and inclusive learning environment where every member of our community is valued and respected. Our use of the Pupil Premium helps us to ensure that our broad, balanced, creative curriculum and enrichment activities provide opportunities for all to achieve and succeed.

The Pupil Premium Grant

Ripple Primary School received a total of £385,440 in 2016-2017 from the Government as 34.3% of our pupils currently receive Free School Meals. This is well above the National Average. This compares to £429,100 in 2015-2016.

Below is a summary of how the Pupil Premium has been allocated during the current academic year to ensure that this funding has helped targeted pupils achieve their best. This grant is spent in different ways across the school. The main focus is on raising attainment and increasing pupil’s progress in their learning. The school also provides an extensive range of targeted and universal family support services. In addition to this the school offers a range of extracurricular enrichment activities aimed at providing both inspirational and aspirational opportunities for our children.

This has been achieved through a range of strategies and support including:

  • the Every Child a Reader initiative which includes Reading Recovery in Yr1 and also Better Reading Partners across KS1 and KS2.
  • additional teaching and non-teaching staff appointments to provide targeted interventions in literacy and numeracy, e.g. Toe-by-Toe, Numicon, Reading Stars.
  • universal family support initiatives, e.g. FAST (Families And Schools Together) programme, Incredible Years course.
  • targeted family support through our Family Support Workers and Youth Workers
  • extracurricular enrichment activities, including sports and music, where the school has achieved national success and recognition, e.g. cricket and football teams playing in competitive finals at Lords and at Anfield (not bad for a school with no grass or pitches), the samba drummers performing at the Royal Albert Hall three times, representing the UK at the International Children’s Festival in Fethiye, Turkey and performing by invitation in the 2015 and 2016 Notting Hill Carnival parades.

The Impact of the Pupil Premium

Our most recent Ofsted inspection (May 2016) noted that:

 “Pupil premium funding has been used effectively to narrow gaps between the progress attainment of disadvantaged pupils and others. Where gaps exist, they are closing rapidly. This reflects the school’s commitment to equality of opportunity.”


“Governors ensure that the school meets all its statutory requirements. They monitor the impact of spending on key groups of pupils within the school and make sure that pupil premium funding is used effectively to close gaps in achievement.”

Between 2013 and 2015 the gap between our Pupil Premium children and the National Non Pupil Premium children has narrowed in all areas and has exceeded National Pupil Premium in most areas. The graphs on the following document illustrate this very clearly:

The school’s Pupil Premium Champion (Roger Mitchell) and Link Governor (Jade Brindley) monitor the impact of the school’s Pupil Premium spending on a termly basis. At these meetings, the school’s termly assessment data is used to monitor the in year progress for Pupil Premium children as compared to the full cohort.

The next full review of Pupil Premium will be undertaken by the school in November 2017.



Dear Parents and Carers

Ripple Primary School now offers the opportunity to purchase your school uniform online. It’s called UniformEasy.

UniformEasy is the easy way to buy your uniform. “In association with Tesco, UniformEasy makes dealing with school uniform hassle-free. Approved by the school and embroidered in the UK, the items are purchased online. The school also gets a 5% donation on every sale.” Click here to buy your uniform, the UniformEasy way.

Parents are asked to send their children to school in school uniform. If this is not possible then we ask that children attend in clothes that match the school colours of navy blue, white and grey.

The aim is to provide a positive attitude towards school as well as saving parents the expense of keeping up with every change of fashion.

All clothing should be clearly named. This is most important as it helps lost items to be reunited with their owners.

The following clothing is suggested.


  • Skirt / Trousers – Grey
  • Blouse / Shirt – White
  • Jumper / Cardigan – Plain navy / School logo
  • Sweatshirt / Sweatshirt cardigan – Plain navy / School logo
  • Sensible, dark low-heeled shoes
  • No jeans or tracksuits – save these for non-uniform days

Boy Uniform      Girl Uniform


  • Skirt / Trousers – Grey
  • Blouse / Shirt – White
  • Jumper / Cardigan – Plain navy / School logo
  • Sweatshirt / Sweatshirt cardigan – Plain navy / School logo
  • Blouse / Shirt short sleeved – White
  • Polo Shirt – Plain White / School logo
  • Short trousers – Grey
  • Blue & white check dress
  • Sensible, dark low-heeled shoes, sandals with ankle straps, no flip flops
  • No nylon or football shorts

(Photos to be added in Summer)

P.E. Kit

This must be kept in a drawstring bag clearly marked with the child’s name and class.

P.E. bags can be purchased at the School Office.

  • T-shirt (school logo)
  • Shorts, preferably navy
  • P.E. shoes (for outdoor work)

Children are required to work in bare feet for indoor P.E. unless receiving treatment for foot infections, in which case a note will be required and reference will be made to the school nurse if necessary.

A tracksuit should be worn for outdoor work in winter.

P.E. kits should be taken home at least weekly for washing and always at the end of term.

Art and Craft

Please provide your child with some sort of protective clothing. This may be a cut down shirt, or an overall may be purchased from the school uniform suppliers.


Policy – Recording and Monitoring Lates



Teachers prepare work to support the children’s learning which begins as soon as the children arrive in class. If a child is not in school on time then they are not ready to learn at 8:45am. Children who arrive even a few minutes’ late miss valuable lessons which have been planned carefully by the teacher to address the needs of his/her class. If a child was ten minutes late every morning for a week, they would have missed nearly an hour of learning time that week.


  • To promote and improve punctuality
  • To ensure all stakeholders are aware of their responsibilities in promoting punctuality.


Action Further Guidance Timescale
Gates are closed promptly at 9am. Any child arriving after 9am must enter the school via the Office. Children will be asked the reason for lateness and parent/carer will be asked to sign a form. Daily
Lateness will be monitored by the Attendance Officer. If a child has two late marks in one week a letter will be sent to parents informing them that the lateness will be monitored and asking for improvements to be made. Weekly
Lateness will be monitored by the Attendance Officer. If no improvement is made a further letter will be sent. If still no improvements Attendance Officer will write to parents advising that the lateness will be referred to the Borough’s Access and Attendance for action. 1 month
Access and Attendance will write a letter of warning to parents. If lateness persists a fine will be issued to both parents. 6 weeks


policy-recording-monitoring-lates (PDF)


Ripple Primary Prospectus (PDF)

The brochure is intended to tell you something
about the school. We have attempted to cover
the areas which will probably be of interest and
concern to you and also give you the broad
educational aims that we have for your child.

We believe that close co-operation between home
and school is essential for a child’s successful

We appreciate that this brochure may not be able
to answer all the questions that you would like to
ask and we hope that if this is the case, you will
contact the school and arrange a personal

We welcome you and your child and hope that
their time with us will be one of achievement and

Lettings / Charging Policy

Lettings / Charging Policy

The Governing Body regards the school buildings and grounds as a community asset and will make every reasonable effort to enable them to be used as much as possible. However, the overriding aim of the Governing Body is to support the school in providing the best possible education for its pupils, and any lettings of the premises to outside organisations will be considered with this in mind.

A charge should be levied to meet the additional costs incurred by the school in respect of any lettings of the premises to ensure that the school budget share does not subsidise the cost of a letting

Definition of a Letting

A letting may be defined as “any use of the school premises (buildings and grounds) by either a community group (such as a local music group or football team), or a commercial organisation. A letting must not interfere with the primary activity of the school, which is to provide a high standard of education for all its pupils.

Use of the premises for activities such as staff meetings, parents’ meetings, Governing Body meetings and extra-curricular activities of pupils supervised by school staff, fall within the corporate life of the school. Costs arising from these uses are therefore a legitimate charge against the school’s delegated budget.


Inclusion Policy

Inclusion Policy

All children share a common entitlement to a stimulating and relevant curriculum which is matched to their individual needs.

The school’s policy, provision and practice for Inclusion ensures that pupils are promptly and accurately identified and enabled access to all areas of the curriculum.

This policy describes the way in which the school meets the needs of children who experience barriers to learning. These fall into one of the four categories stated in the current Code of Practice for Special Educational Needs.

  1. Communication
  2. Cognition and Learning
  3. Behavioural, Emotional and Social Development
  4. Sensory and / or Physical

This policy should also be read in conjunction with our English as an Additional Language policy.

Pupil Welfare and Behaviour Support Policy

Pupil Welfare and Behaviour Support Policy

The Ripple Primary School community views pupil behaviour, pastoral and welfare support as a positive and co-operative effort involving all staff, parents and pupils of the school. We believe that good behaviour is the key to a good education and work to create a learning environment where everyone feels valued, secure and motivated to learn.

The Pupil Welfare and Behaviour Support Policy supports other policy documents in the school. This Policy includes guidance on:

  • Behaviours for Learning
  • Positive Behaviour Management
  • Pupil Welfare and Behaviour Support Programme
  • Exclusion
  • Pupils with Additional Needs
  • Lunch Time
  • Use of Reasonable Force
  • Anti Bullying
  • Search and Confiscation

The evaluation of this policy is ongoing and will be regularly reviewed by staff and the Governing Body. This document was most recently updated in March 2013.

Safeguarding and Child Protection Policy


We recognise that child protection is the responsibility of everyone working at Ripple Primary School and our policy applies to all staff and volunteers as well as visiting members of staff. All staff are expected to follow the guidelines in this document.

Children can be at risk of harm within many situations including the home and school environment. School staff (including volunteers) will have regular contact with young people and will be an important link in identifying cases where there may be the need for protection and/or additional early support through the CAF. All members of staff, including volunteers, must be aware of their responsibilities in relation to the prevention and identification of abuse and the systems in place within the school for making a child protection referral. Through its emphasis on early intervention and prevention, this policy aims to minimise the risks of children being abused.

There are a number of aspects to safeguarding and promoting the welfare of children:

  • Supporting pupils with additional or complex needs as identified through the continuum of needs.
  • Ensuring we practice safe recruitment in checking the suitability of staff and volunteers to work with children.
  • Raising awareness of child protection issues and equipping children with the skills needed to keep them safe.
  • Developing and implementing procedures for identifying and reporting cases, or suspected cases where children are at risk of harm.
  • Establishing a safe environment in which children can learn and develop.
  • Raising staff awareness of good practice within safeguarding and child protection.



On behalf of all the staff, children, parents and governors I would like to welcome you to Ripple Primary School.

Ripple is a very happy and welcoming school with a community focussed outlook and we are committed to the safety and care of all our pupils and their families.

As one of the largest primary schools in the UK, with a school population currently expanding to 1,200 across two sites, we are able to provide an exciting range of learning opportunities for our children and a very high level of support for our families.

Our aim is to provide the highest quality education for all in a caring, supportive and inclusive learning environment. We offer a stimulating curriculum where teachers and children work together to ensure high quality teaching and learning opportunities that enable all pupils to progress and achieve. We also offer a wide range of enrichment activities that are intended to be both inspirational and aspirational for all of our children.

We are proud of the school’s many achievements, which have been the result of our successful and hard working partnership between our staff, our children and our families.

We hope that you enjoy browsing our school website and that it gives you an insight into all that we do at Ripple. Please do not hesitate to contact us if you have any comments, suggestions or if we can help you in any other way.

Roger Mitchell

Information regarding Pupil Premium

Acceptable Internet Use & E-safety Policy

Acceptable Internet Use and E-safety policy

It is a condition of Internet access through the Local Authority (LA), and a condition of grant funding through the Standards Fund, that schools adopt the LA’s Acceptable Use Policy. All parents are required to sign that they accept the LA’s AUP.

While there are dangers associated with the Internet, the Internet provides access to a vast range of information. Quoting from Stop! Think! Go? Internet Proficiency produced by Becta, DfES and QCA:

“The Internet enables access to a vast range of cultural, scientific and intellectual material, which might otherwise not be freely or readily available. It extends the school’s walls, to museums, galleries, organisations of every kind and displays them…” p16

This Acceptable Use Policy (hereafter known as AUP) is designed to ensure that pupils use the Internet safely and responsibly as an integral part of their learning whether at home or at school. The policy takes into consideration the responses made by all adults connected with the school as well as government and other recognised authorities on Internet safety.



SAFE is an acronym. It stands for:

1. Keep your password SECRET

2. ATTACHMENTS might have viruses

3. FIND an adult if you see something that upsets you

4. EVERYONE is invisible on the Internet so be careful

We also have a picture with actions that helps us all to stay SAFE. You’ll see this picture all around the school as well.


Safety websites

Here are some excellent website that are SAFE to use and teach you all about e-Safety:

Sites for children

Keeping myself safe

KS1 Think You Know

KS2 Think you know

CBBC Stay Safe

Sites for parents/carers

Ripple Primary School’s Acceptable use Policy
including the e-Safety Policy

Think you know

Please let us know what you think about these sites, what experiences you’ve had on e-Safety and, parents/carers, what further training you would like us to offer. We will be running some workshops again during Parents’ Evening. They proved very successful last year for those that attended.

Mission Statement

At Ripple Primary School we are proud to provide a safe, stimulating and inclusive learning environment where every member of our community is valued and respected. We listen to each other and every voice is heard.

Our broad, balanced, creative curriculum and enrichment activities provide opportunities for all to achieve and succeed.

We celebrate our achievements, differences and cultural diversity. Together we take pride in making a positive contribution to our school and the wider community.

Steps to Success meetings

Welcome back 2014/2015

Welcome back to another new term at Ripple Primary School. All of the staff hope that you all had a wonderful Summer break and are looking forward to working in partnership to ensure your children have a successful year, full of new learning experiences.

To start the year off, we have planned a series of sessions for parents/ carers where we will share information about the learning that is planned in each year group this term. Please do attend the sessions and let us know if there are any other information sessions/ workshops you would like us to hold. Continue reading

Eco Schools

Please feel very proud of Ripple Primary School. Ripple is the first School (that’s all the Primary and Secondary Schools combined) in Barking and Dagenham to receive the prestigious Green Flag Award!

Many congratulations, everyone.

Bronze – awarded 14/02/2012

Silver – awarded 28/08/2012

Green – awarded 22/11/2013

EYFS Curriculum Statement 2012/13

Our curriculum in the Early Years Foundation Stage meets the requirements of the Statutory Framework for the Early Years Foundation Stage (2012).

“It promotes teaching and learning to ensure children’s “school readiness” and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school life”

(Statutory Framework for the Early Years Foundation Stage, 2012)

There are seven areas of learning and development that shape our curriculum, with all areas being important and inter-connected.

Prime Areas

  • Communication and language
  • Physical development
  • Personal and social development

Specific Areas

  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive arts and design


Our curriculum involves activities and experiences for children, as follows.


Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.


Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.


Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.

Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.

Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

Based on the three prime and four specific areas of learning, our curriculum builds upon children’s current levels of development, their interests and previous experiences, leading them towards the Early Learning Goals by the end of the reception year.

A more detailed curriculum plan is devised each term, as we respond to children’s needs and interests. This may differ from year to year as the needs and interests of our children change.

Please refer to our Curriculum Information sheets for detail for each term.