Wearing a school uniform helps children feel part of a community and creates a sense of belonging.It promotes equality, reduces distractions, and allows pupils to focus on learning while taking pride in their school. Every child should come to school in their school uniform, apart from on PE or forest school days when they can wear their PE kit and home clothes respectively – these days will be communicated to you by the class teacher.
Our uniform
Our school uniform consists of the following:
- Jumper, cardigan or fleece – royal blue
- Polo shirt – White
- Trousers, skirt or shorts – Black or grey
- Summer dress – Blue and white check
- Winter dress – Grey pinafore
- Black, closed toe shoes
Our PE kit consists of the following:
- T-shirt – plain white t-shirt or school polo shirt
- Shorts – plain navy or black
- Joggers or leggings – plain navy or black
- Trainers or plimsolls
Unless your child can do up their shoelaces on their own, please send them in shoes with the appropriate fastenings.
Please contact the school office if you would like to order uniform with the school logo. Children do not have to wear uniform with the school logo, but the above colours must be worn.
Outdoor clothing
Children will spend time outdoors during break and lunchtime unless the weather is particularly adverse. We also try to spend some time each week learning ‘outside the classroom’ (link to outdoor learning page), making best use of our wonderful grounds. Please make sure your child has clothing suitable for the weather: raincoats, hats, gloves, wellies sun hats etc.
Financial support
We know uniform costs can be challenging, if you need any additional support please speak to the school office in confidence.
Jewellery & valuables
We ask that children with pierced ears remove or cover their studs before PE to avoid injury. Please do not send your child into school with any valuables as we cannot be held responsible for their loss or damage.
It is essential that all items are clearly marked with your child’s name to prevent mix ups.
