About Us

About Us

Slideshow 1


Click here for Parents Guide to the Early Years Foundation Stage Framework

  2013 2014 2015 2016
  Sch Nat Sch Nat Sch Nat Sch Nat
All 33% 52% 43% 60% 48% 66% 66%  
B 36% 44% 48% 52% 44% 59% 56%  
G 30% 60% 36% 69% 53% 74% 75%  

Good Level of Development (GLD) requires meeting or exceeding all the Prime Early Learning Goals (ELG) and Literacy and Mathematics.



Click here for A Guide for Parents Year One Phonics Screening Check

  2013 2014 2015 2016
  Sch Nat Sch Nat Sch Nat Sch Nat
Y1 84% 69% 78% 74% 62% 77% 77%  
Y2 88% 85% 98% 88% 87% 90% 86%  



Click for Information for Parents on new KS1 & KS2 tests 2016

Combined Reading Writing Maths 2016 67% met Expected Standard

Reading 2016: 67% met Expected Standard

Reading <L1 L1+ L2C+ L2B+ L2A+ L3+
2015 3% 97% 79% 60% 26% 15%
2014 0% 100% 87% 77% 40% 15%
2013 0% 100% 87% 57% 28% 11%
2012 0% 100% 90% 67% 47% 23%
2011 0% 100% 76% 57% 33% 19%

Writing 2016: 67% met Expected Standard

Writing <L1 L1+ L2C+ L2B+ L2A+ L3+
2015 2% 98% 58% 34% 11% 5%
2014 4% 96% 81% 64% 38% 21%
2013 0% 100% 90% 57% 20% 7%
2012 0% 100% 90% 57% 20% 7%
2011 0% 100% 76% 43% 19% 10%

Mathematics 2016: 75% met Expected Standard

Maths <L1 L1+ L2C+ L2B+ L2A+ L3+
2015 2% 98% 71% 40% 19% 5%
2014 0% 100% 94% 77% 57% 19%
2013 0% 100% 90% 67% 33% 10%
2012 0% 100% 90% 67% 33% 10%
2011 0% 100% 90% 71% 38% 10%


Combined Reading Writing Maths 2016 26% met Expected Standard

Teacher Assessment 2016: 68% met Expected Standard

CRWM <L3 L3+ L4+ L4B+ L5+ L6
2015 14% 86% 64% 55% 0% 0%
2014 13% 87% 71% 50% 0% 0%
2013 11% 89% 64% 46% 7% 0%
2012 12% 88% 52% *** 5% 0%
2011 10% 90% 45% *** 10% 0%


KS2 Tests 2016: 45% met Expected Standard

Average Scaled Score: 98.8

Average Progress: -1.7

Teacher Assessment 2016: 77% met Expected Standard

Reading <L3 L3+ L4+ L4B+ L5+ L6
2015 14% 86% 68% 64% 27% 0%
2014 13% 87% 82% 61% 29% 0%
2013 11% 89% 68% 54% 21% 0%


Teacher Assessment 2016: 68% met Expected Standard

Average Progress: 0.0

Writing <L3 L3+ L4+ L4B+ L5+ L6
2015 0% 100% 68% 68% 0% 0%
2014 0% 100% 87% 87% 0% 0%
2013 0% 100% 86% 86% 30% 2%


Teacher Assessment 2016: 71% met Expected Standard

Average Scaled Score: 98.9

Average Progress: -2.1

KS2 Tests 2016: 42% met Expected Standard

Maths <L3 L3+ L4+ L4B+ L5+ L6
2015 9% 91% 73% 64% 27% 0%
2014 3% 97% 76% 68% 32% 0%
2013 7% 93% 82% 75% 36% 0%

Spelling Punctuation & Grammar

Teacher Assessment 2016: 77% met Expected Standard

Average Scaled Score: 101.6

KS2 Tests 2016: 65% met Expected Standard

SPAG <L3 L3+ L4+ L4B+ L5+ L6
2015 9% 91% 73% 73% 64% 0%
2014 3% 97% 84% 74% 53% 0%
2013 4% 96% 61% 50% 21% 0%


Whole Education is a dynamic partnership of schools and organisations committed to redefining today’s educational offering. We believe that all children deserve an engaging and rounded education that supports academic achievement, but also develops the skills, knowledge and qualities needed to flourish in life, learning and work.

As a national network, Whole Education facilitates shared-learning and collaboration between innovative schools; exposes teachers to world-class thinking and approaches; and supports effective professional development, enabling its member schools to move beyond delivering the national curriculum to building a stronger foundation for learning – a ‘whole education’.

Our Mission:

  • To help children and young people to develop a range of skills, qualities and knowledge they will need to succeed and thrive in life, learning and work
  • To help to make learning more relevant and engaging, with young people taking ownership of their own learning
  • To support learning across various settings (online, outside, at home, through volunteering and work) while engaging the wider community

Find out more:


The Whole Education Network booklet

LCC Series Summary Booklet FINAL


Name Committees Category Appointing Body From To
Mrs C Mason Chair CS COM HEA PMP RES Co-opted GB 03.07.14 23.11.19
Mr P Foster Vice Chair APP INT HEA PAP RES PAY Parent Parents 15.03.12 17.03.18
Mrs R Ayre  CS RES Parent Parents 03.07.14 02.07.17
Mrs S Barugh  COM CS NOM PMP Parent Parents 14.12.12 13.12.18
Mr S Brown  CS RES Parent Parents 03.02.15 02.02.18
Miss J Colman  CS RES Co-opted GB 01.06.15 31.05.19
Miss C Ferens  CS RES Staff Governor Staff 31.03.16 30.03.19
Mrs S Jatwa  N/A Deputy Head Teacher GB 27.01.12  
Miss H Spencely  N/A Associate (no voting rights) GB 11.07.16 10.07.20
Mrs J Tinkler  NOM PMP RES PAY Co-opted GB 09.07.14 31.05.19
Mrs T Williams  N/A Additional (no voting rights) GB 06.03.14  

Committees Key:

CS = Curriculum & Standards Committee / RES = Resources Committee / APP = Appeals Committee / PAY = Pay Review Committee /


Name Nature of Interest
  Pecuniary (you or a close connection) Governor in another school/ education establishment Spouse, partner or relative working in school or with business interests
Mrs C Mason Thornaby Academy Deputy Principal Nil P Mason Construction Ltd – Paul Mason (husband)
Mr P Foster Nil Governor at Thornaby Academy Nil
Mrs R Ayre Nil Nil Nil
Mrs S Barugh Niece – Rebecca Ayre – TA at Bader Nil Niece – Rebecca Ayre – TA at Bader
Ms J Brown resigned 25.03.16 Arena Technical Services – Electrical Secretary Nil Nil
Mr S Brown Nil Nil Nil
Miss L Carr resigned 06.07.16 Nil Nil Nil
Miss J Colman Nil Nil Nil
Miss C Ferens Partner – Adam Parr, owns APAdventures (Outdoor Adventure Company) Nil Partner – Adam Parr, owns APAdventures (Outdoor Adventure Company)
Mrs D Flynn resigned 08.10.15 Nil Nil Nil
Mrs S Jatwa  Nil Nil Nil
Miss H Spencely Nil Nil Nil
Mrs J Tinkler Nil Nil Nil
Mrs T Williams Nil Nil Nil


Governors must declare any relevant business interests as well as the details of any other educational establishments they govern.  The register must also set out any relationships between governors and members of the schools staff including spouses, partners and relatives.  It is important to address any perception of a conflict of interests by making clear where such potential personal or pecuniary interests might apply; this might be a conflict between personal interests and the interests of the school or the Council when dealing with outside organisations or individuals.

Note 1. Pecuniary interest includes current employment, businesses (of which partner/proprietor), company directorship, charity trusteeship and other conflict.

Note 2. Personal Interests can also include business involvement/company directorship or trusteeships or family or close connections to the governor (for example a company the school might have contracts with).

Examples (potential conflicts):

* A governor whose spouse/partner is employed by the school – Should not take part in discussion regarding the school’s pay policy or any staffing matter that might impact on their partner.  Both direct and indirect decisions might impact on the salary range of senior staff e.g. increasing pupil numbers.

* A governor involved with any committee group, business or after school club who hire part of the school – Should not be party to discussion involving the use of the school or their charging policy.

* A governor who is a supplier of goods or services to the school – Should not take part in decisions regarding the letting of contracts for that type of goods or services where a sub-contract relationship might exist.

The register of governor interests must also include details of attendance record at the governing body meetings and committees over the year and reviewed and updated on an annual basis indicating also when a governor steps down.

Associate governors must be included on the register and it should be clear when they have voting rights.

Admission to primary school in 2017

If your child was born between 1 September 2012 and 31 August 2013, he or she will start primary school in September 2017.

Letters explaining how to apply will be distributed through the school nursery or if your child attends a private nursery through the post mid-November 2016.

If you have any queries please ring the Schools Admissions Team on 01642 526605 or email This email address is being protected from spambots. You need JavaScript enabled to view it..

Admission to Primary Schools 2017 booklet

Admission to secondary school in 2017

If your child was born between 1 September 2005 and 31 August 2006, he or she will start secondary school in September 2017.

Letters to apply will be distributed through school in early September 2016.

Apply online for your child’s Secondary School place here 

Admission to Secondary Schools 2017 booklet

Admission Zones

It is important to note that Stockton-On-Tees adopts an ‘admission zone’ policy where each school has its own defined area. This means that your registered home address (i.e. the one you pay Council Tax for and have your Child’s Benefit listed for) generally identifies that you are ‘in-zone’ for at least two schools. Therefore your child (in terms of allocating places, if you choose them as your preferred schools) is ‘in-zone’ for at least one community and one faith school.

Therefore in terms of school places the concept of ‘feeder’ primary schools does not apply. However, we do understand that secondary schools do work closely with local primaries to support transition and while this is good practice, it does not automatically mean that children from those primary schools will be offered a place within a specific secondary school. In addition some Roman Catholic or Church of England schools may, as part of their admission policy, also identify Catholic ‘feeder’ or ‘partner’ schools and if your child attends one of these, at the point of application this may further aid your chances of securing a school place for your child.

All faith schools policies will include definitions with regards what ‘Catholic’ means and membership of the Church as well as referring to ‘parish zones’. If you are seeking a ‘church place’ for your child then you will be required to provide some form of evidence at the point of application.

You can use the following Maps@Stockton link to view the admissions zones. We have also provided a useful ‘how to guide’ to help you navigate the interactive map.

If you would like further information about which school admission zone you live in please contact the School Admissions Team on tel: 01642 526605.

Additional School Admission and Appeal documents

2017 – School Admission Arrangements

Details of school admission arrangements across the borough of Stockton-on-Tees

2015 – School Organisation Plan

2016 – Office of the Schools Adjudicator


School Admission Appeals


Contact School Admissions

Telephone: 01642 526605
Please ring between 8.30am and 5pm Monday to Thursday and 8.30am and 4.30pm Fridays.

Fax: 01642 526607

Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

Address: School Admissions Team, Municipal Buildings, Church Road, Stockton-on-Tees, TS18 1XE

Place2Be at Bader

We are delighted to say that as of 1st September 2016 school is working in partnership with the leading national children’s mental health charity, Place2Be. They will be in school every Wednesday afternoon, all day Thursday and all day Friday. Place2Be provides emotional support in primary and secondary schools, building children’s resilience through talking, creative work and play.

HRH The Duchess of Cambridge is the Royal patron of Place2Be. She says:

The exceptional counselling service that Place2Be provides in schools is transformational. It ensures that these children can thrive and take the best possible path in life.

Our young people are growing up in a busy world, facing so many different pressures. Supporting them when the going gets tough is difficult for both family and school. We have decided, therefore, to bring in the support of an organisation that have a great and growing reputation for offering expert support around this.
Place2Be work in the building that used to house the ICT suite. We have totally renovated the space so that it is fit for purpose. Our School Project Manager is Sally Izon. Sally is supported by an assistant school project manager.

Support includes:

  • One-to-one counselling (short- and long-term), to suit each child’s needs
  • Place2Talk, a drop in/self-referral service open to all pupils
  • Group work on issues such as transition into secondary school, bereavement, friendship and self-esteem

Services for others

  • Parents, grandparents and carers: counselling and support services
  • School staff: support, consultation and training
  • Partnership working with statutory agencies, voluntary sector partners and community groups

BADER TEAM (2017-18 Academic Year)

  Name SLT Leadership Responsibility
Acting Head Teacher Mrs Sarah Jatwa SLT Child Protection / Safeguarding
Year 5/6 Mr Hayes SLT Upper KS2 Lead / Maths / Languages
  Mrs Mudgway


Miss Horrigan

Miss Logan

   Mrs Smith    
Year 3/4 Mr Brown   Lower KS2 Lead/Computing
  Miss Robson   Music / Maths
  Miss Adams    
 Year 2 Miss Rider  SLT  KS1 Lead / English
  Mrs Ayre    
  Mrs McLean    Art
Year 1 Mrs Jones    
  Miss Bryson    
Reception Mrs Douthwaite SLT Early Years Lead / Pupil Premium Champion / Child Protection / Safeguarding
  Mrs Jones (0.6)    
  Mrs Kirton (0.6)    
Nursery Miss Ferens    
Early Learners (2s) Mrs McLean    
SENDCo Miss Weir  SLT LAC teacher / Child Protection / Safeguarding
  Mrs Bell   Reading Recovery Teacher
Sports Coach Mr Murphy    
Administration Mrs Spencley   School Administrator
  Mrs Whyshall   Receptionist/Administrator
  Mr Garbutt   Attendance Officer
Learning Support Staff Miss Alder    
  Mrs Bell    
  Mrs Brennan    
  Mrs Brown    
  Mrs Bryan    
  Miss Colman    
  Mrs Kennard    
  Mrs Marley    
  Mrs McCoy    
  Mrs Watson    
  Miss Westwood    
  Miss Wolfenden    
  Mrs Dinsdale 

Mrs Foster

Mrs Cetenkaya

Premises Staff Mr Robinson   Site Manager
  Miss Downs    
  Miss Martin    
  Mrs Parr    
  Mrs Pemberton    
  Miss Round    
  Mrs Thompson    
  Mrs Todd    
  Mrs Wood    
Supervisory Assistants Mrs Nowell   Supervisor
  Miss Cooke    
  Miss Daniels    
  Mrs Mead    
  Miss Robinson    
  Mrs Ross

Miss Nowell



Safeguarding at Bader


Designated Safeguarding Lead: Sarah Jatwa (Acting Head Teacher)

Deputy Designated Safeguarding Leads: Melanie Weir + Angela Douthwaite

Safeguarding Governor: Clare Mason (Chair of Governors)

  • It is important for children to receive the right help at the right time to address risks and prevent issues escalating.
  • Staff working with children are advised to maintain an attitude of ‘it could happen here’ where safeguarding is concerned. When concerned about the welfare of a child, staff members should always act in the best interest of the child.
  • Knowing what to look for is vital to the early identification of abuse and neglect. If staff members are unsure they should always speak to the designated safeguarding lead.
  • If staff members have any concerns about a child they will need to decide what action to take. It is important to have a conversation with the designated safeguarding lead to agree a course of action as some action that you are not aware of may already be in progress.
  • If a child is in immediate danger or is at risk of harm, the designated safeguarding lead or Head Teacher should be informed so that they can make a referral to children’s social care and/or the police immediately
  • All concerns, discussions and decisions made and the reasons for those should be recorded on CPOMSIf in doubt about recording requirements staff should discuss with the designated safeguarding lead.
  • If staff members have concerns about another staff member then this should be referred to the Head Teacher. Where there are concerns about the Head Teacher this should be referred to the Chair of Governors in accordance with the Whistleblowing Policy and the ‘Honesty and Integrity’ section in the Staff Code of Conduct.
  • All staff and volunteers should feel able to raise concerns about poor or unsafe practice and potential failures in the school’s safeguarding processes and that such concerns will be taken seriously.
  • All staff or volunteers working with children and young people have a responsibility to report any instances of students displaying concerning behaviours to the designated safeguarding lead. These behaviours, further outlined in the School Child Protection Policy, Safeguarding updates and training, may be indicators of the following;
    • Child sexual exploitation
    • Honour based violence’ such as Female Genital Mutilation (FGM), Forced Marriage
    • Students being drawn into terrorism or radicalisation
  • There is a statutory duty upon teachers to report to the police where they discover that FGM appears to have been carried out on a girl under 18. It is important that any concerns are discussed with the designated safeguarding lead immediately if concerns of this nature arise, they will be supported with their statutory duty to report it.
  • The School has an obligation to report any concerns about students, families or staff who are giving any cause for concern in relation to being drawn into terrorism to the ‘Channel Programme’. It is important that any concerns are discussed with the designated safeguarding lead immediately. Staff will be accompanied and supported by a Safeguarding lead if they are required to attend a ‘Channel Panel’ to discuss the referral.

What is a school governor?

School governors are volunteers who help to run the school. Most schools work with a group of school governors – together they’re called the ‘governing body‘. They’re involved in decisions about all aspects of managing the school – such as running buildings and budgets, supporting staff and setting standards of school discipline.

Governors also help to make big decisions about the school’s long-term goals. They support headteachers, but also ask questions and make sure the headteacher is taking the school in the right direction.

Who can be a school governor?

Anyone over 18 can be a school governor – you don’t have to be a parent with a child at the school. However, every governing body includes parent governors, and it can be a rewarding way to be involved in your child’s school.

The most important qualities for being a governor are enthusiasm, commitment and an interest in education. You don’t need teaching experience, but it’s useful to bring skills from other areas of your life. It can also be time-consuming – for example, if your school has to apply ‘special measures‘, which are set by Ofsted, to make general improvements.

What does the role involve?

As a governor at Bader Primary School you’ll need to attend a governors’ meeting every term. You’ll also be expected to join one or two sub-committees – these cover different areas like the curriculum, finance or buildings. You’ll need to be able to work well in a team, as you’ll be making joint decisions on policy.

Demands on your time depend partly on how the school is doing generally. Being a governor will be a busy role if the school’s results are getting worse or it’s going through a big change like appointing a new headteacher, or joining with another school.

As a governor you’ll probably need to work eight to ten hours a month, assuming your school is in a reasonable position.

How do I become a school governor?

If you’re interested in becoming a governor, talk to the current chair of governors who leads the board. When there’s a vacancy for a parent governor all parents will be informed, and you’ll have a chance to stand for election.

Before you put yourself forward, talk to your employer. Many employers recognise the role of school governor as useful work experience and may offer paid leave for governor duties.

Bader staff accept that every one of us is both a learner and a teacher. We hold to the view that it ‘Is the personal and professional growth of teachers that will have the most impact on pupil development.’ And that ‘Good schools grow good teachers.’

At Bader we aspire to be a true community school, where pupils, parents, teachers, support staff, governors and other community members work together to achieve and celebrate success and progress for every pupil.

We resolutely pursue, and endeavour to set, the very highest of standards in all areas. We envision a school where relationships are positive, expectations are high, people believe they can accomplish what they value as important, and every single person is constantly learning. We believe that a visitor to school should see people smiling, staff working together, people who care for one another, and people who respect and trust one another.