Ethos and Aims

The aims at Ferndale Primary School are the same for all pupils. Within a caring, positive, disciplined and safe environment and in partnership with parents and governors the school seeks:

The Aims of Ferndale Primary School.

  • To be aware that each child is unique and as such has individual needs.
  • To promote and encourage a positive self image, confidence and zest for life in all children.
  • To ensure that quality of opportunity is available to all children irrespective of gender, religion, ethnic origin, family circumstances and differing physical abilities.
  • To involve all children in developing understanding, co-operation and cultural awareness and to instil a sense of justice and fair play in the minds of all pupils.
  • To provide a quality of education which encourages all children to reach the highest possible standards.
  • To provide opportunities for the intellectual, moral, spiritual, physical, creative and social development to the highest level possible for all children.
  • In meeting the needs of the National Curriculum, to provide a broad, balanced and relevant education, suited to the needs of individual children.
  • To develop and extend the concepts, skills, attitudes and knowledge necessary for children’s transition to secondary school and the adult world.
  • To encourage and active partnership between the school and parents and to promote a dialogue between school and parents con

Parent Testimonials

“Ferndale is a fantastic school with strong leadership and dedicated staff. It can only benefit from becoming larger and expanding it’s capacity to enable it to continue to provide an excellent start to education for children in the local area”

“I think it is a brilliant idea to expand the school as I think this is an excellent school and I wish it went up higher in years.”

Our Values


Our ‘Learning 9’

Our learning 9 was designed by the staff in our school, based on the learning behaviours and skills that we believe will enable the children to become life – long learners. Teachers plan carefully to ensure that there are opportunities to use and develop these skills and they are discussed regularly in assemblies.

In key stage 1 we have linked them to a story character, making it easier for the children to relate to them. In key stage 2 the children are able to peer and self-assess against a criteria linked to our metal differentiation system. Our learning 9 are: