We have thought about what we want our classroom to be like. We have used these ideas to write our class mission statement.
PE - To develop cooperation and team building
In PE the children have been taking part in challenges to develop their social interaction and communication. The children had to work together in their team to complete each challenge.
The Magic Box - Poetry
To respond to poety
To write a poem following a giving pattern
To understand that poetry does not have to rhyme
Today we read ‘The Magic Box’ by Kit Wright and asked the children to identify the sights, sounds, smells, tastes the writer puts inside the box. We asked them why they think the writer has chosen these things. We Discussed the idea that the poem is about the writer’s identity. We then discussed the pattern of the poem and how the last two paragraphs change to become what the box is made from and what the writer will do with the box. As this is a magic box anything can go in it. The children then wrote ideas for their own poem.
THE MAGIC BOX, by Kit Wright
I will put in the box
the swish of a silk sari on a summer night,
fire from the nostrils of a Chinese dragon,
the tip of a tongue touching a tooth.
I will put in the box
a snowman with a rumbling belly
a sip of the bluest water from Lake Lucerene,
a leaping spark from an electric fish.
I will put into the box
three violet wishes spoken in Gujarati,
the last joke of an ancient uncle,
and the first smile of a baby.
I will put into the box
a fifth season and a black sun,
a cowboy on a broomstick
and a witch on a white horse.
My box is fashioned from ice and gold and steel,
with stars on the lid and secrets in the corners.
Its hinges are the toe joints of dinosaurs.
I shall surf in my box on the great high-rolling breakers of the wild Atlantic,
then wash ashore on a yellow beach the colour of the sun.
British Values - Democracy
Electing a class Councillor
To understand democracy
To use persuasive language
In our British Values lesson we looked at how rules and decisions are made. We found out that votes are used to make agreements and find out the most popular plan.
In democracy every citizen should listen to the views of the different parties and candidates, and then make his or her own decision on whom to support. People must be 18 or over in order to take part in an election. We agreed that this is a good age as children would not always make an informed decision.
When voting, each person votes for the candidate of his or her choice. S/he does this by putting a cross beside the person’s name on the ballot paper. People cast their ballots in a booth so that no one can see who they are voting for. This is called ‘secret ballot’.
At the end of the election day the votes are added up and the candidate with the highest number of votes (the majority) is declared the winner.
We are too young to vote in elections but we have been exercising our right for democracy. Our class needs a class Councillor so we wrote manifestos and voted for the person that we thought would do the best job representing our class.
We wrote persuasive manifestos to encourage people to vote for us. Before writing the manifesto, we discussed important characteristics and qualities for a good councillor.
A ballot paper is a sheet of paper on which the names of the contesting candidates. We used ballot papers to make our vote in secret.
Our Class Councillor
Our class councillor is Mollie . She won the majority of the votes during the class elections.
British Values - Rule of Law
Class rule and expectations.
To understand the rule of law
To understand that actions have consequences
In our British Values lesson we spoke about the rule of law. Rules and laws are everywhere at home, in school, even when you play a game. A regulation is a rule made by an authority. Breaking rules and laws is likely to get you into trouble at the very least!
We made our own rules for our classroom and the children discussed what the consequences should be if they are broken.
Mrs Gould and Mrs Grattan are really impressed with some of the work that has been produced.
This term, we are looking at Classical music. We have discussed why people may like this type of music. Children thought that this type was relaxing and may make people feel calmer. Most children said that they would like to listen to this type of music and would instead like to listen to pop music.
To read and understand Map and atlases
To recognise symbols on a map
A county is the name for a piece of land. It has a different meaning in different languages. Originally the word was for the land under a count (in Great Britain an earl). Today a "county" is often something between a larger state and a smaller town or district.
We used maps and atlases to identify and name the counties of England. We now know that we are based in the county of Yorkshire.
In our music assembly, we are learning about classical composers. Today we found out about Beethoven and listened to his music.
Ludwig van Beethoven was a German composer and pianist. He wrote nine symphonies. A symphony is a long piece for orchestra usually split into four sections known as movements.
His Symphony No. 5 contains one of the most famous motifs in musical history and has even been reused in pop songs!
Incredibly, Beethoven wrote this symphony when he was beginning to lose his hearing.
Some people think that the opening motif represents fate knocking on the door, Beethoven's fate sadly being deafness.
Worries and Anxiety
To know that we all have worries and anxieties at times
To know how to cope with anxieties.
Today we had members from the educational psychology team come and talk to us about worries and anxieties.
At some point in their lives, all children will feel anxious or fearful of something. Some children will experience these feelings more regularly or feel overwhelmed by the feelings of worry. This can have an impact on their wellbeing, and how much they can interact comfortably in school or at home. Sometimes, these feelings can develop into physical illness.
Thankfully, there are a variety of ways to help young people with anxiety.
Stress & anxiety classroom resources for schools have been designed to help young people understand the nature of stress and anxiety.
Once they understand what these emotions are, they will be better equipped to accept and face these difficult emotions through the use of positive coping strategies.
Young people will learn to identify positive emotions and how they can experience more positivity.
We have tried to learn the days of the week song. I am sure we will be more confident with it next time.
Reading an 8 Point Compass
To read an eight point compass
We have been looking at using a compass to follow directions. The four cardinal directions are north (N), east (E), south (S), west (W), at 90° angles on the compass rose. The four intercardinal (or ordinal) directions are formed by bisecting the above, giving: northeast (NE), southeast (SE), southwest (SW) and northwest (NW).
The children used the compass point to navigate to different areas.
To use evidence in a text to support opinions
True, false, prove it
In reading we used statements about the text and children had to read the text and discuss if the statements were true or false. Children had to prove their answer by finding evidence in the text to support it.
The children have enjoyed their first night at Ingleborough and are ready for their breakfast. Today is going to be full of fun activities. The children are excited to visit the caves and have a walk around Clapham. The visit will help them to compare the villages of Idle and Clapham.
The long walk
This morning we had a long walk around the local area near Ingleborough Hall. We compared the landscape to the landscape of Idle. It rained but it didn’t stop us enjoying the walk. We even got time to play in the local park.
The children used hand eye coordination to aim the arrow in their archery session. Archery is the practice of using a bow to shoot arrows. Archery has historically been used in hunting and combat and has become a precision sport. A person practicing archery is called an archer, and one who enjoys or is an expert at archery is sometimes called an toxophilite.
We found out that light doesn’t move around corners. As we got into Ingeborough cave, we left all of the day light behind us. We used helmets with lights on to help guide us through the caves. It was wet and dark but a real adventure.
Ingleborough Cave, in the heart of the Yorkshire Dales National Park, was first discovered in 1837 by brave Victorian explorers who drained away a lake and went on to discover 1/2km of previously unexplored passages delving deep beneath Ingleborough mountain with only candles to guide them! Today, the cave is well lit, and you can follow in the footsteps of those pioneers on an awe-inspiring voyage of discovery! A concrete footpath leads visitors past breath-taking stalactites, stalagmites and flowstones, as you are led by expert guides through a kilometre of passages brought to life by formations and artefacts dating back millions of years! The significant impact of the Ice Age is visible, and as recently as 2002 the tooth of a woolly rhinoceros, now long extinct, was discovered just beyond the show cave!
Fun and friendship
The children at Ingleborough have had a busy day of activities. Before doing the evening activities, the children have some free time in the beautiful grounds of Ingleborough Hall.
We had to work as teams and use good communication skills to solve the problems around the grounds of Ingleborough Hall.
Village Study - Clapham
To compare two contrasting villages in Yorkshire
Nestling below Ingleborough on the edge of the Yorkshire Dales National Park is the village of Clapham. As part of our Geography work on comparing localities, we compared the Idle Village and Clapham Village. Whilst both in Yorkshire, we found that the two villages are very different.
Visiting the village and the surrounding area for stunning walks, we found that this little village was worlds apart from our village of Idle.
During the visit to Clapham, we did a traffic survey, and tally of the different building and looked at the landscape.
Spanish - Days of the week
We have had another go at pronouncing the days of the week in Spanish. The children are getting much better at pronouncing the words more accurately.
Contrasting locations - Clapham or Idle
Debating is a popular lesson in 5G, both as an extracurricular activity and as a teaching tool in the classroom. The format allows children to practise developing an argument, then support it with evidence and defend it against attack. It teaches the vocabulary and grammatical structures of making your point. It enhances critical thinking and active listening. It builds confidence in speaking and, if done regularly, the skills quickly transfer to written work. And most of all, it’s fun.
Today we debated whether it would be better to live in Idle or Clapham. Listen to our ideas.
Rounding to 1,000,000
How do I round to the nearest 1,000 000?
To round to the nearest 1,000 000, look at the digit immediately to the right of the million place value position. If the number in the hundred thousands place is 5, 6, 7, 8 or 9, round up to the next multiple of 100 000. If the digit is 4, 3, 2, 1 or 0, round down to the last multiple of 10 000.
We looked at rounding to 10, 100, 1000, 10,000, 100,000 and 1,000,000 by circling the number to right.
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In Year 5, we ask that children read 3 times a week. Reading is extremely important in helping your child to make progress in a range of areas. By reading to children, you provide them with a deep understanding about their world and fill their brains with background knowledge. They then use this acquired background knowledge to make sense of what they see, hear, and read, which aids their cognitive development.
Well done to Zachary for being the first person to complete the level 1 reading chart by reading 40 times at home.
To understand how to communicate positively with others
Today we had a workshop to look at friendships during covid. Our visitors spoke about the features of friendships and we made recipes for good friends. We looked at how our communication with our friends during covid times and how this has changed again since returning to school. We looked at rules for fostering good communication.
We used the the activity - Don't judge a book by the cover, read the first sentence.
We all look at front covers of books and make a judgement. We often use the front covers to help us choose what we want to read, this may be by looking at pictures, titles or seeing our favourite authors.
Sometimes we don't give great books a chance. Today children read the first sentences of some books and chose which one they wanted to read more about. When the children had chosen an exciting first sentence, they unwrapped their book. Some children were surprised when the cover didn't look like what they expected but everyone decided to read on to see if the rest of the book was as interesting at the first sentence.
English - Room 13
to use language to show characters thoughts and feelings
In English we are reading Room 13 by Robert Swindells (our class author). We have looked at the first two chapters where the children are heading out on their first residential. We used our own experience to consider how the characters felt.
We wrote a diary entry and the main character Fliss. Mrs Gould was really proud of the work produced.
Zones of Regulation - Regulating Emotions
Today in our assembly Mrs Gould introduced the Zones of Regulation. We looked at the characters in the clips and worked out how they were feeling. We looked at the colours of the different moods and identified that we all feel these moods and emotions at different times and that they are all completely normal emotions to have.
Back in class we discussed ways of regulating our emotions so that we can make good choices about how to react.
The Zones of Regulation framework and curriculum teaches students scaffolded skills toward developing a metacognitive pathway to build awareness of their feelings/internal state and utilise a variety of tools and strategies for regulation, self-care, and overall wellness. This includes exploring tools and strategies for mindfulness, movement, thinking strategies, wellness, and healthy connection with others.
English - Discussion.
We used the picture below as a discussion prompt. We discussed what the picture meant. Children agreed that History is a good way of learning. We discussed things in History which we have disagreed with such as discrimination towards black people but we know that this has happened and we need to learn from this.
The school council decided that they would like to look at the safety of the road outside school. Year 5 decided to help them. We found that our road was very busy and car travelled very fast on it. We looked at the safety features of the road to help protect our children but found that we had very little. We also found that in the last 12 months, our school fence has been hit twice and our very own crossing patrol man was hit with a car.
We decided to write to Bradford Council asking for help. We have posted our letters and hope to hear from them soon.
Black History - Ruby Bridges
To understand what discrimination is.
To show respect and tolerance to others
At the tender age of six, Ruby Bridges advanced the cause of civil rights in November 1960 when she became the first African American student to integrate an elementary school in the South.
Born on September 8, 1954, Bridges was the oldest of five children for Lucille and Abon Bridges, farmers in Tylertown, Mississippi.
Her parents were torn about whether to let her attend the all-white William Frantz Elementary School, a few blocks from their home. Her father resisted, fearing for his daughter’s safety; her mother, however, wanted Ruby to have the educational opportunities that her parents had been denied.
Ruby and her mother were escorted by four federal marshals to the school every day that year. She walked past crowds screaming vicious slurs at her.
As part of our learning, we watched the Ruby Bridges movies and show how badly she treated by adults and children purely because of the colour of her skin. The children in 5G were disgusted that this happened.
Art - to use shading
We used half of a picture of Ruby Bridges and drew the other half. We used shading to add detail to the picture. They look amazing.
We displayed our work from Black History month on the class display board.
In our Spanish lesson we looked at the numbers 1 - 10 and worked on pronouncing the words correctly. When we had learnt the Spanish numbers, we sang a counting song in Spanish.
RE - To understand how and why Diwali is celebrated
Diwali is one of the biggest and auspicious festivals celebrated by Hindus all around the globe. The festival of lights signifies peace and joy, the victory of good over evil, and light over darkness every day. It is one of the most symbolic Hindu Festivals. During this festival, people clean their homes, decorate every corner with lights, lamps, diyas, flowers, rangoli, and candles. Families also pray to the Goddess of wealth to bless them with health, wealth, and prosperity.
Diwali is observed on the 15th day of the Kartik month as per the Hindu Lunar calendar. This year the festival falls on Thursday, November 4, 2021.
In 5G we looked at how and why the festival is celebrated. Children designed their own Henna Patterns.
History of why we celebrate Bonfire Night
Bonfire Night is held each year on November 5th. It is sometimes known as Guy Fawkes Night. It is a widely celebrated event across the U.K. The event marks the night Guy Fawkes and his conspirators where discovered in their plot to blow up the Houses of Parliament with gunpowder in 1605.
Once the sun sets on the 5th November, many communities get together to light a bonfire. Adults may organise a firework display. Popular foods include toffee apples, bonfire toffee and potatoes baked in the ashes of the fire.
Children in 5G found out about the plot and how the plotters were caught.
PHSE - To understand how we can support charities.
On Friday, it will be be Children in Need Day. In 5G we found out about the charity and what they do to support children. This year the Theme is, Together we Can. We made a hand design and completed the sentence, Together we Can.
The hands will displayed in the main hall. All classes in school are contributing to the hand display so look out of the finished picture.
PHSE - To know why 11th November is remembered and marked
World War I ended on 11 November 1918, when the Allies and Germany signed an Armistice that meant they each agreed to stop fighting. This went into effect at 11:00am.
During the months after this, Germany and the Allies agreed to terms of peace. These were laid out in the Treaty of Versailles, which was signed on 28 June 1919.
Over 16 million people died during World War I. One of the largest battles of World War I was the Battle of the Somme in France. It lasted from 1 July to 18 November 1916. Around 1 million people were killed or wounded during that time.
Remembrance Day, also called Armistice Day, is on 11 November every year since King George V declared it in 1919. It is a time to think about those in the armed forces who have died in battle, not just in World War I. At 11am on Remembrance Sunday (the Sunday before Remembrance Day), there is a two-minute silence. There are also special ceremonies on Remembrance Sunday all over the country, including one in London at the Cenotaph war memorial.
Poppies are a symbol of Remembrance Day because they grew all over the battlefields in Northern France and Flanders. Some people also wear purple poppies to remember the animals which were also killed during the war.
In 5G we learnt about how and why Remembrance Day is marked and did some Remembrance Day art.
Local History Study - Coal Mining in Wakefield
Why did the mining industry grow, then decline in West Yorkshire?
For our local history study we are looking at the mining industry in Wakefield. We have looked at why mining was a major industry and the types of the jobs which happened in the mines. We have produced a timeline of the development and decline of the mining industry.
Today the children completed the annual obstacle course. Children have received sponsorship from family and friends. It was great to see family member supporting the class.
PC Mynott came to talk to 5G about using the internet and games appropriately. He spoke about how games are classified by age for safety. He discussed the different social media platforms and what age groups they are appropriate to.
Science - Forces
Air Resistance and friction
Today in class, the children investigated air resistance. Following a short video of The Egg and Parachute experiment, the following questions were posed. What is air resistance? Can we see air resistance? What does it look like? Can we feel air resistance? What does it feel like?
The children set out to find the answers. Using different sized card the children ran around the playground to see if they could experience air resistance. Further questions were asked - Does the size of card make a difference? What difference? Did you run in the same direction with each piece of card? Did you run the same distance? Did you run as fast? and What were your findings?
The children found that the size of card made a difference to air resistance and answered the questions: Can we see and feel air resistance?
Back in the classroom a fair test was set up to answer the question; Does the shape of the front of a truck affect air resistance?
The children set the control result as just the truck without any additions. They used a hair dryer to replicate increased air resistance and released a truck down a ramp and measured the distance it travelled. The children made different shaped and sized card to put on the front of the truck to see which had the most air resistance and therefore travel the least distance. Looking at the different shapes and sizes they made predictions of how far the truck would travel. Everyone understood why the truck would not travel further than the control result as the truck didn't has the least amount of air resistance.
All the children were engaged and could easily answer all questions posed by the end of the experiment.
Children also learnt key skills, the importance of a fair test to produce clear results and how to modify an experiment to produce and record accurate results.
Enjoyment through hands on learning really helped the children with this tricky content.
Science - Forces
Floating and sinking - Buoyancy
When something is in water, there are two forces acting on it. Its weight and the force of the water pushing up, the upthrust.
If the weight is equal to or less than the upthrust, it floats. Things that float are buoyant.
If the weight is greater than the upthrust, it sinks.
We looked at a range of objects to see how the upthrust and gravitation push worked against each other.
Non contact force.
Magnetic forces are non contact forces; they pull or push on objects without touching them. Magnets are only attracted to a few 'magnetic' metals and not all matter. Magnets are attracted to and repel other magnets.
To use perspective
Perspective in art usually refers to the representation of three-dimensional objects or spaces in two dimensional artworks. Artists use perspective techniques to create a realistic impression of depth, 'play with' perspective to present dramatic or disorientating images.
What is perspective and how does it work?
Have you noticed that things look bigger if they are close to you and smaller if they are further away? This is perspective. It is perspective that helps make things look three dimensional – and creates a sense of space receding into the distance.
We have worked with Mrs Marden using lines of perspective.
PHSE - Recognising and supporting people who need help
We watched Mr Cavalier Lumley's Secret Santa Appeal. We discussed being selfless and putting other people before ourselves.
When you're being selfless, you're thinking of other people before yourself. Selfless is the opposite of selfish. If you're selfless, you think less about your self, and more about others — you're generous and kind.
We discussed how we could support the Secret Santa Appeal by giving up one treat for ourselves.
History - Local Coal Mining
To understand the roles of mining
To understand what life was like for a child in the mine
To understand the mining act and why it was made
During the visit 5G found out what life was like for children who worked in the mines during the Industrial Revolution. Huge amounts of coal were needed and children as young as five worked at jobs that were dangerous and exhausting. Trappers kept the airflow going which stopped the build-up of dangerous gases. Drawers dragged truckloads of coal to the surface. Older children operated the mine shaft pulleys. Pay and working conditions were poor and life expectancy short.
We came away ant realised just how lucky we actually are.
RE - Christmas Cards
People have been sending Christmas greetings to each other for hundreds of years. The first recorded use of 'Merry Christmas' was in a Christmas letter sent in 1534.
The first known item that looked a bit like a Christmas card was given to King James I of England (who was also King James VI of Scotland) in 1611. This was more like a large ornamental manuscript rather than a card as we think of them today. It was 84cm x 60cm (33" x 24") and was folded into panels (it might have been folded so it could be carried around). It had a picture of a rose in the centre and a Christmas and New Year message to the King and his son was written into and around the rose. Also on the manuscript were four poems and a song - so rather more than are on cards today!
The custom of sending Christmas cards, as we know them today, was started in the UK in 1843 by Sir Henry Cole. He was a senior civil servant (Government worker) who had helped set-up the new 'Public Record Office' (now called the Post Office), where he was an Assistant Keeper, and wondered how it could be used more by ordinary people.
Today we made Christmas hats by wrapping wool around a ring and measuring the wool to the same lengths. We are going to hang our finished hats on from our Christmas hoop.
We wish you all a Merry Christmas.
Today we attended the rock steady assembly. We watched our peers perform the music which they have been working on over this half term. It was a lot of fun and inspired many of us to take up music lessons.
This morning, Year 5 and Year 6 held their Christingle service at St Cuthbert's Church. It was fantastic to see so many of our Blakehill families attending the service.
Over the years the symbolism of the Christingle grew into what's known as a Christingle today. Here's what the different parts of the Christingle represent:
The orange is round like the world.
The candle stands tall and straight and gives light in the dark like the love of God.
The red ribbon goes all around the 'world' and is a symbol of the blood Jesus shed when he died for us. (Sometimes in Moravian Churches a white ribbon is used, to represent the purity of Jesus.)
The four sticks point in all directions and symbolise North, South, East and West - they also represent the four seasons.
The fruit and nuts (or sometimes sweets!) represent the fruits of the earth, nurtured by the sunshine and the rain.
To understand why some symbols and objects are special to Sikhism.
Mr Singh came to speak to us today about the 5Ks and what they mean to Sikhism.
Adopting these common symbols would identify members of the Khalsa
Because all members of the Khalsa wear the 5 Ks the members of the community are more strongly bound together
Each K has a particular significance
The meaning of the 5 Ks
The 5 Ks taken together symbolise that the Sikh who wears them has dedicated themselves to a life of devotion and submission to the Guru.
The 5 Ks are 5 physical symbols worn by Sikhs who have been initiated into the Khalsa.
The five Ks are:
Kesh (uncut hair)
Kara (a steel bracelet)
Kanga (a wooden comb)
Kaccha - also spelt, Kachh, Kachera (cotton underwear)
Kirpan (steel sword
Today all of Upper Key Stage 2 visited the Odeon Cinema to watch Encanto. This was our Christmas treat and was enjoyed by everybody.
Well done to Zachary who has reached level 7 on the reading charts. This mean that Zachary has read 280 times at home since September. Well done Zachary this will really help to develop both your reading and writing skills.
Christmas Dinner and Jumper Day
Today we had an amazing Christmas dinner. We all enjoyed it. We also invited our friends from the church.
Art - to know and recognise the work of key artists
Banksy is a famous England-based street artist, political activist and film director whose real name and identity remain unconfirmed and the subject of speculation.. His works of political and social commentary have appeared on streets, walls and bridges throughout the world. Banksy displays his art on publicly visible surfaces such as walls and buildings.
In 5G, we discussed whether Banksy's work is graffiti or art. Listen to what the children had to say.
We have looked at Graffiti art letters and had a go at making our own letters. We are working towards making our own graffiti art name tags
In DT we used our knowledge of circuits (from Year 4) to make battery operated cars.
We planned and designed our cars and decided we needed the follow equipment:
Battery holder with 2 AA zinc chloride cells
rubber band ~ 1.5mm x 1.5mm x 8cm
wooden wheels 35mm diameter
2 jumbo plastic drinking straws 6mm diameter
8 cable ties 20cm long
16 card triangle axel supports
Wooden dowels 5mm diameter x 30cm long
Wood 8mm x 68cm long
We used rulers and measured the pieces and made the cars.
When the cars were completed we raced them. It was lots of fun.
We later discussed what we liked about our cars and how we would make them better next time.
Privacy and cookies policy
Last Edited: 22nd April 2021
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4.3 Except as provided in this policy, we will not provide your personal information to third parties.
5. International data transfers
5.1. Data directly collected by eSchools may be stored and processed in and transferred between any of the countries in which we operate in order to enable us to use the information in accordance with this policy. Any third party we use is within the EEA or they hold an existing EU SCC, as in line with requirements under the GDPR. No other third party are permitted to access the school’s data.
5.2. Personal information that an individual adds to our websites may be available, via the internet, around the world. We cannot prevent the use or misuse of such information by others.
6. Retaining personal information
6.1. This section sets out our data retention policies and procedures, which are designed to help ensure that we comply with our legal obligations in relation to the retention and deletion of personal information.
6.2. Personal information that we process for any purpose or purposes shall not be kept for longer than is necessary for that purpose or those purposes.
6.3. Data collected through analytic cookies will be retained for 26 months. Individual visitors can adapt the data collected through cookie preferences, as mentioned in 2.4.
6.4. Notwithstanding the other provisions of this Section 6, we will retain documents (including electronic documents) containing personal data:
To the extent that we are required to do so by law;
If we believe that the documents may be relevant to any ongoing or prospective legal proceedings; and
In order to establish, exercise or defend our legal rights (including providing information to others for the purposes of fraud prevention and reducing credit risk). Data will no longer be kept after the termination of the contract with the school.
7. Security of your personal information
7.1. We will take reasonable technical and organisational precautions to prevent the loss, misuse or alteration of your personal information.
7.2. We will store all the personal information you provide on our secure (password- and firewall-protected) servers. The web service we employ has a broad range of accreditations and certifications and the data centres used ensure the data stays within the EEA.
7.3. eSchools use a Secure Sockets Layer (SSL) which creates a secure connection and uses two keys to encrypt data in transit. Despite this, you acknowledge that the transmission of information over the internet is inherently insecure, and we cannot guarantee the security of data.
8.1. We may update this policy from time to time by publishing a new version on our website.
8.2. You should check this page regularly to ensure you are aware of any changes to this policy.
9. Your rights
9.1. You may instruct us to provide you with any personal information we hold about you.
9.2. We may withhold personal information that you request to the extent permitted by law.
9.3. You may change your cookie preferences at any time as referenced in 2.4.
9.4. School Staff/Governors who subscribe to our Newsletter may manage their preferences at any time through their eSchools dashboard.
10. Third party websites
10.1 Our websites may include hyperlinks to, and details of, third party websites. We have no control over, and are not responsible for, the privacy policies and practices of third parties.
11. Updating information
We will only provide communication about the eSchools platform to school staff/governors who can manage their preferences at any time through their eSchools dashboard.
Last Edited: 22nd April 2021
What are cookies?
Cookies are small data files that are placed on your computer or mobile device when you visit a website. Cookies are widely used by online service providers in order to (for example) make their websites or services work, or to work more efficiently, as well as to provide reporting information.
Cookies set by the website owner or service provider (in this case, eSchools) are called “first party cookies”. Cookies set by parties other than the website owner are called “third party cookies”. Third party cookies enable third party features or functionality to be provided on or through the website or service you are using (such as advertising, interactive content and analytics). The third parties that set these third party cookies can recognise your computer both when it visits the website or service in question and also when it visits certain other websites or services.
We use first party and third party cookies for several reasons. Some cookies are required for technical reasons in order for our Services to operate, and we refer to these as “essential” cookies. Other cookies enable us and the third parties we work with to track and target the interests of visitors to our Services, and we refer to these as “advertising” or “analytical” cookies. For example, the embedding of YouTube and Vimeo videos, as added by individual schools, will require “advertising” cookies to be enabled in order to successfully play them. Schools that, for example, opt to track visitor data using Google Analytics will require “analytical” cookies to be enabled in order to do so. These third party cookies are used to tailor content and information that we may send or display to you and otherwise personalise your experience while interacting with our Services and to otherwise improve the functionality of the Services we provide. We also enable schools to employ cookies and similar tracking technologies in connection with their use of our Services in order to allow them to track visitors to and interactions with their school website.
User Embedded Content
Our Services allows schools to embed code which may potentially contain cookies. Please note embedded content, if displayed on one of our websites, has been added by the school and not by eSchools. The embedded content added by the school may require additional cookies or tracking technologies to be enabled in order to function.
How can I control cookies?
You have the right to decide whether to accept or reject cookies. Be aware that cookie preferences are set on a per device basis; therefore you may need to set your preferences on each device you use.
Initial cookie pop-up banner: You can exercise preferences about what cookies are served on our Websites by selecting your preference from this modal which appears upon visiting an eSchools website/login screen and dashboard. You can also change your cookie preferences by clicking on the link on the footer of any page. The banner will reappear annually (August 31st to coincide with the academic year) to confirm your settings.
Disabling Most Interest Based Advertising: Most advertising networks offer you a way to opt out of Interest Based Advertising. We will not, without your express consent, supply your personal information to any third party for the purpose of their or any other third party's direct marketing. If you would like to find out more information, please visit aboutads.info/choices or youronlinechoices.com.
Mobile Advertising: You can opt out of having your mobile advertising identifiers used for certain types of Interest Based Advertising, by accessing the settings on your Apple or Android mobile device and following the most recent published instructions. We will not, without your express consent, supply your personal information to any third party for the purpose of their or any other third party's direct marketing.
How often will you update this Cookie Statement?
Where can I get further information?