- Welcome to Marlborough Primary School
- School Mission Statement
- Strategic Vision
- Strategic Aims
- Our Story
- Facilities
- Organisation
- Foundation Phase
- Key Stage 2
- Admission Arrangements
- Appeals
- Y Galon - Specialist Resource Base (SRB)
- Starting School for the first time
- Joining the school later on
- Moving On – Transferring to Secondary School
- Communication
- Parent Teacher Association
- Contexts for learning
- Story boards
- Immersion activities
- Positive Relationships
- The Foundation Phase (Nursery – Year 2)
- Key Stage 2 (KS2)
- Purposeful Play
- Outdoor Learning
- PACE
- Home Learning
- Let Grow home learning projects
- Extra-Curricular Activities
- Educational Visits
- Visitors
- Assemblies
- Equality
- Safeguarding
- Children who are Looked After (CLA)
- Catering for the Needs of all Children
- Medical Needs
- Behaviour
- Pupil Standards
- Reporting to Parents
- Attendance
- Punctuality
- Fixed Penalty Notices (FPN)
- Holidays during term time
- Extended Holidays / Heritage Visits
- School Uniform
- PE & Games Kit
- Jewellery
- Lost Property
- School Meals
- Smoking
- Money
- Complaints Procedure
- Charging Policy
- Publication Scheme
- After School Club
- Breakfast Club
- Contacts
- Staff
- Term and Holiday Dates
Welcome to Marlborough Primary School
The Marlborough Team has compiled this Prospectus. We hope that it helps you to gain an understanding of how our school is organised, and to appreciate the exciting opportunities on offer to our pupils. All schools have a distinctive ‘feel’ which makes each one unique. At Marlborough, I believe that special feeling is our warm, friendly, caring atmosphere.
I am extremely privileged to be the Headteacher of this amazing school. I am proud to lead a team that is committed to achieving high standards and providing the very best opportunities for the children in our care. The Marlborough team work hard to deliver a rich and innovative curriculum; to prepare children for future education; and to help them acquire the skills and enthusiasm needed to pursue learning for the rest of their lives.
“No significant learning can occur without a significant relationship.” – Dr. James Comer. At the very heart of Marlborough is our focus on relationships. Building, nurturing and sustaining positive relationships with our pupils, colleagues, families and community. This underpins and guides our school culture and ethos.
The best way to find out about our school is to come and visit, to see us in action and meet the staff and children. A telephone to the school office on 029 20492564 is all that is needed to arrange this.
I look forward to welcoming you to our school, and to a happy and successful partnership with all our new children and families.
Geraldine Foley
Headteacher
School Mission Statement
Aiming for Excellence
Strategic Vision
To lead a consistently high performing team that aims for excellence in all that it does.
Strategic Aims
1. Excellent teaching where learners are fully engaged in the learning process and actively drive a dynamic curriculum that excites and ignites a lifelong passion for learning.
2. Pupils consistently achieving high standards with a determined focus on continuous improvement.
3. Equality of opportunity for all learners in an inclusive environment.
4. A High Performing Team dedicated to their own personal and professional growth.
Our Story
Marlborough Primary School was established on the 1st of September 2011 following the amalgamation of Marlborough Infant School and Marlborough Junior School.
In its different incarnations, Marlborough has served the community of Penylan and Roath since 1900.
As we approach our 15th anniversary, we continue to reflect on, and celebrate the progress that we have made, as well as shaping the direction of travel for the years ahead.
Facilities
The school buildings are a mixture of traditional Victorian, 1950’s post war and modern architecture. The Foundation Phase corridor was built in 1952, the Key Stage 2 corridor was built in 1900 and 1950s and the admin offices, interlinking corridor and kitchen built over the last 14 years.
The building comprises a Nursery unit, six Foundation Phase classes, eight Key Stage 2 classes, two Specialist Resource Base classes (Y Galon), two large halls, four learning intervention rooms, a sensory room and a meeting room.
In addition, we have a large playground and outdoor learning environments.
Organisation
Children are entitled to a Nursery place, accessing either morning or afternoon sessions (mornings 9:00 – 11:30 am, afternoons: 12:50 – 3:20 pm) from the start of the term after their third birthday.
If demand is high in a particular year for Marlborough we have just one intake in September.
Children spend seven years at primary school.
Foundation Phase
- 3 - 4 years - Nursery
- 4 - 5 years - Reception
- 5 - 6 years - Year 1
- 6 – 7 years - Year 2
Key Stage 2
- 7 – 8 years - Year 3
- 8 – 9 years - Year 4
- 9 – 10 years - Year 5
- 10 – 11 years - Year 6
We have 60 pupil places in each cohort
The Nursery offers part-time places for up to 64 children.
All classes are taught by a fully qualified teacher. Our team of Teaching Assistants support children’s learning in the Foundation Phase classes as well as leading learning interventions across the school.
Teachers have half a day non-contact time each week or a full day fortnightly to support their planning and assessment. We use our Higher-Level Teaching Assistants who cover these sessions. In addition, teachers have non-contact time to undertake leadership roles and professional learning.
Admission Arrangements
Cardiff Council deals with the administration of admission arrangements to Maintained Primary Schools centrally. A booklet, Admissions to Schools 2026 – 2027 Information for Parents, setting out the Nursery and Reception admissions procedures and key submission dates can be found on the Council’s website.
Appeals
Schools have a limit on the number of children they can take. In Marlborough Primary School this is 60 in each year group. The admission figure is set by the Local Authority (LA).
Should the potential admissions exceed the published admission number, priority will be given to catchment area pupils with siblings first, then catchment area pupils.
If a place is not available on application, you have the right to appeal to Cardiff Council Local Education Authority. Appeals are heard by an independent panel. A comprehensive guide can be found on the Cardiff Council website.
Y Galon - Specialist Resource Base (SRB)
Y Galon is Marlborough's Special Resource Base (SRB) for pupils with Severe and Complex needs. The SRB has places for up to 20 pupils with statements of Special Education Needs. Provision of places is organised by Cardiff Local Authority.
Starting School for the first time
The Nursery is able to take a maximum of 32 pupils in each morning and afternoon session.
Children are admitted to Nursery in the September or term after their third birthday.
Children are admitted to Reception in the September after their fourth birthday. All pupils, irrespective of whether they have attended our Nursery have to re-apply for a Reception place via Cardiff Council Local Authority.
A meeting for all new Nursery and Reception is held annually in the latter part of the summer term.
Joining the school later on
Sometimes children join Marlborough later on in their school life. We make every effort to ensure that they are welcomed, looked after and monitored to ensure that they quickly make friends. Teachers give children time to settle in before making an assessment of their academic abilities. This assessment, together with records from their previous school, enables children to have the best start in our school.
Moving On – Transferring to Secondary School
At the end of primary school, children transfer to a secondary school. Pupils who live in the Marlborough Primary School catchment area are in the Cardiff High School catchment area. This however does not guarantee a place at Cardiff High School.
In order to make transfer to secondary school as smooth as possible, good liaison has been established between the respective schools. Marlborough has also established proactive transition links with other local high schools.
Building, nurturing and sustaining positive relationships with our children and families is at the heart of our school culture. We welcome parents and carers into Marlborough Primary School believing that we are partners in the education of your children.
There are many opportunities for parents to become involved in the life of the school and to gain a greater understanding of its work. Parents’ support and expertise can be used in many ways and is greatly valued. DBS checks are carried out on all adults working in the school, including all volunteers.
If you are able to help, please talk to your child’s teacher.
Communication
We communicate with parents and carers in various ways, for example through our monthly newsletters, Seesaw, text messages, workshops and informal social events. Parents are regularly invited to attend class assemblies, concerts, and to Parents’ Evening Consultations. Every year parents are invited to attend Sports Day, as well as Expressive Arts performances.
Staff are always happy to meet with parents and carers to talk through any concerns.
The school’s website has a wealth of information including our monthly newsletters, class pages, copies of key policies and curriculum information.
Parent Teacher Association
Our PTA exists to support the life and work of the school and is open to all members of the school community.
The Association provides invaluable support to the school through organising many social and fundraising events involving parents and the wider community.
Money raised provides extra facilities and equipment for pupils. The PTA identifies long and short-term projects for its fundraising. Over the past few years the focus has been on developing the school grounds as a recreational and learning resource.
The PTA needs the support of parents to ensure it is able to continue to enrich the lives of children. As a new member of our school community we hope you will be able to add your support to the work of the Association.
Following Professor Graham Donaldson’s review of the curriculum in Wales in 2015, Successful Futures, the Curriculum for Wales was published in January 2020. It became statutory in September 2022 and is designed to give teachers flexibility over how and what they teach, with the aim of helping learners to learn.
The Four Core Purposes which underpin the curriculum will support learners to become;
· Ambitious, capable learners, ready to learn throughout their lives.
· Enterprising, creative contributors, ready to play a full part in life and work.
· Ethical, informed citizens of Wales and the world.
· Healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
There are several skills that are an integral part of these core purposes which need to be developed throughout our broad and balanced curriculum.
• Creativity and innovation.
• Critical thinking and problem solving.
• Personal effectiveness.
• Planning and organisation.
The Curriculum for Wales is divided into 6 Area of Learning and Experiences (AoLE)
· Language, Literacy and Communication which includes Welsh and other modern foreign languages at KS2/3 and beyond.
· Humanities which includes religious education, history, geography and environmental education.
· Mathematics and Numeracy
· Science and Technology which includes science, design and technology and IT.
· Health and Well-being which includes personal and social education, emotional and physical health, exercise and relationships and sex education.
· Expressive Arts- which includes art, drama, music and dance.
Literacy, Mathematics and Digital Competence are three themes that run through all our projects as they are essential to all learning and the ability to unlock knowledge. Please see the National Literacy and Numeracy Framework and the Digital Competence Framework for a breakdown of the skills we teach in each year group. Wherever possible, we aim to highlight and explore cross curricular links to provide a more holistic approach to learning and to help our learners to understand how skills are transferable and applicable in many situations.
At Marlborough our first strategic aim lies at the heart of all teaching and learning; ‘Excellent teaching where learners are fully engaged in the learning process and actively drive a dynamic curriculum that excites and ignites a lifelong passion for learning’.
Contexts for learning
Our curriculum aims to be inclusive for all and to provide a breadth of learning, drawing together a range of experiences, knowledge and skills across a range of contexts, topics and activities. We want our learners to consider; local, national and international contexts, develop understanding of human rights education and diversity and to understand their role in our society and the World.
Curriculum Update: A Stronger Learning Journey for Every Child
At Marlborough, we are committed to providing a rich, engaging, and forward-thinking curriculum that grows with our learners. During the summer of 2025, our Curriculum Team undertook a comprehensive review of our planning and delivery to ensure our approach continues to meet the needs of every child—now and in the future.
Why We Reviewed Our Curriculum
We wanted to ensure our curriculum was:
• Clear and coherent for learners, staff, and families.
• Balanced and inclusive across all Areas of Learning and Experience (AoLEs).
• Progressive, enabling children to build on prior knowledge and deepen their understanding over time.
We also evaluated how our curriculum aligns with the Curriculum for Wales, particularly in areas where schools have been able to interpret the Statements of What Matters at a local level, to create bespoke learning for their pupils.
What We Learned
While our current curriculum has many strengths, we identified opportunities to:
• Clarify learning intentions and progression, particularly in Humanities, Expressive Arts, and Science & Technology.
• Provide more opportunities for learners to revisit and consolidate key concepts.
• Strengthen cross-curricular links and develop authentic contexts for learning.
What’s New?
From Nursery to Year 6, we are introducing a refreshed curriculum model designed to make learning more meaningful, connected, and exciting, from September 2025.
Key features include:
• Six-Week Projects: Each term will feature a project driven by a big enquiry question, rooted in Humanities or Science & Technology.
• Celebrating Welsh Identity: Every year group will explore themes that reflect our Welsh heritage and foster a strong sense of Cynefin—belonging and place.
• Creative and Expressive Learning: Expressive Arts will be embedded throughout each project, encouraging creativity and self-expression.
• Real-World Connections: Projects will include opportunities for educational visits, guest speakers, and hands-on experiences to bring learning to life.
• Integrated Skills Development: Literacy, Numeracy, Digital Competence, and Health & Wellbeing will be naturally woven into each project.
• Vocabulary Focus: Each project will highlight key vocabulary to support language development and deepen understanding.
• Collaborative Planning and Reflection: Teachers will work together regularly to refine and enhance each project, ensuring it remains dynamic and responsive to learners’ needs.
Looking Ahead
This updated curriculum reflects our commitment to nurturing curious, capable, and confident learners. By making learning more connected and purposeful, we aim to inspire every child to thrive—academically, socially, and emotionally.
We look forward to seeing the positive impact of these changes in our classrooms and beyond.
Story boards
At Marlborough, we have introduced storyboards to support the high‑quality teaching and learning already taking place across our school. Storyboards help us make learning consistent, ensure clear progression from lesson to lesson, and strengthen the shared understanding between pupils, staff, and families. They give everyone—children, teachers, and parents—a simple visual overview of what pupils are learning, why they are learning it, and how each step connects to the next. We hope they will make it easier for families to talk about learning at home and feel even more involved in the journey. Please see examples in the appendix of The Curriculum and Pedagogy Policy linked below.
Immersion activities
At the start of a new project, staff work together on planning an immersion activity to engage our children and their families. This often involves dressing up, decorating the school and playground as well as providing immersive activities in and outside the classroom. Where possible we give the children a new experience to get them hooked into the project. Some examples we’ve used in the past have included visiting theatre groups, a trip out of school, the use of VR headsets, artefacts, food tasting, 3D cinema, visitors from our community and props/clues around school to tickle children’s taste buds as they search for clues!
Once we’ve completed our immersive experience, we capture the children’s prior knowledge through careful questioning. This provides teachers with an insight into learners’ misconceptions and knowledge of the subject.
In the technological age in which we find ourselves we cannot assume prior knowledge and start every project at the same point. In order to plan for progression, development and assessment capable learners we need to ensure that all pupils have the opportunity to reach their potential and progress through the skills and knowledge identified within the progression steps of the AoLEs. Assessment opportunities are built into this process in order to determine progress made and identify any gaps in learning that need to be addressed.
Positive Relationships
At Marlborough we understand the importance of developing positive relationships as they lie at the heart of all we do.
‘No significant learning can occur without a significant relationship.' James Comer
All children need to feel secure, safe and nurtured. We build these relationships upon trust. We feel that the better we know each child the happier they will be and the more they will learn. We make developing these relationships the starting point of every new academic year as classes move up through the school and meet new members of staff. In September we start the new year with a ‘Getting to know you’ project. Staff members also share a brief biography about themselves on our website, so families can read about our background and interests before meeting us in person.
The Foundation Phase (Nursery – Year 2)
Children aged 3 to 7 are organised into year groups in the Foundation phase from nursery through reception and onto years 1 and 2. We have 2 classes in each year group. The Foundation phase classes follow the same curriculum as older children but greater emphasis, particularly in the Early Years of nursery and reception is on the acquisition of the basic skills. These include phonics through structured teaching of Monster Phonics, reading, oracy, the sense of number, counting and social skills such as sharing, co-operation, making relationships and self–regulation.
These youngest children learn through first-hand experiential activities with the serious business of ‘play’ providing the vehicle. Through their play children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems and make decisions individually, in small and large groups. First-hand experiences allow children to develop an understanding of themselves and the world in which they live. The development of children’s self-image and feelings of self-worth and self-esteem are at the core of this phase. The Foundation Phase indoor and outdoor learning environments promote discovery and independence and a greater emphasis on using the outdoor environment as a resource for children’s learning.
All Foundation Phase classes use the Seesaw app as their blended learning platform. Families are given a code to access their child’s learning at school and to receive announcements and messages from the school/class teacher. This provides a lovely insight into your child’s day and will give you the opportunity to discuss and ask questions about their learning after school.
Key Stage 2 (KS2)
Children aged 8 to 11 are organised into year groups in Key Stage 2. These year groups are call Years 3, 4, 5 and 6. We also have 2 Specialist Resource Base classrooms for our children with additional learning needs in the KS2 corridor. We have 2 classes in each year group. Children in KS2 also follow the Curriculum for Wales. In order to encourage these children to flourish we aim to develop independence alongside the ability to collaborate with peers. We encourage the regular use of Talk Partners to consolidate learning through discussion. We believe that learning should be without ceilings so wherever possible we don’t ability group learners but instead offer them a range of levels of challenge within the work they do. We precisely target some elements of basic skills with ability groups in areas such as reading and spellings.
Growth mindset is also a key part of our learners’ toolbox. Children are taught to appreciate and even celebrate their marvellous mistakes and realise that the identification of a mistake is the key moment when learning happens. All children are encouraged to 'have a go' and not to give up.
All KS2 classes also use the Seesaw app as a means of communication between the class teacher and home. Families are given a code to access their child’s account and to receive announcements and messages from the school/class teacher. In Key Stage 2 Google Classroom is used as the online learning platform. There is more information on these platforms on the school website,
Purposeful Play
Vision Statement At Marlborough Primary School, we believe that every child thrives when learning is joyful, meaningful, and connected to the real world. Our vision is to create a culture where purposeful play, PACE (Playfulness, Acceptance, Curiosity, Empathy), independence through Let Grow principles, and rich outdoor experiences empower children to become confident, resilient, and curious learners. We nurture emotional safety and creativity, encourage risk-taking in a supportive environment, and foster a deep respect for nature. Together with families, we build a community where children feel valued, inspired, and ready to embrace life with courage and compassion. “Play with purpose. Grow with courage. Learn in nature.” Growing curious, resilient minds through explorative independent play.
Outdoor Learning
Outdoor learning plays an important role in supporting children’s mental health and wellbeing. Spending time learning outdoors helps children to feel calmer, happier, and more relaxed, while also improving focus and concentration. Outdoor environments give children space to move, breathe, and reset, which can reduce stress and anxiety and support emotional regulation. Learning outside also helps children build confidence, resilience, and positive relationships with others, supporting them to feel secure, motivated, and ready to learn both inside and outside the classroom.
We recognise that, as an urban school, we do not have large green fields or woodland. However, this does not limit the quality or ambition of our outdoor learning. Instead, we use our space creatively and purposefully to provide rich, meaningful learning opportunities. Our outdoor spaces Our school grounds include: · Small garden areas · Playground planters · A log circle · Young and well‑established trees · A greenhouse · A large playground Together, these spaces create micro‑habitats and varied learning environments where children can explore, investigate, collaborate, and be active. We are also very lucky to have parks and larger green spaces within a short walking distance. Our new curriculum includes a spiral revisiting of field work skills that will necessitate visits to different habitats and environments for field work studies too.
Outdoor learning is not just about nature While children do learn about plants, animals and the environment, outdoor learning at Marlborough goes far beyond nature study. Outdoor learning can include: · Maths – measuring, counting, estimating, solving problems, Literacy – speaking and listening, storytelling, drama and writing for real purposes, Science and enquiry – testing, observing, predicting and experimenting, Health and wellbeing – physical activity, teamwork, confidence and resilience, Creative learning – art, construction, role play and performance, and Personal and social skills – cooperation, independence and managing challenge
PACE
Our PACEful approach to learning underpins everything we do. We believe children learn best in an environment that is purposeful, calm and engaging, where strong relationships and high expectations support both academic success and personal development. Through well‑structured lessons, positive behaviour practices and meaningful opportunities for reflection, pupils are encouraged to become confident, motivated learners who take pride in their achievements. Our PACEful approach promotes resilience, independence and collaboration, ensuring that every child feels safe, valued and supported as they progress through their learning journey.
Home Learning
At various points in the year pupils are encouraged to broaden and develop their own interests within the topic. These open-ended home learning projects are designed to enable our pupils and their families to work together and be creative. All children are also encouraged to read regularly at home and at KS2 to practise times tables and spellings.
Let Grow home learning projects
We aim to foster independence both inside and outside school. Our menu of Let Grow home based learning opportunities is designed to encourage curiosity, independence and interest beyond the school grounds. These projects also encourage time outside as a family, learning more about our environment, and even more importantly interacting with our surroundings rather than digital devices.
Extra-Curricular Activities
The staff at our school provide many opportunities for children to become involved in extra-curricular activities at lunchtimes or after school. These include netball, dance and gymnastics as well as French, craft, dance ,choir and Lego Clubs. A full list of current opportunities can be obtained from the school office or website.
Educational Visits
School trips and visits are an integral part of the education of children at Marlborough Primary. We value the opportunities such visits offer our pupils and the commitment of staff and adults undertaking them. Trips include class visits aimed at bringing learning alive and providing first-hand experiences; extra-curricular outings such as activities with the school choir or sporting events; and attending or taking part in performances or competitions. We are fortunate to have Cardiff and the South Wales valleys on our doorstep and this provides a rich and inspirational learning resource.
Children in Years 6 have the opportunity to take part in a residential visit to the Urdd Centre in Llangrannog for 5 days, 4 nights, usually in the autumn term. This visit is planned to provide new and exciting experiences and to provide real contexts to develop their Welsh skills as well as join in a wide range of outdoor activities; go-karting, skiing, bushcraft, archery and many more.
Visitors
Visitors have a valuable role to play and can contribute to many aspects of the life and work of the school. They deliver talks, workshops and full day activities across a wide range of subjects, giving pupils access to outside experiences and expertise. Visitors provide a link with the wider community – children have the opportunity to work alongside artists, musicians, authors, health professions and others.
Assemblies
A rounded programme of assemblies throughout the week help to promote pupils’ spiritual, moral, social and cultural development, and provide clear guidance on what is right and what is wrong. These assemblies are led by teachers and leaders and regularly focus on character strengths, the UN Rights of the Child and religious festivals celebrated during the year. Each class leads an assembly once a year. Parents are always very welcome to attend these special occasions.
On Fridays an Assembly of Celebration is held where character strengths, birthdays and special achievements are shared and celebrated.
Equality
At Marlborough Primary School we are all committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers irrespective of race, gender, disability, religion or socio-economic background. We aim to develop a warm culture of inclusion and diversity in which all those connected to the school feel proud of their identity and are able to participate fully in all aspects of school life.
The school recognises it is essential to ensure that all groups prosper equally and is an inclusive community where differences are accepted understood and respected.
The wellbeing and achievement of pupils is monitored closely considering may factors including race, gender, additional learning needs and disability. We use this data to support pupils more effectively, raise standards and ensure inclusive teaching. We tackle discrimination by the promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all. As a school we believe that our diversity and inclusivity is a strength, which should be respected and celebrated by all those who learn, teach and visit us.
We endeavour to ensure that all pupils can play as full a part as possible in school life by.
• Ensuring the school site is accessible for all.
• Increasing the extent to which disabled and pupils with additional learning needs can participate in all aspects of the curriculum and school life, including trips and residentials.
• Improve the physical environment to enable disabled pupils to take better advantage of education, benefits, facilities and services provided at Marlborough.
• Improving the availability of accessible information to pupils with additional learning needs, disabilities and their families.
Safeguarding
Marlborough Primary School is committed to maintaining an environment where all children and staff feel safe and secure. The staff, volunteers and wider community all work together to safeguard and promote the welfare of the children. The curriculum is carefully designed to ensure it includes opportunities for children to develop the skills they need to stay safe including whilst using the Internet. Our staff work hard to develop strong relationships with our children so they can feel safe, secure and reassured that they can approach any of the adults in the school if they are worried and that they will receive a consistent supportive response and effective care.
In recognising our responsibilities for Safeguarding and Child Protection, as a school we:
• Develop and maintain strong relationships with our children and families.
• Establish a safe and nurturing environment.
• Aim to raise awareness of child protection issues and equip children with the skills needed to keep them safe.
• Have clear staff recruitment and selection procedures, ensuring that all staff (including volunteers) who have access to children, have been appropriately checked for their suitability through the DBS procedure.
• Ensure all staff have annual safeguarding training.
• Have clear procedures for identifying and reporting cases, or suspected cases of abuse.
• Support children effectively with in house wellbeing support or referrals to specialist agencies.
• Support children in accordance with their Care and Support or Child Protection Plan.
The safeguarding team, Leah Crew (Designated Safeguarding Person) Geraldine Foley, Rachel Lloyd and Sally Hodges, Kate Adams and Michaela Sherlock are all available to advise and support pupils, parents/carers and staff. All are staff are aware of their duty to refer any concerns and are also happy to help if you have any concerns.
Children who are Looked After (CLA)
Our Assistant Headteacher Leah Crew and Kate Adams work with children who are looked after and previously looked after ensuring an enhanced transition into Marlborough and onto their chosen high school, working closely with their class teachers, sourcing support to meet any wellbeing needs, liaising with their parents/carers and other professionals and monitoring their academic progress.
Catering for the Needs of all Children
At Marlborough Primary School we believe that every child is unique and precious, and we aim to provide a broad and balanced curriculum for all. We are committed to developing an inclusive culture and policies and practices that reflect this.
All staff work closely together to identify when children have barriers affecting their learning and tailor specific academic and wellbeing interventions to enable pupils to overcome these barriers.
At Marlborough every pupil is encouraged to be the best that they can be and succeed highly at our school where excellence is encouraged, celebrated and supported. The school enjoys a strong academic reputation. Children leave Marlborough Primary School highly literate and numerate. Work is well planned, challenging and differentiated appropriately and the whole-school curriculum is designed, with the children, to provide exciting, creative and immersive learning opportunities for all. Expectations are consistently high across the school and children are encouraged to be independent thinkers and learners, use their character strengths and to have enquiring minds.
Where children are identified having Additional Learning Needs (ALN) the school adheres to The Additional Learning Needs Code for Wales 2021. We ensure that each child’s needs are met through appropriate Additional Learning Provision (ALP).
Through observations, assessments and conversations with parents/carers a teacher or teaching assistant may feel a child needs support additional to that which is provided within the classroom, whether this be academic or wellbeing support. Provision is then carefully planned, strategies to help support the child’s learning and development is discussed with parents/carers and a One Page Profile may be developed.
For many pupils a short burst of targeted intervention will be effective while for others the support process is longer and may need additional support from outside agencies such as specialist teachers, speech and language therapists or an Educational Psychologist who may work with school staff to write an Individual Development Plan (IDP) to support your child. In all cases our aim at Marlborough is to provide the very best education for pupils, allowing all children to fully achieve their potential. Kate Adams ALNCo Leah Crew can be contacted via the school office.
Medical Needs
If your child has medical needs, please share this information with school. We are happy to discuss the needs of your child and how we can support you to meet these needs in school.
If your child's medical needs require them to carry an epipen or an asthma pump, the class teacher will have a safe place where these can be stored and accessed safely and easily in class. We ask you to complete a medical form for medicines to be administered appropriately. Please return completed form with the medication to school.
Please note we do not usually administer medications such or antibiotics in school. Please speak to a member of staff, should your child require medication throughout the school day.
If your child has significant medical needs we might need to write a Healthcare Plan for your child with the medical team that care for your child, yourself and school so we ensure that we are meeting their medical needs.
Behaviour
At Marlborough Primary School we have the highest of expectations in terms of learning, behaviour and attitudes. We promote the intrinsic desire to do the right thing because it is the right thing to do, rather than fear of sanction or desire of external reward. Therefore as a school community we adhere to using restorative approaches and practices.
The expected behaviours at Marlborough
The expected behaviours are applicable to everyone with the Marlborough community - staff, pupils and parents. We ensure that pupils have an age-appropriate understanding of what these behaviours mean.
- We respect the Marlborough team
- We embrace high expectations
- We have a positive attitude
- We take individual and collective responsibility
Pupils are praised and given positive recognition to promote and celebrate their kindness, use of their character strengths, sustained effort, hard work and contributions towards the school and wider community.
All forms of bullying and harassment are considered to be unacceptable and are not tolerated within the school environment. All incidents will be taken very seriously and followed up in accordance with our Restorative Approaches.
As a school we believe bullying is best prevented in a culture based on strong positive relationships, mutual respect and equality. The raising of children’s self-esteem, self-confidence and oracy skills are central to the positive culture at Marlborough. We recognise that in the school environment bullying can have a devastating effect on learning and the emotional health and well-being of pupils. Challenging bullying effectively will improve the safety and happiness of our pupils, show that the school cares and make clear to bullies that such behaviour is unacceptable. In addition, these benefits translate into improved life outcomes for pupils and a more successful and inclusive school community.
Pupil Standards
The second strategic aim is for all pupils to consistently achieve high standards and we aim to reach each child's full potential.
Our talented team of teaching staff strive to achieve this by delivering an exciting and engaging curriculum using a range of experiences, knowledge and skills. The progress our children make is measured using a range of assessment strategies: both formative and summative.
Formative Assessment is the daily ongoing practise of assessing children whilst completing daily tasks and activities.
• Formative or Assessment for Learning strategies may include: open ended questioning, using thumbs up/thumbs down, traffic light systems, think pair share, talk partners, mini pit stops and many more.
• Pupils receive verbal or written feedback, throughout the school day and we look for rich opportunities for pupils to self reflect on their learning using peer and self assessment, especially in KS2.
Summative Assessment are the more formal forms of assessing pupil progress using school agreed assessments at key times of the year to ascertain progress made by the children, such as phonics or reading tests, spelling, pre and post maths tests as well as the Welsh Government Personalised Assessments for pupils in Years 2 to 6. As a new child enters our setting, staff will complete a series of baseline assessments to determine the child's starting point.
Reporting to Parents
Currently at Marlborough we report to parents throughout year; in the autumn we held a meet the teacher open evening and mid spring a more formal parent and teacher meeting to discuss progress made to date. At the end of the autumn and summer terms we produce a section of an accumulative written report which is shared with families via Seesaw. The full version of the report along with the attendance for the year is shared at the end of the school year. Additionally parents and carers of children in Years 2 to 6 who complete the Personalised Assessment will receive a learner report outlining progress made in the tests at the end of the school year.
Attendance
At Marlborough, we recognise the correlation between pupil attainment and good attendance, and we are proud to achieve consistently high levels of pupil attendance. We achieve this by working with our families and school community, by supporting parents and carers and by motivating all children in our care.
We understand however that there may be a time when your child is unable to attend school. If this is the case, then we ask you to please telephone (029 20 492 564) or e-mail the school office (marlboroughprm@cardiff.gov.uk) to let us know the reasons for their absence. If your child has sickness or diarrhea, we ask that he/she does not return to school for 48 hours as this type of illness can be very infectious.
The school, along with the school Attendance and Education Welfare Officers continue to monitor pupil attendance (especially if attendance is below 90%) and support children and families in our school community.
Punctuality
The school doors are open to children from 8.50 to 9.00 a.m. and we ask that children arrive promptly to ensure a positive start to their school day and a prompt start to learning. Please ensure that your child is not late for school. Children who arrive late are asked to enter via the Main Reception on Blenheim Road.
Our playground should be device free playground and we ask you to 'Collect your child with a smile not a mobile'. Use this opportunity to chat to your child and learn about their day.
Fixed Penalty Notices (FPN)
Fixed penalty notices can be issued by the Local Authority when:
- Where there is a minimum of 10 unauthorised sessions (5 school days) in the current term (these do not need to be consecutive);
- Pupils persistently late for school; arriving after the close of the registration period i.e. more than 10 sessions in the current term; (Recommended that registers be kept open for thirty minutes);
- Where parent/carers have failed to engage with the school and/or the EWS in attempts to improve attendance but where court sanctions have not been instigated;
Holidays during term time
Wherever possible, we ask parents and carers to book family holidays during the school holidays. If any trips or visits are taken arranged during the school term, we ask parents and carers to complete a request for absence form. This form will allow us to keep a record of your child's absence from school. All holidays taken are recorded as unauthorised absences.
Extended Holidays / Heritage Visits
Families are requested to arrange extended holidays or heritage visits during the six-week break during July and August. The school does not authorise any extended holiday taken during term time. School admissions can be informed if the pupil does not return to school within four weeks of absence or on the agreed date of return and the school place removed. Re-admission cannot be guaranteed.
School Uniform
What a child wears to school reflects his/her learning. It also portrays the school’s ethos and shared positive values. We have a smart but simple uniform that we encourage all pupils to wear.
This is grey trousers, skirt or pinafore with a red or white polo shirt and red sweatshirt or cardigan with the school logo or a pain red alternative available in many supermarkets.
In the summer, children may wear grey shorts, white or red polo shirts with the or red and white gingham dresses/skirts.
Sun hats, fleeces, book bags and P.E. bags are also available. For P.E. we ask your child to wear a t-shirt with shorts/leggings or a tracksuit for games lessons outside in the winter months.
All uniform items featuring the school logo are available for purchase from YC Sports, 86-90 Crwys Road, Cardiff.
The Marlborough PTA collect and distribute pre-loved uniform to raise funds for the school and to support the recycling of clothes to promote sustainability. They regularly arrange uniform sales/swaps in the playground and have a permanent rail of uniform available in the school entrance hall.
Please ensure that all items of uniform should be clearly labelled with your child’s name and class.
Children are asked to wear sensible footwear; preferably black school shoes or trainers when taking part in games.
PE & Games Kit
It is important for pupils to wear correct clothing for physical activities. We are for long hair to be tied back and no jewellery to be worn.
A school PE kit of black shorts and yellow t-shirt is available for purchase if you wish or any shorts and t-shirt will suffice. For games or PE activities, children will need to wear a t-shirt, shorts/leggings and trainers. Tracksuits or fleeces may be worn outside during winter months. Again, all clothing should be clearly labelled with your child’s name and class
Jewellery
Jewellery, other than watches, is discouraged and studs or sleepers only are to be worn in pierced ears. Jewellery must not be worn for sporting activities and long hair should be tied back.
Lost Property
Naming all items reduces the risk! Any items of lost property are put in a central ‘Lost Property Bin’ in the school halls - if your child has lost something then this is the place to check. We do keep lost property for a reasonable period of time; but it is often difficult to identify items that are not named. Displays of lost property are made at the end of each term.
School Meals
The Welsh Government funds a free lunch for every pupil. Families need to pre-book lunches at least a day in advance using the Parent Pay app/ website (please note you are unable to book on the day itself). All information regarding Parent Pay accounts will be emailed to parents as children are admitted to school.
Provision is also made for those pupils who wish to bring a packed lunch. We encourage all packed lunches to be healthy and drinks to include water or a low sugar alternative. Please note that we a strictly a nut free school so please do not send any nut products, as we have several children and staff with severe allergies. Also, no glass bottles or canned drinks are allowed for safety reasons.
Smoking
Please note that all council premises have a no smoking policy and this is upheld within the school site and grounds.
Money
The school uses Parent Pay, an online payment system for parents. This allows parents to pay for trips, snack and events online.
Complaints Procedure
Any complaints about school matters should first be discussed with class teachers or brought to the attention of the Assistant Headteachers or Headteacher. If the complaint is not resolved, a formal complaint may be made to the Governing Body. The procedure to register a complaint is available on the website.
Charging Policy
At Marlborough Primary School we are constantly seeking to enrich the children’s learning experiences through trips; by inviting visitors and experts to talk to the children; and by running activities and workshops. Where possible, teachers look for free activities or apply for grants that will enable the school to provide enrichment opportunities at no cost to families.
However, there are many activities, which are not possible without the financial support from parents. Some we are permitted to charge for, others rely on voluntary contributions. No pupil will be excluded from taking part in an activity if parents cannot or do not contribute. If, however, insufficient monies are forthcoming for an activity / visit to be viable it will be cancelled.
Publication Scheme
We aim to make the information in our school prospectus as comprehensive as possible. Under the Freedom of Information Act 2001, however, you may also, if you wish, request information in the following areas:
• Governors’ Documents – information published in the Governors Annual Report and in other governing body documents.
• Pupil and Curriculum – information about policies that relate to pupils and the school curriculum
• School Policies – information about policies that relate to the school in general
After School Club
After school care is run by Playworks between 3:30 and 6:00 pm every evening. Based in the Foundation Phase Hall and playground, children are given a varied choice of sports and wellbeing activities.
For further information, please contact Playworks on 02920864780 or email, enquiries@playworks-childcare.co.uk.
Breakfast Club
Playworks Childcare for Breakfast run a Breakfast Club in the Foundation Phase Hall between 7.30am until 9.00 am, or when school formally starts. Children are provided with a healthy breakfast with activities arranged to ensure they are entertained before scheduled lessons begin. For more information, please contact 02920864780.
Please note that After School and Breakfast Clubs is for Reception to Year 6 children only. You can contact Playworks providers using the number above or at playworks-childcare.co.uk .
Contacts
Address Marlborough Primary School, Blenheim Road, Roath, Cardiff. CF23 5BS.
Telephone 029 20 492564
Website www.marlboroughprimary.com
LA Address: Cardiff Council, County Hall, Atlantic Wharf, Cardiff. CF10 4UW
Headteacher Geraldine Foley
Chair of Governors Andrew Skinner
Other Information
Type & Age Range Nursery and Primary School: 3 -11
Number on School Roll Full Time 487 (as on 20/04/26)
Part Time in Nursery 64
School Hours
Start of day 8:50 a.m. to 9.00 a.m.
Morning Playtime
- 10:00 to 10:20 - Foundation Phase
- 10:30 to 10:50 - Key Stage 2
Lunchtime:
- 11:40 to 12:40 - Foundation Phase
- 12:40 to 13:40 - Year 3 & 4 + Y Galon
- 13:10 to 14:10 - Years 5 & 6
Afternoon Playtime
- 14:10 to 14:25- Foundation Phase
- 14:45 to 15:00 - Key Stage 2
End of day 3:30 p.m.
Nursery Morning session 9:00 a.m. – 11:30 a.m.
Nursery Afternoon session 12:50 p.m. – 3:20 p.m.