Telephone: 01900 325257 Facsimile: 01900 325258
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Governors' REPORT TO PARENTS (Download a copy - Microsoft Word file)
SCHOOL PROSPECTUS 2003-2004 (Download a copy - Adobe Acrobat file)
SUMMARY OF INSPECTION REPORT 2004
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SCHOOL PROSPECTUS
2003-2004
Nilsson Drive
Workington
Cumbria.
CA14 5BD.
Tel: 01900 325257
Fax :01900 325258
Email: head@westfield-jun.cumbria.sch.uk
Head Teacher: Mr Michael Kidd.
Deputy Head Teacher: Mr Gerry Ball.
Chair of Governors: Mr Graham Howarth
Introduction Page 3
Vision Statement Aims of the School Page 6
Administrative Information: Page 7
§ Staffing
§ Class Composition
§ Governing Body Composition
School Information: Page 10
§ School Expenditure
§ Admissions Policy
§ RE/Collective Worship
§ School Improvement Plan
§ Security
§ Sporting Aims
SEN and Disability Information: Page 13
§ SEN Policy
§ Admissions re SEN
§ Nurture Group Information
Results, Targets and Other Pupil Information: Page 15
§ Summary of National Curriculum Results – School and National
§ Targets for Key Stage 1 and 2
§ Pupils Absence Rates
§ Destination of School Leavers
Staff Development: Page 17
§ Performance Management Arrangements
§ Professional Development of Teachers
AGM Information: Page 18
§ Date of Next AGM
§ Resolutions of AGM
A-Z of School Business: Page 19
School terms and Dates: Page 30
Data Protection and Fair Processing Notice: Page 31
Appendices: Page 32
Disclaimer: Page 36
Introduction
Dear Parents,
This prospectus is intended to help you know more about the life and works of Westfield Nursery and Primary School.
We hope to provide a caring environment for your child - an environment that will help all children grow into independent and responsible people.
We believe we can only achieve the best for your child by close co-operation between home and school. My staff and I are always available to talk to you about any aspect of your child's development.
We hope you will share with us in making this a successful period in your child's life.
Yours sincerely,
Michael Kidd
Westfield Nursery and Primary School is a Community School for girls and boys of 3 to 11. It was formed by the amalgamation (in September 2002) of the Infant and Junior Schools, which were opened in 1954 to serve the housing being built around it. The main reason for the school being built was to serve the housing estate being built to provide workers for the British Steel Works, Chapel Bank (Engineering Firm), which were the major employers in this area. Recent years has seen a great demise in employment in the area.
At the time of writing there are 228 girls and boys on roll.
The building has been extensively modernised and is in a good state of repair. It is set in expansive grounds There is a large hall, which is used for assemblies, dining, P.E. and other functions, eight main classrooms, a computer suite housing 26 PC’s, (the whole school being networked and all classrooms with their own Internet link), a new, purpose built nursery, library, head and secretary’s offices. Outside there are playgrounds and a football pitch and environmental areas, which are being developed through community sponsorship.
The school has excellent community links. The computer suite acts also as a Community Development Centre for members of our local community. At the moment we run courses in ICT from a diploma course to longer ICT courses such as the ECDL. This is a joint working partnership with Harrington Junior School, a local school in the area. We go out into the local community and support many events such as; Citizenship Days, Entertaining at Old Peoples Homes, Carnivals and our range of extra curricular clubs is wide. We have an early morning breakfast club known as the “Early Birds.” This means school is accessible from 8.00 a.m. onwards. The school hosts a very successful Food Co-operative for the local community.
We have a Nurture Group facility for children who may experience difficulties either in school or at home. Children who work in this group may be in for short-term work or for more lengthy periods of time, dependent on the problem.
We are a school involved with the West Cumbria Excellence Cluster, which is a group of schools around West Cumbria who work collaboratively on many projects to help to raise standards. It also enriches our pupil’s cultural experiences in the following ways;
Ø Bringing into school visiting theatre groups.
Ø Subsidising visits to local theatres and theatre workshops.
Ø We have the benefit of our Learning Mentor, Mrs J Browne who works with individual children, small groups and families.
Ø We also have the benefit of Miss Jo-Anne Hendren who works with our Parents as part of the Family Partnership Strand.
Ø Some of our Gifted and Talented pupils benefit from having access to activities, which further develop their particular skills and strengths.
We are an accredited Cumbria Healthy School having followed a program of initiatives. As such we continually monitor our approaches to this initiative. We are also part of the Government initiative where every KS1 child is provided with a piece of fresh fruit every day. We run a successful school fruit tuck shop during morning break.
We have supported co-operative arrangements with local schools and we have good links with many of these, including Southfield School, the local 11-18 comprehensive. There are a number of new initiatives this year, which will increase these links including an established series of transition projects.
The Governing Body have just commenced their participation in a program to achieve the Investor in People standard and hope to complete this within the next two years.
VISION STATEMENT AND AIMS
“Our whole school community will work together to provide opportunities for its individuals to become active participants and to enjoy the challenges of the modern world. Pupils will have equal opportunity to develop their maximum potential.”
We will try;
To provide a broad and balanced curriculum: -
· By recognising the needs of all abilities, using a variety of teaching and learning strategies.
· By using varied and stimulating resources.
· Within an attractive and stimulating environment.
To respect and value all members of the school community regardless of gender, age, race, religion and ability by promoting a culture of equal opportunities.
To provide strong leadership and promote a sense of team working.
To promote links with the wider community.
To promote a culture of continuous learning among all members of the school community, i.e. staff, governors and parents.
To foster good relationships between members of the school community.
To provide a safe, welcoming and supportive environment for all.
To be a highly regarded primary school in the local area in all aspects of school activity.
And we will;
Recognise, celebrate and promote our successes with a sense of great pride.
Administrative Information
Staffing 2003 - 2004
Teaching Staff:
|
Headteacher |
Mr. Michael Kidd |
|
Deputy Headteacher and Year 6 teacher |
Mr. G. Ball |
|
Year 5 teacher |
Miss K. Anderson |
|
Year 4/5/6 teacher |
Mrs. B. McAleavey & Mrs C Jones |
|
Year 4 teacher |
Mr. P. Robinson |
|
Year 3 teacher |
Ms. J. Hodgson |
|
Year 2 teacher |
Miss L Armstrong |
|
Year 1 teacher |
Mrs. W. Hazzard |
|
Reception Teacher |
Miss S. Harrington |
|
Nursery teacher |
Mrs. J. Burscough |
|
General Support teacher |
Mrs H McGuirk |
Teaching Assistants:
|
Reception |
Miss. S. Moore |
|
Year 2 & 3 |
Miss W. White |
|
Nursery & Year1 |
Miss. S. Brodie |
|
|
|
|
Learning Support Staff |
Mrs. L. Wilson, Miss. L Rossi, Mrs. F. Teasdale |
|
Nurture Group Teaching Assistant |
Miss S Carruthers |
Excellence Cluster - Learning Mentor: Mrs. J. Browne
Administrators: Mrs P. Bragg, Mrs E. Harper
Cook: Mrs. D. Hadfield
Kitchen Staff: Mrs. S. Edgar
Mrs. C Potter
Mrs. S. Armstrong
Mrs A. Heskett
Mrs S Jardine
Mrs. K Little
Mid-Day Supervisors: Mrs. G Crow
Mrs. S McDowell
Mrs. E. Price
Mrs L. Blinco
Mrs P Allison
Cleaner in Charge & Cleaning Staff: Mrs. A Chambers Mrs. J. Martin
Mr Martin
Community Development Centre Staff:
Manager: Mrs J Blaney
Administrative Assistant: Mrs T Curwen (Based at Harrington)
Tutors: Mrs J McHugh, Mrs T Curwen, Mrs E Cowan
Class Composition
This year we have the following class composition:
Nursery 13 pupils
Reception 27 pupils
Year 1 23 pupils
Year 2 29 pupils
Year 3 29 pupils
Year 4 31 pupils
Year 4/5/6 23 pupils
Year 5 27 pupils
Year 6 26 pupils
The organisation of classes is subject to change each year dependent on number of children in each age range.
The teaching is a mixture of individual tuition, group teaching and class teaching, ensuring that the children may progress at their own speed according to their ability
The Governors
Who are the Governors?
Governors are like a Board of Directors and make decisions about how the school is run. There are two meetings of the full governing body each term. The Governing Body has a number of statutory and non-statutory committees.
Governors are appointed to: -
School Governors have legal duties, powers and responsibilities. They can only act together, they cannot act individually.
School Governors are: -
Parent Governors: -
Why are parents on the Governing Body?
They represent the view of parents and bring them to the attention of the Governing Body but they speak and act as individuals. They have equal status in the work of the Governing Body and have voting rights.
The Governing Body
The school has a newly constituted Governing Body with effect from September 1st 2003. It is made up of the following people: -
Parent Mr Damian Hazard - Sept 2007
Mr. Terry King - Sept 2007
Mrs. Mandy Newman - Sept 2007
Mr John Park - Sept 2007
Mrs Karen Armstrong – Nov 2007
LEA Mr. Alex Armstrong (Vice-Chair) - Sept 2007
Mr Graham Howarth (Chair) - Sept 2007
Mrs Carol French - Sept 2007
Staff Miss Suzanne Carruthers (Staffing Rep.) – Sept 2007
Mrs Wendy Hazzard (Teacher Rep.) - Sept 2007
Mr M Kidd (Headteacher)
Community Mr Gerald Humes - Sept 2007
Mrs Joan Minto - Sept 2007
Mrs Nancy Rowe - Sept 2007
Clerks to the Governors Mrs P Bragg and Mrs Edna Harper
School Information
School Expenditure
September 1st 2002 – March 31st 3003
Basic Pay and Supplements £220,930.04
General (Taxable) Allowances £ 2,787.75
Nat Ins – Employers Contribution £ 14,253.66
Teachers Supn.. Employers Contribution £ 14,534.36
LG Pensions – Employers Contribution £ 3,899.86
Staff Advertising £ 277.00
Miscellaneous Employee Costs £ 368.00
Building Maintenance (Service Funded) £ 10,033.15
Gas £ 1,449.56
Electricity £ 1,959.15
Water £ 1,804.51
Fixtures and Fittings £ 30.00
Cleaning Services £ 104.00
Premises Insurance £ 647.28
Car User Allowance £ 6.21
Provision of Transport – students £ 203.50
Equipment, Furniture and Materials £ 13,666.98
Clothing, Uniform, Laundry £ 54.70
Printing Stationery, Office expenses £ 1,441.98
Business Services £ 8,214.00
Computer and Computer supplies £ 1,016.00
Telephones £ 947.26
Fares and Subsistence £ 400.00
Grants and Subscriptions £ 273.00
Miscellaneous Expenses £ 5,525.34
Miscellaneous Expenses £ 615.80
Fees and Charges -£ 180.00
REVENUE DELEGATED £305,983.34
Basic Pay and Supplements £ 6,062.30
Nat Ins – Employers Contribution £ 246.50
Teachers Supn. Employers Contribution £ 218.12
Training of Staff £ 160.00
Miscellaneous Employee costs £ 7,492.00
New Construction £ 11,000.00
Gas £ 93.64
Car User Allowance £ 67.54
Equipment, Furniture & Materials £ 3,093.03
Computers and Computer Supplies £ 7,767.29
Grants and Subscriptions £ 500.00
Miscellaneous Expenses £ 20,664.27
Miscellaneous Expenses £ 2,135.00
Teacher Training Courses £ 3,325.75
Fees and Charges £ 14.00
REVENUE EARMARKED £ 62,839.44
Severance Payments £ 183.48
Capital Charges £ 5,383.98
REVENUE CENTRAL £ 5,567.46
TOTAL
£374,390.24
Admission Policy.
Our Admissions Policy is briefly as follows; the full policy can be viewed at the back of this prospectus. Appendix One.
For the purposes of school management and administration, the school year runs from September to August. This means those children whose fourth birthday is between September 1st and August 31st are admitted to the Nursery Class in that academic year. However, legally, a child is not required to attend school until the start of the school term following their fifth birthday.
Admission to Nursery class is contained in Appendix Two.
RE and Collective Worship.
Religious Education at Westfield is taught following the guidelines of the Agreed Cumbria Syllabus. From this we have devised our own scheme of work which focuses again on any first hand experiences the children may have, groups they belong to in the community etc. We make use of our local churches and ministers. As the children progress through the scheme we focus on differing religions, looking at customs, beliefs, ways of life.
We are aware that we now live in a multi cultural society and have a policy to emphasise this, although this is covered in many areas of the curriculum. Our resources are carefully chosen so that the children may have as wide a range of experiences and opportunities as possible.
In addition we aim to foster a caring and thoughtful attitude in our children.
We have a whole school collective act of worship each day (non-denominational). Individual or group achievements are celebrated each week in our celebration assembly.
Parents who wish to have special arrangements made under the terms of the 1944 Education Act for withdrawal from instruction or attendance at morning assembly should contact the school. If a child is withdrawn from assembly they will be accommodated in a classroom and provided with an alternative activity.
School Improvement Plan.
We have a one-year school improvement plan, which is set within the context of a longer-term school development plan. All staff and governors contribute to this. Each year a series of priorities are established and a series of tasks to meet these priorities are identified. These are then reviewed at each Full Governors Meeting. Copies of the plan are available from school. In January the School Development Plan is reviewed.
Security.
All visitors are asked to sign the visitor’s book and wear badges. On all main doors we have keypads. On the main entrance we have a video security system.
Security lighting is provided in the car park area and a 2-metre high security fence surrounds the whole school. The school has a manned alarm 24 hours a day.
Sporting Aims.
Our aim for all children regardless of ability is to have the opportunity to participate in team games and keep fit activities. Activities are given which will enable children to co-operate, be tolerant and be able to share and be responsible for decision-making. We aim to promote, whenever possible, an enjoyment in undertaking exercise, so promoting an enthusiasm to lead an active life in and out of school hours. This will hopefully continue with them into adulthood. We have a range of extra curricular activities and regularly compete in football, netball and cross-country tournaments. We have links with the local secondary school and we are part of the Sports Co-ordinator programme. We intend to apply for the Sports mark Award as recognition of all we do in sport.
SEN and Disability Information.
Children with Special Educational Needs.
We recognise that each child is an individual who has its own particular needs. We aim to identify any special educational need a child might have as early as possible in their school career.
A full copy of the Special Needs Policy is held in school and may be seen upon request. All staff review it annually. However, for the purpose of this prospectus we are able to give a brief synopsis. In line with the "Special Needs Code of Practice", once a concern has been noted by the Class Teacher the Special Educational Needs Co-ordinator (SENCO) will be notified. A meeting will be arranged with parents to discuss their child's needs and an Individual Education Plan (IEP) with specific targets will be put into action. The child's progress will be reviewed regularly and a staged approach will be followed. This year the policy has been amended in line with the new revised code of practice. There are three levels of action:
School Action – as outlined above.
School Action Plus – children still have an IEP but outside agencies may be called in to assist e.g. psychologists.
Statement – a child receives a statement and may receive additional resources or help accordingly.
Parents will be involved at every stage, and will be asked to support their child's progress by completing a specific activity at home with their child.
The SENCO will give advice and support to the class teacher, and where appropriate, give extra support to a child. Links will be maintained with external agencies, for example, Learning Support Service, Educational Welfare Service, School Medical Service and the Psychological Service. When appropriate their expertise will be called upon to provide additional support and advice.
The current arrangements for identifying and providing for more able children are as follows: -
If your child consistently functions at a level two years or more above the majority of his or her age group in one or two subject areas, work will be differentiated to suit their needs and to develop their specific skills and talents. These children also have IEP’s and there is a separate more able policy in school.
At present we have the following number of children on a stage of the Code of Practice:
School Action: - 34
School Action Plus: - 4
Statemented: - 5.
Admission re SEN.
All children are entitled to the same application of the admissions policy.
Nurture Group Information.
The purpose of our Nurture Group is to provide a flexible and preventative resource, which is responsive, the particular needs of the children attending the school. On-going assessment and support for children showing signs of emotional stress and behavioural difficulties will be provided with the aim of enabling the child to access the curriculum and participate fully in school life.
The group provides a secure and reliable small class setting where children can learn by re-experiencing pre school nurture from adults who actively work towards enabling their successful integration into their mainstream class.
A consistent approach both at home and at school is important and the Nurture Group works in partnership with class teachers, SENCO and parents.
Results, Targets and OTHER PUPIL INFORMATION.
Summary of National Curriculum Results – School and Nationally.
2003 - Key Stage 1 results were as follows:
English – Reading 76% 84%
Writing 83% 81%
Maths 79% 90%
Science (TA) 86%
|
No of Pupils in Cohort |
Level |
English |
Maths |
Science |
||||
|
Y2 |
28 |
|
No |
% |
No |
% |
No |
% |
|
|
L2+ |
25 |
89 |
26 |
96 |
20 |
71 |
|
|
No of Pupils in Cohort |
Level |
English |
Maths |
Science |
||||
|
Y1 |
23 |
|
No |
% |
No |
% |
No |
% |
|
|
L2+ |
Rd. 16Wr. 18 |
69 78 |
17 |
74 |
19 |
83 |
|
|
L2B+ |
Rd. 13Wr. 15 |
57 65 |
14 |
61 |
6 |
26 |
||
2003 - Key Stage 2 results were as follows:
Level 4 and above – 48 children were eligible to take the SAT.
School National (2003)
English 50% 75%
Maths 44% 73%
Science 73% 87%
|
No of Pupils in Cohort |
Level |
English |
Maths |
Science |
||||
|
Y6 |
28 |
|
No |
% |
No |
% |
No |
% |
|
|
L4+ |
16 |
57 |
15 |
54 |
23 |
82 |
|
|
L5+ |
4 |
15 |
3 |
11 |
7 |
25 |
||
|
No of Pupils in Cohort |
Level |
English |
Maths |
Science |
||||
|
Y5 |
37 |
|
No |
% |
No |
% |
No |
% |
|
|
L4+ |
27 |
73 |
28 |
76 |
31 |
84 |
|
|
L5+ |
5 |
14 |
6 |
16 |
9 |
24 |
||
Pupil absence rates.
September 1st 2002 to May 25th 2003
Our target attendance was 94%. Unfortunately, a serious bout of illness caused a dramatic drop in attendance just prior to Christmas and this had quite a serious impact on our attendance.
Attendance rate. 92.9%
Authorised absence. 6.2%
Unauthorised absence. 0.9%
Destination of School Leavers.
Southfield School – Workington 42
Skirton Community School – (Lancaster) 1
St Joseph’s School - Workington 3
Stainburn School - Workington 2
STAFF DEVELOPMENT
Performance Management Arrangements.
Within school the teaching staff and Head have performance management targets set and annually reviewed. The Head’s are reviewed by the Performance Management Committee and an external consultant. The staff’s are reviewed by the Headteacher and the Deputy.
Professional Development of Staff
Each year all staff have two staff interviews in which they discuss their training needs, job descriptions etc. Training is then prioritised according to the school’s priorities and staff demand. Mr Ball is the Staff Development Officer and he reports on training to Governors at governors’ meetings.
Last year our whole school training concentrated on:
Ø ICT training for all staff
Ø Numeracy
Ø Literacy
Ø Assessment
Ø Attendance and Registration
Many other staff took part in a large variety of individual staff training including maths, philosophy, PE, science to name but a few. The SDO has a complete record of all training that took place.
In the forthcoming year the senior management team will be embarking on a Leadership Programme to improve our work on Literacy and Numeracy. We area so part the Excellence Cluster work on and Teaching and Learning Project across the schools and likewise we are involved in a long term project with Cumbria Primary Teacher Training (CPTT) on Literacy.
AGM INFORMATION
Date of Next AGM:
Thursday 5th February 2004
Resolutions from last AGM.
There has been no
previous AGM as this is a newly amalgamated school.
A-Z of SCHOOL BUSINESS
Absences
Accidents
Admission to Reception and Nursery Classes
Arts Provision
Charging Policy
Educational Visits
Extra Curricular Activities
Formal Complaints Procedure
Foundation Stage
Homework
Home School Agreement
Inhalers/Medicines
Jewellery
Medical/Dental Inspections
Mobile Phones
National Curriculum
Parking
Pastoral Care
Racial Equality Statement
Reporting to Parents
Road Safety
School Meals
School times
Sex and Relationship Education
School Term – Dates
Uniform
Westfield School PTA
A-Z of SCHOOL BUSINESS
Absences.
It is preferable for children to attend school for every session. There are, however, times when children have to miss school because of illness. On these occasions, please inform school of absences either by telephone or by sending a note. It is also helpful to inform school of Dental/Medical appointments prior to the visit. If a child is absent from school for more than three days without a note, the Headteacher will contact the home.
Any request for absence for other reasons, other than ill health, should be sent well in advance and permission obtained. We have a supply of these forms in school.
Accident.
If your child is involved in an accident or is taken ill, every effort will be made to contact you. It is important that you complete our school admission form naming emergency contacts when your child starts school. In the event of any difficulty contacting you we will take the injured child to hospital if we feel it is necessary.
Some parents wrongly assume that if a child is injured at school, the school is held responsible, regardless of circumstances and that its insurance will automatically apply. This is not so - the school's responsibility is strictly limited to cases where there was negligence by them or their staff. Accidents can happen in school, on the sports field, or during school visits, when the school or its staff are not in any way at fault and are not, therefore, responsible.
Admission to Reception and Nursery Classes.
Currently a staggered admission system operates for new starters. Groups of about five children (determined by age) are admitted up to a five - week period to the Nursery Class in September From January 2004 any child who was three in the previous term will the be admitted to the Nursery, likewise any child who is three between January and the start of the Summer term will then be admitted after the Easter break. This will mean that some children will receive up to 5 terms of Nursery education.
After the nursery year most children proceed into our reception class. Admission to this class is swift and painless. We operate a staggered entry into the class attending for half-day sessions, and then include lunch and then they are in school full time. If you have any worries please contact school.
In the term prior to the children starting Nursery and Reception, the Nursery and Reception teachers will hold meetings with the parents of pre school children, where the admission procedure and the way the school day is structured will be explained. Arrangements are made for the children to visit the classrooms with their parents beforehand, to meet and get to know their teacher and to familiarise themselves with their new surroundings.
Arts Policy and Provision.
Here at Westfield we encourage all children to participate in the Arts. We have a range of arts extra curricular activities and have developed links with artists in residence – producing a large clay mosaic for the local Community Play Park garden. We do not have any music specialists within school but we use CD’s to help our school performances and singing. As part of the Excellence Cluster Work our Gifted and Talented Strand children go to a variety of activities organised for them We have a number of visiting theatre groups to the school who offer live performances and we also visit the local cinema as and when appropriate Each week visiting specialists offer violin and brass instruments to individual children.
Charging Policy.
The admission of a child to Westfield Primary School and the formal curriculum offered to a registered pupil is not subject to charge or the parents' willingness to make a voluntary contribution.
The Governors wish to see the curriculum enriched as far as possible for the benefit of all pupils. They recognise that whatever public funds are made available they will never be sufficient to fund all desirable activities at the required level. They therefore, reserve the right to: -
• charge parents for activities offered as an optional extra wholly or mainly outside school hours,
• reclaim from parents the cost of wilful breakages and damage,
• seek voluntary contributions from parents to fund activities either within or outside school hours
At the time when any such activity is organised, all parents should be advised that anyone in receipt of family credit or income support is entitled to claim remission of charges for board and lodging on residential trips that are not optional extras.
Educational Visits.
Various educational visits take place throughout the year and may involve groups, individuals coming to the school or the children going out on visits. Such visits are all in support of our curriculum. In some cases such visits may be to local areas within walking distance, in others, they may go further a field. Educational visits may be partly funded through the school fund or may be subsidised by asking parents to make voluntary contributions towards the visits. Last year there were a number of residential visits on offer: Hawse End, Whinmarleigh Hall, and Fellside. Other visits took place to Sellafield, Ice Skating, Helena Thompson Museum, etc
Extra Curricular Activities.
We have a number of extra curricular activities held in school, these are extremely popular and well supported. We are always pleased to include others if any parent would care to offer some expertise. During the past year we have had football, netball, choir (infant and junior), Spanish, gardening, basketball, hockey, rugby computers, photography, cookery and art club. We also have an annual Book Fair.
Formal Complaints Procedure.
If you become concerned in any way about your child's education it is important that you tell us about this. As a first step you should discuss your concerns with your child's class teacher. If you are still concerned after talking to the teacher you should arrange to meet with the Headteacher. Obviously, as a staff we will do all we can to resolve your concerns and to ensure you are happy with your child’s education. A copy of the schools formal complaints procedure is available in school by request.
There may be some occasions when parents wish to complain about matters relating to the curriculum and collective worship which are the responsibility of the governing body and/or the LEA. Special formal arrangements exist for dealing with complaints of this kind. Advice on how to pursue a formal complaint is available from; School Section, 5 Portland Square, Carlisle, CA1 1PU. Tel: 01228 606060.
Foundation Stage.
In the early years, nursery and reception classes, children have their own curriculum. Briefly, there are six areas, which the children cover:
Language and Literacy
Mathematics
Knowledge and Understanding of the world
Personal and Social Development
Creative Development
Physical Development.
The Foundation Stage Staff arrange meetings with parents as appropriate. All children receive a written report in the summer term. It is hoped however that there will be continuous dialogue between home and school over any issues as and when they arise.
Homework.
Staff and parents review the homework policy annually.
Each child is expected to complete some reading during the day. On average this is 10 minutes/day in Key Stage 1; 15 minutes/day in Lower Key Stage 2 and 20 minutes/day in Upper Key Stage 2. In addition children receive at least one piece of homework per week. In Year 6 homework and revision homework increases in preparation for SATS and secondary transfer.
Parental attitudes were surveyed prior to the end of the summer term. The results were as follows:
There was a return of 56 questionnaires and the range covered all of the age ranges so this could be seen as fairly representative of the whole school.
55% of parents found the amount of homework set as “just right”
45% would have liked more homework.
0% would have liked less homework.
Home School Agreement.
When a child starts our school we ask parents to sign the Home/School Agreement, which outlines the school aims and what is expected of pupils, parents and school. In this way the two-way partnership between home and school is begun.
Inhalers/Medicines
It is now standard practice for children to have their inhalers with them at all times or kept in their school lockers/bag. Sometimes it may be necessary to ask the child’s doctor for a spare one to be kept at school.
Whilst we have concerns there are times when we will administer medication to pupils although we would prefer that parents carried out this function. We will give medicine when;
· A doctor’s note must be received, preferably delivered by the parent, to the effect that it is necessary for the child to take the medicine during school hours. The note should give clear instructions on the required dosage.
· Long term illness e.g. epilepsy or asthma should be recorded on the child’s record card together with appropriate instructions.
· The medicine should be brought to school by the parent, not the child, and should be delivered personally to the school office.
School staff will not administer medication “bought over the counter”.
Jewellery.
For normal school activities, children with pierced ears may wear only stud type earrings.
When children are taking part in any physical activity e.g. games, PE, swimming they may NOT wear jewellery at all. Any jewellery for such lessons MUST be removed by themselves due to Health and Safety.
Medical/Dental Inspections.
Medical and dental inspections are carried out within the school at regular intervals. Parents are always informed prior to these inspections and do have the right to withdrawal.
Mobile Phones
Pupil’s mobile phones are not allowed in school. Apart form the possibility of having them stolen, having lessons interrupted etc. children do not need them in school. If there is any emergency we will contact parents.
National Curriculum.
The Governing Body, teachers and myself will ensure that the curriculum followed in this school meets the National Curriculum Requirements.
Pupils in Nursery and Reception classes will be working on the Foundation Stage.
Pupils who are in Year 1 and Year 2 will be working on Key Stage 1 of the National Curriculum and children in Years 3, 4, 5 and 6 will continue through Key Stage 2.
The National Curriculum covers the following subjects:
Maths, English, Science, ICT and RE are the CORE subjects.
History, Geography, P.E, Design Technology, Art and Music are the FOUNDATION subjects.
Pupils will normally work in groups attached to a class teacher. Classes will be taught using a subject approach, which ensures that the appropriate programmes of study and attainment targets for National Curriculum are covered.
Officially children start to work towards National Curriculum attainment targets at the beginning of Year 1 although we do recognise that children in reception year are capable of working at level 1 in given areas of the curriculum and this is encouraged by setting a range of tasks building on their pre school experiences.
English.
In each class from Year 1 / 2 upwards English is delivered via the daily literacy hour.
There are three strands of English: Speaking and Listening, Reading, Writing.
Speaking and listening.
There are many opportunities for this; discussion in everyday class work, through drama, role-play, assemblies. Tape recordings and television programmes also help to develop listening skills. It is important that children should understand spoken language and be able to speak with relative fluency.
Reading.
Children are encouraged to take home books to share from their earliest days in school. A Reading Comment Book in which parents and those who hear the children read are encouraged to write accompanies the books. As children progress they are introduced to more formal reading books. The school uses a selection of graded reading books taken from a variety of reading schemes thus introducing children to a wide range of vocabulary and subject matter.
Writing.
There are many and varied opportunities for writing. These may be recording factual details or descriptions to creative, imaginative writing. Children are taught to write using a variety of methods. In all forms of writing it is important that the conventions of writing are understood. In order to do this we teach a certain amount of grammar, sentence construction and punctuation. Children are encouraged to redraft, correct and edit some of their work.
Spelling.
From year one children are given spelling lists to learn. These may be commonly used words or words that exhibit certain spelling patterns. In Key Stage 2 the spelling focuses on spelling patterns and conventions and is linked to real purpose.
Handwriting.
Handwriting follows a basic script. At the start of each term the formal handwriting lessons in this scheme are revisited.
Mathematics.
As with language the development of mathematical skills needs to be enjoyed and is taught in a practical and enjoyable way. The daily maths lesson is divided into three parts, the oral and mental starter, the main lesson and the plenary.
Children achieve development in and understanding of mathematical knowledge, skills, and attitudes through direct experience, problem solving, investigation and written work.
A progressive and continuous development is adopted by building on the child’s previous knowledge in all areas of mathematics. Each year the school takes part in the County’s Maths Quiz.
Science.
Children are introduced to science through first hand experience and direct observation. Through this first hand experience children are encouraged to acquire important skills and concepts. We aim to make science investigative where possible.
Important skills include: Observation, measuring, hypothesising, investigation, fair testing, raising questions and recording information. Our science work is based around two topic cycles, one in the infants and one in the juniors.
Design Technology.
This is about generating designs and making things from these. It is concerned with how things work and about how they look and feel. The evaluation process is a very important element of Design Technology. Food Technology is also part of this curriculum.
Information Communication Technology.
ICT is concerned with storing, processing and presenting information by electronic means (not just computers but videos, calculators, television etc). Our school is extremely well resourced in ICT. It has at least three computers in each classroom and a computer suite with 26 networked computers for use by the whole school and for community use.
Internet access.
Each year group, from reception onwards do have access to the Internet. School has a filtering system installed on it’s PC’s but every parent is sent home a letter offering them the chance to withdraw their child from using the internet.
Geography.
Geography is concerned with studying places. In the infants we hope to foster a 'sense of place' and pay particular attention to the local area, starting with the school, surrounding area and branching outwards.
In Key Stage 2 we continue to study our locality but increasingly branch further a field, looking at places both national and international. We aim to use our own environment and community as much as possible.
History.
History looks at things past; from yesterday reaching much further back in time. We aim to foster historical awareness by looking at artefacts, talking to visitors etc. As the children progress through the school, emphasis will also be on looking at different historical sources, awareness of the difference between fact and point of view. The Local Archives and the Project Collections from the School’s Library Service support our history.
Physical Education.
Wide ranges of activities are followed. Within the physical education curriculum, children follow dance, gymnastics and games. In addition, at the Year 5 and 6 age range children are able to go swimming at the local pool. From year three onwards, children are able to participate in extra curricular football, netball, gym club and basketball. Y2 children also take part in a local football tournament and as such have some training prior to this. Our extra curricular activities tend to be run on short courses rather than longer term one’s.
Art.
Children follow the school's comprehensive scheme of work. They are encouraged to work in 2D and 3D as well as a range of materials and with a variety of mediums. Children are encouraged to develop a critical awareness of their work, and to recognise and appreciate the work of a range of more 'well known' artists, sculptors etc. First hand experience is once again developed. Our out of hours study support has allowed us to work with a number of artists in residence. We have made a large mosaic for the local community.
Music.
Children are encouraged to play, compose and appreciate a range of music, musicians and instruments. Music is a balance of listening and appraising and composing.
The school offers the chance to take part in productions and we also support our local Old Peoples Homes by going to sing there.
We also offer brass and violin lessons.
Parking
At opening and closing times parents' vehicles are NOT allowed anywhere in the school grounds. It is dangerous to all children and adults, especially in bad weather
Pastoral Care.
Teachers try to sustain sensitivity to the needs of the children and are always available to discuss any problems with parents to maintain a healthy relationship between home and school. Parents will be informed if the teachers are worried about their child's behaviour or any other problem giving them concern if the school considers it necessary.
Children are reminded regularly about acceptable behaviour, in assembly and class times, where it is an opportunity to give praise to children achieving something worthwhile and commendable to the school.
Racial Equality Statement
This statement reflects our belief in a cultural diversity that embraces individuals and promotes community spirit. It is in keeping with our vision that, through our curriculum we will prepare our pupils for participation in our multi-ethnic society. It furthers our aim to promote equality of opportunity and good race relations, and to eliminate any form of racial discrimination and prejudice.
We recognise the predominantly white context of our school and this statement covers members of all ethnic and national groups represented in our school community.
Using a whole school approach, we will ensure that we do not inadvertently discriminate. We will achieve this by monitoring and reviewing our practice, planning opportunities within the curriculum for promoting good race relations and dealing with racist incidents effectively. We will implement our strategies for dealing with racist incidents according to guidance provided by the CRE and the local education authority, and in accordance with known best practice for supporting all children, parents, staff and visitors to the school.
Reporting to Parents.
Twice per year (once in the autumn and once in the spring term), parents are invited to meet with teachers to discuss their child’s work. They are allocated a ten-minute appointment. In the summer term each child receives a written report after which parents are able to make an appointment to meet their child’s class teacher should they wish.
Each year, prior to the end of the summer term children spend a day in their new class.
In Year 2 and Year 6 extra parents appointments are available for parents to discuss the results of their child’s SATS, which are reported to them on a standardised form detailing both their child’s attainment and the teacher’s assessment. Parents are able to come into school and make an appointment to discuss their child’s work at any time.
Road Safety.
No vehicular access except for essential business is allowed onto school grounds. We would be obliged if parents bringing or collecting children by car could drop them off at the school gates. There have been several investigations into Road Safety at school, please take due care. May I remind you that there should be no parking on the zigzags around the school? We have very close links with the Road Safety Officer who regularly visits school top work with children on various aspects of ROAD Safety. The school is about to begin a project on “Better Ways to School” in partnership with Cumbria County Council and CAPITA staff
School Meals.
Dinner money is collected on Mondays for the full week, or on the day following absence. Current costs are £6.75 per week.
A system of self-selection is in operation at school where children have more than one choice of meal. To avoid unfairness children go to lunch according to a rota.
Facilities are available to children wishing to bring sandwiches.
As meals are ordered one week in advance it would be appreciated if we could have one week’s notice of any change of requirements.
Free meals are available in certain cases and application forms are available on request from school.
School Times.
School times currently are: -
Doors open at 8.45 a.m.
Nursery - Morning only 8.45 a.m. - 11.15 a.m.
KS1 - Morning session
8.45 a.m.
- 12.00 noon
Afternoon session
1.05 p.m. - 3.00 p.m.
KS2 - Morning session
8.45 a.m. - 12.15 p.m.
Afternoon session
1.05 p.m. - 3.05 p.m.
We ask that children are not on school premises before 8.40 a.m. unless attending Breakfast Club
Sex and Relationship Education.
As part of our science scheme of work we study health and personal hygiene. Throughout the strand of science, Life and Living Processes, we look at life cycles of plants, animals and humans. The teacher concerned deals with any issues or questions, which arise as part of these studies, sensitively.
In addition, in Year 6 we have a series of sex and relationship lessons. Pupils watch a video on puberty and the changes, which occur to young adults going through puberty. The School Nurse supports this. Parents are always sent a letter detailing this broadcast and are given the opportunity to watch this prior to the children. The Governing Body are obliged to offer parents the chance to withdraw their child and each year a letter is sent home accordingly.
Uniform.
The school has a recommended uniform, which is a red school sweatshirt and a school polo shirt.
We have a school sweatshirt and v-necked sweatshirt, which you can purchase, through school. The current cost is £7.00 for all children’s sizes. Cardigans are priced at £9.00. Fleeces are £14.99.
We also have polo shirts priced £5.00 and T-shirts at £4.25.
As well as clothing we have caps at £3.99 and Book bags at £3.00.
Younger children are greatly assisted if they wear clothes that are easy to manage - slip on shoes or Velcro fastenings and zips rather than buttons.
All children need a P.E. kit. It is important that children are able to change their clothes and footwear for such lessons. It is not necessary to supply children with expensive equipment.
It is also helpful if all your child's clothes and belongings are labelled with their name.
The school does not accept responsibility for any personal property brought to school or left on school premises.
Westfield School PTA.
This is a very informal group and whilst there is a committee meetings are run and organised very informally. Every parent is automatically a member of the association. They organise events during the year to raise funds for school. The money raised is used to buy things like computers, educational equipment, books, football/netball strips etc. They also use the money to pay for theatre groups visiting school and transport for educational excursions and parties.
SCHOOL TERMS AND DATES - 2003/04
Data Protection Act – Fair Processing Notice
Schools, Local Education Authorities and the Department for Education and Skills (the government department which deals with education) all hold information on pupils in order to run the education system, and in doing so have to follow the Data Protection Act 1998. This means, among other things, that the data held about pupils must only be used for specific purposes allowed by law. We are therefore writing to tell you about the types of data held, why that data is held and to whom it may be passed on.
The School holds information on pupils in order to support their teaching and learning, to monitor and report on their progress, to provide appropriate pastoral care, and to assess how well the school is doing. This information includes contact details, National Curriculum assessment results, attendance information, and characteristics such as ethnic group, special educational needs and any relevant medical information.
From time to time we are required to pass on some of this data to the Local education Authority (LEA), to another school to which the pupil is transferring, to the Department for Education and Skills (DfES), to Qualifications and Curriculum Authority (QCA) and associated assessment arrangements and to Primary Care Trusts (Local Health Authorities).
The Local Education Authority uses information about pupils to carry out specific functions for which it is responsible, such as the assessment of any special educational needs the pupil may have. It also uses the information to derive statistics to inform decisions on (for example) the funding of schools, and to assess the performance of schools and to set targets for them. The statistics are used in such a way that individual pupils cannot be identified from any information published.
The Qualifications and Curriculum Authority uses information about pupils to administer the National Curriculum tests and assessments for Key Stages 1 to 3. The results of these are passed onto the DfES in order for it to compile statistics on trends and patterns in levels of achievement. The QCA uses the information to evaluate the effectiveness of the National Curriculum and the associated assessment arrangements, and to ensure that these are continually improved.
The Department for Education and Skills uses information about pupils for statistical purposes, to evaluate and develop education policy and to monitor the performance of the education service as a whole. The statistics (including those based on information provided by the QCA) are used in such a way that individual pupils cannot be identified from them. The DfES will feedback to LEA’s and schools information about their pupils where they are lacking this information because a former school did not pass it on. On occasion information may be shared with other Government Departments or agencies strictly for statistical or research purposes only.
The Primary Care Trusts (Local Health Authorities) use information about pupils for their health-check and inoculation programs in schools.
Pupils, as data subjects, have certain rights under the Data Protection Act, including a general right of access to personal data held on them, with parents exercising this right on their behalf if they are too young to do so themselves. If you wish to access the personal data held about your child, then please contact the relevant organisation ion writing: -
Ø The school.
Ø The LEA’s Data Protection Officer at Education Department, 5 Portland Sq, Carlisle CA1 1PU.
Ø The QCA’s Data Protection Officer at QCA, 83 Piccadilly, London W1J 8QA
Ø The DfES Data Protection Officer at DfES, Caxton House, Tothill St. London SW1H 9NA
Ø The Caldicott Guardian for the local Primary Care Trust (Local Health Authority; West Cumbria PCT, Old Town Hall, Oxford St. Workington CA14 2RS
Appendix One
CUMBRIA EDUCATION SERVICE
GENERAL ADMISSIONS POLICY 2003/2004
Some schools receive more applications than there are places available. Where this happens at a community or voluntary controlled school applications will be prioritised using the over subscription criteria contained in the General Admissions Policy. This means that children will be allocated places in the order of priority given below. The criteria will be applied in conjunction with the explanatory notes below, which form part of the policy.
1. Children living in the catchment area who have brothers or sisters in the school (or associated infant of junior school) at the time of their admission – see notes 1 and 2 below.
2. Children living outside the catchment area who have brothers or sisters in the school (or associated infant or junior school) at the time of their admission who were directed to that school by the LEA either in the absence of a place being available in the catchment area school due to over subscription and the school was identified by the LEA as the next nearest with a place available or in their Statement of Special Education Need – see notes 1, 2 and 3 below.
3. In relation to Church of England voluntary Controlled Schools, children living in the catchment area with a parent on the electoral roll of a C of E church - see note 4 below.
4. Other children living in the catchment area giving priority to those living furthest away from an alternative school where the LEA is able to determine that a place is available measured by the shortest walking route by road – see note 5 below.
5. Children living outside the catchment area who have brothers or sisters in the school (or associated infant or junior school) at the time of their admission – see notes 1 and 2 below.
6. In relation to Church of England Voluntary Controlled schools, children living outside the catchment area with a parent on the electoral roll of a C of E church – see note 4 below.
7. Children living outside the catchment area, giving priority to those who live closest to the school, measured in a straight line on the map.
Applications will be prioritised according to the above criteria. An exception will be made: -
· under the Authority’s policy for the education of children with special needs (i) where a child holds a Statement of Special Education Needs, or (ii) is currently undergoing a statutory assessment, and in either case it is considered that attendance at a particular school is necessary to meet the identified needs of that child;
· where admission has been refused to the catchment area school because of over subscription, in considering a parent’s second or third preference and in relation to the nearest school with a place available. (Such an exception would not be made if this school also is unable to accommodate its catchment area applicants.)
Explanatory Notes:
1) To prioritise in categories 1, 2 and 5, priority will be given to those children with the youngest siblings. Brothers and sisters are those living at the same address and include step and foster children. Priority will only be given where it is known at the time of allocating places that a sibling will be attending the school (excluding a nursery class) at the time of admission.
2) Where reference is made to associated infant and junior schools this is to describe those situations where infant and junior schools share the same catchment area.
3) If parents believe they qualify for consideration under the General Admissions Policy criterion number 2, they should indicate this on their preference form in the place provided for this purpose. In relation to a child with a Statement of Special Education Need, the Statement must state that the child is directed by the LEA to attend a particular school, which is necessary to meet his or her identified needs. It does not include those situations where the Statement indicates that the LEA considers a mainstream school of parental choice to be appropriate.
4) To be considered under category 3 or 6 parents must provide proof with the completed form that they are on an electoral roll of a C of E church and have been for two years before the closing date for preference forms. It may relate to more than one church. To prioritise in category 3 or 6 the measurement criteria in categories 4 and 7 respectively will be used.
5) Under category 4, an alternative school will only be regarded as having a place available if it is able to accommodate its catchment area applicants and still has places available.
Appendix Two
CUMBRIA EDUCATION SERVICE
NURSERY ADMISSIONS POLICY – SEPTEMBER 2003
Community and Voluntary Controlled Nursery Schools and Classes
Children born between 1.9.99 and 31.8.00 are eligible to apply for September
2003 entry to an LEA nursery school or a nursery class at an infant/primary
school. Where there are more applications than places, children will be
admitted on the basis of the following order of priorities.
1. In relation to nursery classes at an infant/primary school, children living in the catchment area of the host school.
2. Children who do not live in the catchment area of an infant/primary school with a nursery class.
3. Other children.
If at any time it is not possible to offer a place to all of the children in any of the above categories, applications will be prioritised on the following basis:
(a) Children who have brothers or sisters in the school (or associated junior school) at the time of admission giving priority to those with the youngest siblings – see note 3.
(b) Children from families who would be eligible for free school meals giving priority to those living nearest measured in a straight line on the map – see note 4.
(c) In relation to C of E schools, children with a parent on the electoral roll of a C of E church – see note 5.
(d) Others living nearest measured in a straight line on the map.
Applications will be prioritised according to the above criteria. An exception may be made: -
· under the Authority’s arrangements for the education of children with special needs where a child holds a Statement of Special Educational Needs or there is sufficient evidence to suggest that the preparation of such a Statement is likely and it is considered that attendance at a particular nursery school or class is necessary to meet the identified needs of that child.
The above should be read in conjunction with the following notes as they form part of the policy.
Notes
1. The closing date for applications is 31 March 2003. Late applications for oversubscribed nurseries will not be considered unless there are very exceptional circumstances as determined by the Director of Education.
2. Applications should be submitted to the Headteacher of the nursery along with proof of date of birth and home address.
3. Brothers and sisters are those living at the same address and include step and foster children. Priority will only be given where it is known at the time of allocating places that a sibling will be attending the school or associated junior school. Where there is reference to an associated junior school this is to describe situations where infant and junior schools share the same catchment area.
4. Children from families who would be eligible for free school meals are defined as those families in receipt of Income Support or Job Seekers Allowance (Income Based). Documentary evidence of these payments must be submitted with the nursery application form. Applications will not be considered under this category in the absence of such evidence.
5. If parents believe they qualify under criterion (c) they must provide proof with the completed form that they are on the electoral roll of a C of E church and have been for a period of two years prior to the closing date for the submission of application forms. It may relate to more than one church. If there is a need to prioritise applicants within this category, priority will be given to those who live nearest measured in a straight line on a map.
6. In relation to nursery classes reference is made to catchment areas. This is defined as the catchment area for the host infant/primary school. Nursery schools do not have a defined catchment area.
7. Priority will always be given to children whose parents are seeking the standard five half-day sessions. This will usually be five mornings or five afternoons.
8. Parents should only apply to one LEA nursery. If an application is made to more than one, only the application for the nursery class at the catchment area school will be considered or, if there is no catchment area nursery, the nearest nursery.
9. Parents will be asked to provide alternative preferences and will be considered for a place at one of these nurseries if there are vacancies after places have been allocated to those parents who have given it as a first preference.
10. The LEA reserves the right to withdraw a place if the nursery grant has been previously allocated elsewhere.
11. The LEA reserves the right to withdraw a place if it has been allocated on the basis of false information.
12. Attendance at a nursery class does not guarantee admission to the school’s Reception class nor is it a factor, which is taken into consideration in allocating places.
Disclaimer
The information supplied in this document is in accordance with information at present available to the Governors and is believed to be correct as at the date of uploading (December 2003). In particular, nothing herein prejudices the right of the Education Committee or any of its sub committees, or the Governors or the Head of the school to make any decision relating to the school as it sees fit without regard to whether this will affect the accuracy of any matters contained in this publication. Further neither the Governors nor the school, nor the Education Authority, nor any members of the authority of the school is deemed responsible for any erroneous information in this document.
Design and contents © 2003 Westfield Primary School, Cumbria. E &OE.