|
St Stephens Community Primary School Long Park Road, Saltash, Cornwall PL12 4AQ Headteacher : Mr M Watkins Telephone 01752 843561 Email: head@st-stephens-salt.cornwall.school.uk SCHOOL HANDBOOK 2007-08 Contents: 1) Introduction " Mission statement " Our Philosophy " Aims of the School 2) Facilities " grounds " sports " arts and creativity " information and communication technology " special needs 3) Conduct within the School " uniform " personal items " behaviour and discipline " bullying " Child Protetion " 10 rules for a happy school 4) Beyond the School " Links with parents " Homework " Friends Group " Community Links " Field Trips 5) Practical Matters " Admissions arrangements " Lunchtime arrangement " School hours and holiday arrangements " Medical issues " School Policies " Complaints 6) Teaching at St Stephens " An introduction to the National Curriculum " Class sizes and organisation " Transfers at 11 " Subject Analysis: - English - Maths - Science - History - Design technology - Art and design - ICT - Geography - Physical Education - Music - Religious Education Sex education Appendices Annex A Staff list and Governors Annex B School Uniform list Annex C SATS Results 2006 Annex D Term Dates & Holidays 2007-08 Annex E Charging Policies Annex F Disciplinary Issues Annex G Extra-curricula Activities INTRODUCTION St Stephens Community Primary School is one of the four primary schools in Saltash. It occupies what was formerly Saltash Grammar School, on Longpark Road, some ten minutes walk from the town centre. The School, which is maintained by Cornwall Education Authority, educates 290 boys and girls aged four to eleven, drawn from all over Saltash and further afield, including Plymouth. Cross Park Nursery School, our associated pre-school, occupies an adjacent building and the pre-school children there share many of our playground facilities. Most of our students progress to the nearby saltash.net Community School. The school has a staff of 10 full time and 4 part time teachers supported by numerous non teaching staff. The governing body is drawn from elected and appointed/co-opted representatives of the staff, parents, and the community. There is also a School Council which advises the Head on pupils concerns. (Details on staff, governors and councillors may be found at Annex A). MISSION STATEMENT To provide a supportive learning environment where all members of the school community can learn and develop to the fullness of their ability . OUR PHILOSOPHY School should be a happy place where children and staff feel able to work at their maximum potential. All children have some talents, and it is the job of the school with the help of parents and supporters - to nurture these talents. We want our children to value themselves - this is often the result of personal achievements, big and small, and often success in one area can act as a springboard for greater overall achievement. This is why we feel a wide curriculum is essential, and so we try to provide as many opportunities as we can for the children to grow and flourish in different ways . EQUAL OPPORTUNITIES As a school we are committed to providing equality of opportunity irrespective of gender, race or disability. ANTI-RACISM It is the policy of St Stephens to challenge racism and racist attitudes. All visitors are required to respect this when visiting our school and working with the children. THE AIMS OF THE SCHOOL The school aims to provide a broad, balanced, relevant and stimulating education that promotes the spiritual, moral, cultural, mental and physical development of pupils. We also aim to deliver the National Curriculum as effectively as possible, so combining depth with breadth. In particular the school aims to encourage each child to develop: " an enthusiasm for learning " self confidence " self reliance " an appreciation of the value of team work (in order to promote commitment and a sense of belonging, and to demonstrate the contribution of the individual within wider community). " an appreciation of other people and other cultures, and respect for their rights and needs " an appreciation of what constitutes 'Good Manners' in society (together with the ability to display that quality) " a moral sense upon which the child can base future decisions. We aim to encourage our staff members to develop their own skills and we aim to support their ambitions. We aim to encourage parents and other supporters to be involved in the childrens education and development, and to be involved in the life and development of the school. In order to achieve all the above aims, we try to maintain an informal and supportive atmosphere at the school to ensure that all members of the school community are secure and comfortable there. FACILITIES The grounds St Stephens enjoys a large and secure site in a quiet and mostly residential area of Saltash. The school occupies one of Saltash historic landmarks the granite buildings date from the early 20th century and formerly housed the Grammar School. Inside, the buildings have been adapted to accommodate contemporary education needs, with bright and airy classrooms, a central Hall which doubles as a dining room, and a purpose built computer suite. Outside there is a hard play area and grounds extending to several acres, fringed with trees and shrubs. Over the past few years the grounds have been creatively developed by our landscape team, supported by staff and a team of students and volunteers. They now include extensive wildlife refuge areas (including a securely fenced pond area), woodland trails and an amphitheatre, with separate gardens and play areas for infant children. In addition a newly developed Adventure Playground has provided extra playtime facilities. The grounds support the National Science Curriculum and the schools own emphasis on ecology and the environment. On a day-to-day basis they are also intended to support creative play, and to provide quiet and secure areas for students who do not wish to join the hurly burly of playtime. To this end, the pupils have designed and raised funding for a Quiet Area in the school grounds. Sports The schools extensive grounds also serve as playing fields for organised sports. The school supports very successful football and netball teams, and promotes field sports in the summer term in the run up to Sports Day. After-school clubs provide an introduction to other sports. (see Annex G). Swimming is taught at Saltash Leisure Centre, 10 minutes walk away. Art & Creativity We encourage children to development their enthusiasm for expressing themselves through art and performance. The work of our staff within the national curriculum is supported by special events commissioned from a range of artists and specialists. After school clubs provide further opportunities for development (see Annex G). Information and Communication Technology (ICT) Our purpose built computer suite opened in 2001. It houses 16 PCs loaded with the latest educational software, and is used by all children from Reception upwards. In addition, each classroom is equipped with at least two PCs. There is a programme of ongoing additional hardware including continued purchase and use of interactive whiteboard(s) and more lap tops for both staff and pupils. Special Needs Support The National Curriculum requires that all children are taught at their individual levels. This being so, all children have special needs of some kind and we do all that we can to cater for these. Children with learning difficulties or physical disabilities are integrated into normal classes. Ancillary help is available and current teaching arrangements provide the opportunity for all children identified with SEN to receive additional classroom support (this support may be on a one to one or group basis as needs (and funding) dictates. Extra teaching help is given to children who have statements of special needs. Usually children with special needs are taught alongside their peers, but may be withdrawn for specialised teaching on occasions during the day. Children will be identified as having Special Needs in the first instance as a result of ongoing teacher assessments and general observations and following close liaison with the Schools Special Needs Coordinator (SENCO). Such a course of action may involve adjustments to the curriculum where necessary. Children who continue to give cause for support that is additional to and different from the differentiated curriculum will be provided through an Individual Education Plan. Parents will be fully informed when children reach the IEP stage and pupils will be involved in drawing up of IEPs. If a pupil does not make progress despite the school taking the action above, advice will be sought from the appropriate support services (these include Educational Psychologists and various other SEN support services). Parents are always informed when an Outside Agency becomes involved. At this point the child would be placed on the School Action Plus. Failure to progress despite all the strategies identified could lead to a statutory assessment of special educational needs being started. Children who are formally assessed as having Special Educational Needs may well receive additional classroom support (funded centrally by the LEA). Resources for Special Needs are funded from several areas: " Funding taken from the Schools Core Budget and used to support children at various stages on the Special Needs register but not funded centrally through a statement. This is used to provide additional teaching and management time for the school SENCO. " Additional funding used from schools core budget to support sets where non-teaching assistants would not otherwise be available. This varies annually. In addition to the above the School uses SEN support services on a regular basis and has frequent on site visits from EBD Learning Support/Child and Family Services, Personnel etc. The schools SEN policy has been updated in the light of the New Code of Practice. The new Code of Practice emphasises the involvement of parents and pupils through the various stages named above. CONDUCT WITHIN SCHOOL Our main aim is for children to show consideration and respect for others and the environment they share. Essentially, children should become responsible for their own behaviour in a positive way. Uniform The school uniform is intended to promote personal self respect as well as promoting the school identity, by creating a level playing field. We have tried to keep the uniform straightforward and easy to obtain, and we try to avoid being too fussy about it. In return, we ask parents to respect the guidelines laid down. (Details of the school uniform and how to get it may be found at Annex B) Personal items Toys and other personal items should not be brought to school. This avoids the possibilities of loss or damage. All school items should ideally be labelled. Where property is lost and has no name, it will be taken to our lost property container situated in the corridor outside the Junior cloakroom area. Other items, e.g. watches, are held in the office. Behaviour The behaviour of children is the concern of all members of staff and the children are encouraged to respond positively to all members of staff - teaching and non-teaching. We recognise that children (like grown-ups) learn by trial and error and no child is perfect all the time. Minor incidents are handled within the school and parents are not notified of every incident. Persistently unacceptable behaviour however needs to be modified and we aim to involve the parents or carers at an early stage in such cases. Bullying This emotive issue is a frequent source of concern for parents and staff alike. Children can be too rough with each other without being bullies/bullied and at St Stephens we will not accept excessive roughness in general (such as kicking) as well as systematic bullying. Occasional incidents of roughness are normally handled without reference to parents of the children involved (although they would of course be notified if there was any actual injury). Parents are encouraged to express any concerns in the first instance to the childs classroom teacher. Persistent roughness or bullying requires a more systematic approach if both bully and bullied are to learn new and acceptable ways of behaving, and parents would normally be involved in that process. To the children we say: You are being bullied if someone hurts you and keeps on hurting you even when you have asked them to stop. You are being a bully if you know you are hurting someone and keep on doing it, even when they have asked you to stop. You can hurt people by the things you say, as well as by what you do . Details of the Schools Anti Bullying Policy can be obtained on request from the Headteacher. Disciplinary Policies and Procedures Full details on our current disciplinary procedures and policies may be found at Annex F Child Protection As a school we place the highest priority on the childrens safety (emotional and physical) and the Governing Body fully supports the principles and procedures laid out in the LEAs model Child Protection Policy, which it has adopted. A copy of this Policy is available on request. All decisions relating to Child Protection issues are taken with the chils welfare forming the utmost priority. 10 Rules for a Happy School 1. Everyone in our school has a right to learn. 2. Respect other people's point of view and feelings. 3. Teasing and bullying is unacceptable. 4. Care for each other and our school environment. 5. Take pride in your appearance and your work. 6. Respect things which belong to others and look after those things which belong to you. 7. Accept responsibility for your actions. 8. Keep our school clean and tidy. 9. Be prepared for each lesson. 10. Move about the school and its grounds in a quiet, calm and orderly manner. BEYOND THE SCHOOL Links with Parents The school welcomes parental involvement of many kinds. We want to encourage a feeling of partnership between the school and home. We believe that parents have a wealth and variety of skills and experiences to offer that are a valuable asset in the education of the children. At present parents provide support in and out of the classroom, both running and assisting with such activities as swimming supervision; educational visits; sporting activities; after school clubs; visiting 'experts' where appropriate. Additional volunteers are always welcome! Formal parent/teacher meetings normally take place sometime during the Spring term when you will have a chance to discuss your child's progress with the teachers involved. At other times, an `open door' policy applies, but inevitably there are times when parents are unable to see staff unless they have made a prior appointment. Contact should be made in the first instance through the school administrator. All concerns will be dealt with. Any pressing matters should be addressed to the head teacher early in the morning (9am onwards). As a policy we ask all parents to sign a home/school agreement when their children start attending St Stephens. This simple form outlines the commitment from the school, parents and pupils and forms the basis of our working relationship. We would request all parents sign and adhere to the principles contained within this agreement. HOMEWORK POLICY The school believes that a limited amount of homework for specific purposes is useful in that it promotes self discipline and provides opportunity for children to be in part responsible for their own learning. All children are expected to take reading books home or to read their own books at home throughout their time at school. Most children are also given spelling lists which they are expected to learn. One piece of literacy and numeracy a week is given to children in the junior groups. Other homework is the responsibility of individual teachers. It may include the learning of times tables; finishing off work started in school; extension work for certain children; research work for projects. FRIENDS GROUP St Stephens benefits enormously from the activities of an energetic and enthusiastic Friends' Group which organises various social and fund raising events. New members are always welcome and any parents interested in becoming involved can contact the group via the school. COMMUNITY LINKS We aim to promote good school/community links in order to provide meaningful learning experiences for the children. Parents will be notified of the projects being undertaken in the school each term and we welcome any input into these through expertise/knowledge or artefacts you may have. We also want to encourage children to care for others in the community and to recognise social responsibilities. We promote this by inviting speakers from organisations, going out to visits e.g. Old People's homes and inviting people into the school. It is our aim to widen the children's interest in the world around them and we hope to encourage links with industry. This is an area which it is hoped will expand in the future. FIELD TRIPS As a school we believe that visits form an important part of school life - the opportunities to broaden horizons they provide we consider vital. As such we shall undertake at least one such visit per academic year and would ask for parental financial support. Visits and activities we have undertaken in the past include:- Saltash Heritage Churchtown Farm Train journeys Buckland Abbey Boat trips Saltash Library Mount Edgcumbe Visits from Storytellers Hazard Alley Workshop Falmouth Maritime Museum Looe/Portwrinkle beaches Space Centre St Stephens Church Plymouth Dome & Smeatons Tower Morwellham Theatre Performances Animal Parks Owl Sanctuary National Marine Aquarium Tudor/Greek/Egyptian Workshops Drum Crazy Workshop Chefs Adopt-a-School Field trips now form part of the National Curriculum - they are not voluntary and children will be expected to take part unless they are unwell. Where financial implications create problems the school should be contacted in the first instance. (Full details on the schools charging policy may be found at Annex E). PRACTICAL MATTERS ADMISSIONS ARRANGEMENTS Your child will be eligible for a place in Reception from September 2007 if your child was born between 01/09/00 and 31/08/01 as follows: Childern born between 01/09/02 and 28/02/03 attend full-time from September 2007 Children born between 01/03/03 and 31/08/03 attend part time from September and then full time from January 2008 The school has an obligation to follow the LEA Admissions Policy. Applications for admission to St Stephens School should be received by December preceding the year of reception entry using the application form in the Cornwall LEA brochure. Any applications received later than this date will be subject to the LEAs admission policy. Parents will be notified of the outcome of their application by 24th March 2007. Meetings and visits to school for New Intake children and their parents are arranged prior to starting school, as are home visits by their new Teacher. During the summer term before entry the Cross Park Playgroup often visit for stories and songs. LUNCH TIMES AND ARRANGEMENTS FOR SNACKS Lunch sessions are: 11.45am - 1.00pm for infants 12.05 pm - 1.00pm for juniors School Meals The meals at school are cooked on the premises and provide excellent value. Wherever possible children are given a choice and balanced menus are organised with healthy eating in mind. The school is currently operating a traffic light system as an option for all children. This allows a limited choice within certain food groups and ensures they all follow a balanced diet. Children who require a school dinner (weekly menus published) should bring the money, (£1.65 per day for set meal) and hand into the Class Teacher. All money sent to school should be in a purse with the child's name and class clearly written on the outside. A daily register is taken by Class Teachers and parents are requested to tell them if the children require School Set Meal or Cafeteria, Packed Lunch (provided by Parents) or whether children wish to go home for their lunch hour. Children who cannot behave during the dinner hour may be requested to go home and be excluded from school during that hour. Packed lunch All children have their meal either in a classroom selected by Teachers or in the school Hall. Children are requested to bring their food in a marked container. For fear of permanent staining on tables in school we regret that coloured drinks like blackcurrant cannot be accepted. Morning break Children wishing to have a snack at morning break should bring any food eg. crisps; chocolate; biscuits; chopped carrot etc. in a marked container and not in paper or plastic bag to prevent litter being dropped in school or the playground. SESSION TIMES & HOLIDAY ARRANGEMENTS Total Teaching Time (Excluding Breaks and Act of Worship) per week - 23 Hours Session Times Juniors 08.45 - 12.05 (break excluded 09.55-10.10) 13.00 - 14.05 14.15 - 15.05 Twice a week 13.00 15.05 Three times a week Infants - Reception 0845 09.55 10.10 - 11.45 * 1300 -1400 14.10 - 15.05 * Part Time Morning Reception children will finish at 11.45 a.m. Staggered play arrangements: Infants 14.05 - 14.15 Every Afternoon Juniors 14.15 14.30 Tues, Wed, Thur Assembly Times Monday 14.50 Wednesday 10.10 Friday 10.10 The Educational Authority cannot be responsible for the safety and welfare of children who arrive before 8.30 am or who remain after 3.30 pm unless they are engaged in supervised activities. Holidays The dates of terms and holidays for this school year may be found at Annex D. 195 days are included in the school calendar. School will be open to pupils for 190 days. The 5 additional days are allocated for In-Service Training. Parents are notified of these dates when they become available. CAR PARKING As a school we have taken the decision to not allow parking on the forecourt for the purposes of dropping off or collecting pupils at the beginning and end of the school day. We respectfully ask all parents to support this policy which is designed to ensure the health and safety of the children. MEDICAL MATTERS Accidents of a serious nature (fortunately very few) are notified to the parents as soon as possible. If parents cannot be contacted the child will be taken to the minor injuries unit of St Barnabas Hospital Saltash or the casualty department at Derriford Hospital and every effort made to contact a relative. The school community includes 2 qualified First Aiders and a large number of staff who have received basic First Aid Training. If your child falls ill or has an accident at school we will contact an appropriate family member as quickly as possible. It is therefore very important that contact information held by the office is up to date. Parents are requested to inform the school if their children are absent due to illness by 10.00 a.m.. All children will be expected to participate in P.E. and Games lessons unless written notice has been given by parents to absent them. The school has been advised by the Authority that we should not administer medicines to children. However, we appreciate the difficulties this places on parents and would be prepared to continue this service providing parents sign a disclaimer. Should your child need medicine at school and you wish us to administer it these disclaimers are available from the school office. Certain illnesses require children to be kept at home and the Secretary or Head will always help with advice. When necessary, teachers will always assist if it is in the best interest of the child to be provided with work to be done at home, but they will not send school library books or reading books home if the illness is contagious and could cause problems for other children. School medicals do take place and parents will be notified of these in advance, so they may be present if they so wish. Leaflets on common problems such as headlice are available from the school office. SCHOOL POLICIES The schools Governing Body is responsible for maintaining the policies of the school and ensuring that these are carried out. Copies of current policies are available from the school office on request. A reasonable period of time for copies of policies would be expected. QUERIES AND COMPLAINTS Issues or queries relating to issues of teaching or behaviour at the school should in the first instance be addressed to the childs class teacher or to the headteacher. Issues relating to school policy including the delivery of the national curriculum - should be raised in the first instance with the Headteacher or a Governor. Complaints All Local Education Authorities such as Cornwall have procedures for dealing with complaints about schools and their Governing Bodies. Any complaints about the Governing Body should in the first instance by considered by the Governing Body itself. Should the person(s) concerned be unhappy with the outcome, they can then put the complaint to the LEA. St Stephens has adopted the Cornwall LEA model complaints policy. A copy of the policy and procedures is available on request from the Headteacher. Parents may use complaints if they believe the school or Governing Body are failing:- Ø To provide the National Curriculum in school or for a particular child. Ø To follow the law on charging arrangements. Ø To provide Religious Education and daily collective worship. Ø To provide the information they have to provide. Ø To carry out any statutory duty relating to the curriculum. Ø To act reasonably in any of the above cases. A list of Governors is at Annex A.] Diversity As a school we support the rights of all pupils and fully subscribe to the LEAs Diversity guidelines and practices. Part 2 TEACHING AT ST STEPHENS AN INTRODUCTION TO THE NATIONAL CURRICULUM organisation and content Curriculum 2000 was introduced in September 2000. Although the emphasis is still strongly on Literacy and Numeracy, the need to include all foundation subjects was restated, restoring the breadth and balance we feel so important for our children at St Stephens. All children study 10 subject areas:- Core Subjects English Mathematics Science Foundation Subjects Design Technology History Geography Music Art Physical Education Information Technology Religious Education will also be taught. (Details of what is included under each subject are in the following section). Introduction to Key Stages Within this framework, Primary Education splits into 3 stages: " Reception; " Infant (Years 1-2); " and Junior (Years 3-6). All children on reception entry undertake a Foundation Stage Profile during their first year(This is not a formal test it consists of teachers observing the child). By the end of their Reception Year, most (but not all) children will have achieved the desired learning objectives. This broadly means that they have acquired the social and personal skills needed to begin Infant education. By the end of Infant Year 2, most (but not all) children will have completed Key Stage 1 which means broadly that they have acquired the basic building blocks in Maths and English to support Junior education. Their progress towards Key Stage 1 is measured in the summer term of Year 2 via Teacher Assessments. By the end of Year 6, most (but not all) children will have completed Key Stage 2 meaning that they have completed their basic primary education and have acquired the tools and skills needed to begin Secondary education. Their progress towards this Key Stage is monitored via SATS tests. St Stephens students overall usually do well in SATS, coming out at or above the national standard for their age. (St Stephens recent SATS results are at Annex C. SATS can however be a stressful experience for the children and their families. At St Stephens we try to encourage staff, students and parents to maintain a sense of perspective, and we try to prepare the children for exam stress by routinely testing the children during the year, and via Interim SATS in years 3,4 and 5. These are internal exams, allowing us to monitor each childs individual progress. CLASS SIZE AND ORGANISATION The size of St Stephens School means that each years entry is limited to 45, giving a total of 180 Junior children and 135 Reception/Infant. At St Stephens this translates into 9 classes of about 30 children each, plus Reception. This structure means the classes are not rigid and children from different years but similar age or ability will be taught together. This is particularly helpful with the youngest children, where the summer birthday children from one year often have more in common with the autumn birthday children of the year below than they do with their much older yearmates. Every class is led by an assigned teacher. At the infant stage, this teacher will do most of the teaching in most subjects, sometimes working with other teachers and other classes. By Junior stage, although their class teacher still provides much of the teaching and other support, children may be taught different subjects by different teachers (normally a maximum of 3). The split year system means that students do not always have the same class mates. This means we have flexibility to move students to support their educational needs, and also (on occasion) to resolve social problems. We also believe such a model helps pupils develop their social interaction skills. We have also introduced setting for English and Mathematics throughout the junior department depending on needs, in the infant department. As we aim to realise each child's full potential classroom management within these groups is flexible and strategies are employed to enhance an individual's strength whilst providing the necessary support for weaknesses. Occasionally some children will be taught by other teachers for specialist subjects including Music and Physical Education. All classes plan in a variety of ways. Topic work forms the core element throughout the school and joint planning and recording methods are undertaken. Some subjects may be taught in isolation also for short periods of time. All topic work will include opportunities for appropriate cross curricular issues to be dealt with including Personal and Social education, equal opportunities, multicultural - cultural issues and learning for real purposes. Using the above methodology we provide coverage of all National Curriculum core and foundation subjects together with Religious Education. Wherever possible, a topic approach to the curriculum will continue to operate in relation to most foundation subjects. TRANSFER AT 11 + At the end of Year 6 children normally transfer to saltash.net Community School. We maintain a close liaison with the school to ensure that the transfer is as stress free as possible. To this end, the children have several visits from the teachers they will be working with and they visit the Community School to take part in the normal timetable there, and familiarise themselves with the school. Some parents may wish their child to sit the 11+ for a selective school (this system still operates in Plymouth). If they are thinking of so doing they are advised to contact the headteacher and discuss the implications as such a decision currently affects their option to take up a place at the local Community School. SUBJECT ANALYSIS ENGLISH At KS1 teaching should ensure work in speaking and listening, reading and writing is integrated. Knowledge skills and understanding must be developed through the following areas. En 1 a) Speaking b) Listening The Breadth of Study is ensured by developing the above through the following range of activities. Speaking Telling stories, reading aloud, describing events and experiences, speaking to different people. Listening Listening to each other, to adults, recording, group discussions, drama. En 2 Reading The Breadth of Study to be followed includes: Literature:- a) stories, poems by significant childrens authors b) fantasy, imaginary worlds c) retelling folk, fairy stories d) stories from different cultures e) stories, plays and poems with patterned and predictable language f) challenging stories and poems g) read aloud texts. Non Fiction and not literacy texts should include print and I.C.T based information texts, dictionaries, encyclopaedias and other reference materials. En3 Writing The Breadth of Study to be followed includes:- " Communicating to others " Creating imaginary worlds " Exploring experience " Organising and explaining information " Enhancing memory " Readers to include teachers, other adults, children and the writers themselves " Range of forms of writing should include narratives, poems, notes, lists, captions, records, messages, instructions KS2 The programme of study builds on the activities described above for a) Speaking and Listening b) Reading (The introduction of playscripts is an addition to KS1, as well as myths and legends Newspapers, magazine articles, leaflets, brochures and advertisements are also studied) c) writing (persuasion, review and commentary are significant additional skills addressed) imagined readers and the wider community are added to the audience range of readers sections the range of forms of writing is also widened. MATHEMATICS At KS1 teaching ensures that knowledge, skills and understanding are developed through number, shape, space and measures. Ma2 Number a) Using and applying number b) numbers and the number system c) Calculations d) Solving numerical problems e) Processing, representing and interpreting data Ma3 Shape, Space & Measures a) using and applying shape, space and measures b) understanding patterns and properties of shape c) understanding properties of position and movement d) understanding measures Breadth of Study Throughout this key stage, the breadth of study should be developed through a variety of teaching strategies including ICT. Key Stage 2 As with key stage 1, except there is no requirement to process, represent and interpret data in Ma2. (This forms part of a separate attainment target (4)). Ma3(2) refers to the understanding of properties of shape (no mention of patterns). Ma4(1) using and applying, handling data (2) processing, representing and interpreting data. The need to adopt a Breadth of Study is also emphasised for key stage 2. SCIENCE Teaching should ensure that Scientific enquiry is taught through contexts taken from the sections on life processes and living things, materials and their properties and physical processes. KS1 &KS2 Children should acquire knowledge, skills and understanding of: Sc 1 Scientific enquiry a) ideas and evidence in science b) investigative skills Sc 2 Life processes and Living Things a) Life processes b) Humans and other animals c) Green plants d) Variation and classification e) Living things in their environment Sc 3 Materials and their properties a) grouping and classifying materials b) changing materials c) separating mixtures of materials d) Sc 4 Physical Processes a) Electricity b) Forces and motion c) Light and sound d) The Earth and beyond (KS2 only) Throughout both key stages children will be expected to explore the subject in sufficient Breadth. HISTORY At KS1 children should acquire the following knowledge, skills and understanding a) Chronological understanding b) Knowledge and understanding of events, people and changes in the past c) Lives of significant people from Britain and further afield d) Past events from Britain and further afield. KS2 children will follow a similar pattern in terms of knowledge skills and understanding. The Breadth of Study will be assured by developing some of the following themes; a) A local history study b) British History (various selected aspects) c) Romans, Anglo Saxons and Vikings in Britain d) Britain and the wider world in Tudor times e) Victorian Britain or Britain since 1930 f) A European History study g) A world history study DESIGN TECHNOLOGY KS1 Children should acquire the knowledge skills and understanding of a) Developing planning and communicating ideas b) Working with tools, equipment, materials and components to make quality products c) Evaluating processes and products d) Knowledge and understanding of materials and components KS2 Children should acquire knowledge, skills and understanding of a) Developing, planning and communicating ideas b) Working with tools, equipment and components to make quality products c) Evaluating processes and products d) Knowledge and understanding of materials and components Throughout both Key Stages children will be expected to explore the subject in sufficient Breadth. ART AND DESIGN At KS1 children should acquire the following knowledge, skills and understanding a) Exploring and developing ideas b) Investigating and making art, craft and design c) Evaluating and developing work d) Knowledge and understanding The Breadth of Study is ensured by covering the above through a) exploring practical work b) working alone and with others on 2D and 3D projects and different scales c) using a range of materials and processes d) investigating different kinds of art, craft and design The programme and Breadth of Study of KS2 builds on the above. I.C.T is introduced into the range of materials and processes used. INFORMATION AND COMMUNICATION TECHNOLOGY Children at both Key Stages should acquire knowledge, skills and understanding so they can a) Find things out b) Develop ideas and make things happen c) Exchange and share information d) Review modify and evaluate work as it progresses Throughout both key stages children will be taught the knowledge, skills and understanding through a) working with a range of information b) working with others c) investigating and comparing uses of I.C.T inside and outside school. The above should ensure the necessary Breadth of Study. GEOGRAPHY At KS1 children should acquire the following knowledge skills and understanding. a) Geographical enquiry b) Knowledge and understanding of places c) Knowledge and understanding of patterns and processes d) Knowledge and understanding of environmental change and sustainable development. The Breadth of Study is ensured by covering the above in the following way. A study of; a) The locality of the school b) A locality in the UK or overseas that has physical and/or human contrasting features to the schools locality Through the study of localities pupils should a) study at a local scale b) carry out field work investigations outside the classroom At KS2 the above knowledge skills and understanding are also followed and developed. The Breadth of Study is ensured by working through the following localities and themes a) A UK locality b) A less economically developed country c) Water its effect on landscapes and people d) Settlements how they differ and change e) An environmental issue caused by change in the environment In the above studies pupils should a) study a range of scales b) study a range of places and environments c) carry out field work PHYSICAL EDUCATION At KS1 children should acquire the following knowledge, skills and understanding a) Acquiring and developing skills b) Selecting and applying skills c) Evaluating and improving performance d) Knowledge and understanding of fitness and health The above should be acquired through the following areas in order to ensure the appropriate Breadth and Study a) Dance b) Games c) Gymnastics Swimming and water safety (non statutory) At KS2 the programme builds on the above. The Breadth of Study is wider a) Dance b) Games c) Gymnastics And two activities from d) swimming and water safety e) athletics f) outdoor and adventurous activities. MUSIC At KS1 children should acquire the following knowledge, skills and understanding a) Controlling sounds b) Creating and developing musical ideas c) Responding and reviewing appraising d) Listening and applying knowledge and understanding The Breadth of Study is ensured by covering the above through a) A range of musical activities b) Responding to a range of musical and non musical starting points c) Working alone and with others d) A range of live and recorded music from different times and cultures The programme for KS2 builds on the above with the addition 'Using I.C.T to capture change and combine sounds'. RELIGIOUS EDUCATION Religious Education must be taught according to the Agreed Syllabus of Cornwall LEA. Key Aims for the RE Policy are for pupils:- " To acquire and develop a knowledge and understanding of Christianity and the other principal religions represented in Great Britain. " To gain experience of being members of a community and develop appropriate skills as 'citizens' " To develop an understanding of the influence of beliefs, values and traditions of individuals, communities, societies and cultures. " To develop the ability to make reasoned and informed judgements about religious and moral issues, with reference to the teachings of the principal religions in Great Britain. In addition to the above we seek to Enhance pupils spiritual, moral cultural and social development. We aim to do this by:- " Developing awareness of the fundamental questions of life raised by human experiences, and of how religious teachings can relate to them. " Responding to such questions with reference to the teachings and practices of religions and to their own understanding and experiences. " Reflecting on their own beliefs, values and experiences in the light of their study. " Developing a positive attitude towards other people, respecting their right to hold different beliefs from their own and towards living in a society of diverse religions and beliefs. The above aims will be developed through the two attainment targets set out in the Agreed Syllabus, namely:- AT1 Learning about Religions AT2 Learning from Religions The school believes the above aims to be appropriate for the pupils at St Stephens and uses them (the aims) to inform the planning, teaching and learning opportunities provided. Parents have the right to withdraw their child(ren) from the Religious Education programme provided by the school. COLLECTIVE WORSHIP This is on a daily basis and will sometimes be a whole school event, whilst on other occasions it will be a department or class occasion. Collective Worship will be broadly Christian in nature and will often draw on the childrens experiences as a starting point for moral or spiritual development. Parents have the right to withdraw their child(ren) from acts of Collective Worship should they so desire. Please inform the headteacher in the first instance. SEX EDUCATION Governors have to decide whether or not to follow a Sex Education programme and if so, to decide the nature and content of such a programme. The Governors of St Stephens have decided to continue with their policy to provide a Sex Education programme. This programme is based on the 'Healthy Living' video and deals with all aspects of Sex and Relationships from Y3 onwards. As part of the provision Governors and Staff provide an opportunity for parents of Y5/6 children to view the programmes and watch the most sensitive areas of reproduction and birth at a specially arranged parents evening. It is the current policy to separate Y5 and Y6 children and the boys and girls when dealing with sensitive issues as staff feel this is the most comfortable environment for the children to work in at this stage of their development. Parents have the right to withdraw their child(ren) from any Sex Education programme provided by the school. ANNEX A ST STEPHENS STAFF AND GOVERNORS Staff Head Teacher Mr W P Hewlett B.Ed Dip.Sc. Main Professional Grade Miss W Screech B.A. Mrs J Woodward B.Ed(Hons) Mrs A M Kendell B.Ed Mrs G Cumming Cert. Ed. Mrs J Hambleton Cert. Ed. Mrs B Crane B.Phil (Ed) Dip. Sp.LD Miss E Hill B.Sc(Hons) Mrs V Jones B.Ed, Mrs H Whybrow BA(Hons) Mr H Allender BSc(Hons) Mrs S Kriscovic BA(Hons) Mrs M Crowley School Administrator Mrs L Bennett School Secretary Mrs C Furlonger Reception/Clerical Assistant Mrs S Chitty Cleaning Site Supervisor Mrs J Hoskin Cleaning Staff Mrs N Smith Mrs C Wolfenden Mrs J Smith Handyman Mr A Bushrod Canteen Supervisor Mrs D Connors Canteen Assistants Mrs S Curtis Health and Safety Officer Mrs J Hoskin IT Technician Mr M Clinick Teaching Assistants Mrs J Arthur Mrs A Barraball Mrs A Carr Mrs S Chitty Mrs K Clatworthy Mrs L Cragg Mrs H Clinick Mrs T Drummond Mrs B Footitt Mrs J Huntley Mrs K Hyams Mrs T Jones Mrs E Reed Mrs L Whittley Ms M Skeldon Miss S Maxwell Mrs J Fadida Ms N Screech Mrs L Mitchell Mrs L Seymour Mrs A Nowlan Mrs M Pollard Mrs T Victor Mrs T Woodford Lunchtime Supervisors Mrs L Cragg Mrs C Olver Mrs V Jones Mrs C Sargent Mrs S Meek Mrs H Gard Mrs M Pollard Governors Type of Governor Miss B Rosekilly Chairman Co-opted Mrs P Maunder Vice Chairman LEA Miss W Screech Teacher Governor Mr W Brown LEA Mr M Watkins Head Teacher Mrs M Tomaszewska Additional Co-opted Mr B Sollick Co-opted Mr D Willcocks Co-opted Mr K Wasley Community Mrs J Hoskin Staff Governor Mr R Cooke Parent Governor Mr D Cox Parent Governor Mr P Nowlan Parent Governor Mrs T Dixon Parent Governor The School's Governing Body is composed of a cross section of the Community; some are elected, and some appointed/co-opted. They are responsible for policy and appointments in the school. ANNEX B SCHOOL UNIFORM We want the children of St Stephens to take a pride in their school. We believe the wearing of a school uniform is to be encouraged and the items of clothes listed below make up the St Stephens uniform. Girls (Winter) White socks; black shoes, maroon sweatshirt, white blouse/shirt; maroon skirt (black trousers if cold). (Summer) Optional Pink (gingham check) dress or school T-shirt instead of blouse/shirt. Boys Dark socks; black shoes, black trousers; white shirts and maroon sweatshirts. Shorts (optional) in summer PE Black plimsols, maroon shorts, white T-shirt - barefoot (if in hall) Most of these items can be sourced in local shops and chain stores. The items with a logo can be bought through the school. The school can also supply book bags. Sun caps for boys and girls are also available from the school on request. COMPARATIVE REPORT These tables show a summary of the National Curriculum results of pupils in the school (2006) and nationally (2005) at the end of Key Stage 2, as a percentage of those eligible for assessment. Figures may not total 100 per cent because of rounding. The number of eligible children is: 35 RESULTS OF TEACHER ASSESSMENT 2006 and NATIONAL 2005 Percentage at each level W 1 2 3 4 5 6 Pupils disapplied Pupils absent English School 0 0 3 20 51 26 0 0 0 National 1 1 5 18 49 26 0 0 0 Mathematics School 0 0 0 17 63 20 0 0 0 National 0 1 4 18 46 30 0 0 0 Science School 0 0 0 17 60 23 0 0 0 National 0 0 3 13 47 36 0 0 0 TEST RESULTS 2006 and NATIONAL 2005 Percentage at each level Below level 3* 3 4 5 Pupils not entered# Pupils absent English School 3 3 60 34 0 0 National 6 14 52 27 0 1 Reading School 3 3 37 57 0 0 National 7 7 42 43 0 1 Writing School 3 14 63 20 0 0 National 7 29 48 15 0 1 Mathematics School 0 0 71 29 0 0 National 6 18 44 31 0 1 Science School 0 6 46 46 0 3 National 3 10 40 47 0 1 W represents pupils who are working towards level 1, but have not yet achieved the standardsneeded for level 1.* represents pupils who were not entered for the tests because they were working below level 3 in English, mathematics or science; pupils awarded a compensatory level from the tests; and pupils entered for but not achieving a level from the tests. # pupils working at the levels of the tests, but unable to access them, formally referred to as disapplied. SCHOOL RESULTS These tables show the percentage of pupils at the end of key stage 2 achieving each level in the school in 2006. The number of pupils at the end of key stage 2: 44. Figures may not total 100 per cent because of rounding. TEACHER ASSESSMENT Percentage at each level W 1 2 3 4 5 6a 4+ D/T A English 0 0 2 25 59 14 0 73 0 0 Mathematics 0 0 2 27 45 25 0 70 0 0 Science 0 0 5 16 52 27 0 80 0 0 TEST RESULTS Percentage at each level Below Level 3* 3 4 5 6 4+ D/T A English 2 18 75 5 0 80 0 0 Reading 2 7 59 32 0 91 0 0 Writing 0 41 57 2 0 59 0 0 Mathematics 0 25 41 34 0 75 0 0 Science 2 18 55 25 0 80 0 0 D/T represents pupils who ere disapplied A represents pupils who were absent W represents pupils who are working towards level 1, but have not yet achieved the standards needed for level 1. * represents pupils who were not entered for the tests because they were working below level 3 in English, mathematics or science; pupils awarded a compensatory level from the tests; and pupils entered for but not achieving a level from the tests. TERM DATES AND HOLIDAYS 2006-07 AUTUMN TERM 2006 Monday 4th September to Wednesday 20th December 2006 Half Term Monday 23rd October to Friday 27th October SPRING TERM 2007 Monday 8th January to Friday 30th March 2007 Half Term Monday 19th February to Friday 23rd February SUMMER TERM 2007 Monday 16th April to Wednesday 25th July 2007 Half Term Monday 28th May to Friday 1st June ANNEX E ST STEPHENS SCHOOL - CHARGING POLICY The Education Reform Act 1988 Circular No. 2/89 states that "Schools must be prepared to pay for any ingredients, materials, equipment etc. needed for practical subjects such as Home Economics and Design Technology. Parents who are willing to contribute in cash can be encouraged to do so on a voluntary basis. The school may charge for ingredients and materials if the child wishes to own the finished product" The basic principle underpinning the school `Charging Policy' is that no child should be excluded from any activity organised by the school because of the inability or unwillingness of their parents to pay. The school also recognises the role of Voluntary Contributions and we must empahsise that some number of activities will only take place if these contributions are available. The school invites voluntary contributions towards the cost of visits which take place wholly or mainly during school hours whether or not they are part of the syllabus in order to fulfil statutory duties relating to the National Curriculum or the Religious Education. The cost could include travel, insurance, admission charges. (A sum of money to enable some pupils to go on visits without payment will be set aside from school funds.) In Home Economics and Design Technology we would ask for a voluntary contribution towards the finished product especially if a finished model includes expensive equipment such as batteries/bulbs etc. EXPERTS IN SCHOOL We believe the use of artists/poets/writers etc is beneficial. Occasionally a donation to support their visits is requested. BOARD AND LODGING CHARGES ON RESIDENTIAL VISITS It is the intention of the school to charge the full cost of board and lodging on visits taking place wholly or mainly during school hours, or if out of school hours, provided as part of the syllabus for a prescribed public examination or required in order to fulfil statutory duties relating to the National Curriculum or to Religious Education. The cost of transport, insurance, admission charges incurred during residential trips will not be charged but voluntary contributions will be requested and will become a necessary prerequisite for the visit taking place. In essence this means that visits (particularly residential ones) require voluntary contributions and should the school not receive sufficient voluntary contributions it may have to cancel any such visits. Children should not, however, be disadvantaged due to financial circumstances and if a visit is arranged and finance presents a problem please contact the school in the first instance to discuss this. CHARGES FOR BREAKAGES AND FINES Where a child breaks or damages school property, the parents may be asked to pay the cost of any necessary replacement or repair. ANNEX F DISCIPLINARY ISSUES PERMANENT AND FIXED TERM EXCLUSIONS The following guidelines apply to school in the unlikely event of pupil exclusions: As a school when all other avenues have failed we reserve the right to use the sanctions of Fixed Term and, ultimately, Permanent exclusion. The fixed term exclusion policy operates on the following principles. a) Recommended period of exclusion one to three days b) The pupil will receive work that the school will ensure is marked. c) A letter will go to Parents explaining the reasons behind the exclusion, how the work will be set and what arrangements are in place for marking it. d) The arrangements for receiving the pupil back into school after exclusion will be made clear - including the receipt of marked work. e) Children can be excluded up to 45 days per year (15 per term, maximum) f) Parents have the right to discuss the headteacher's decision with the Governors (however the decision cannot be rescinded). PERMANENT EXCLUSION Parents have the right to appeal against the headteachers decision to exclude to the Governors in the first instance and, if necessary, an outside independent body. When pupils are excluded permanently the procedures identified in Circular 10/99 will apply. A summary of this circular is available in the Headteacher's office. OTHER SANCTIONS As an alternative sanction the DFEE have produced guidelines for detention in Primary School. As a school it does form part of the sanctions contained in the school's Behaviour and Discipline Policy and should we choose to do so, parents and staff should be aware that schools can legally detain pupils on disciplinary grounds after the end of a school session without the consent of the parents. (Parents need 24 hours notice before detention occurs). USE OF FORCE TO CONTROL OR RESTRAIN PUPILS At St Stephens we strive to build on the Positive Behaviour Management of the pupils currently established. On the rare occasions when this is ineffective, as a school we reserve the right to apply any reasonable restraining force to pupils as is necessary to ensure both their safety and that of the other pupils and adults on site. In such circumstances we are guided by the DFEE advice issued in Section 550A of the Education Act (1996). Copies of this circular are available on request from the headteacher's office. In any event the use of force to restrain pupils would be taken as a final resort when all other options have failed. If any action of this nature is taken the school would ensure the parents/guardians of the child concerned were fully informed of the circumstances surrounding the incident. ABSENCE 2005-06 %sessions (half days) missed through authorised absence 5.9% % sessions (half days) missed through unauthorised absence 0.1% ANNEX G EXTRA CURRICULA ACTIVITIES AT ST STEPHENS St Stephens offers pupils a range of extra curricula activities. The clubs are run by volunteer staff, parents or friends of the school; lessons are taught by professional tutors. They all operate only in term time and all activities take place at the school. All activities are open to all pupils unless otherwise indicated. Assistance or suggestions for other activities are always welcome. Information was correct at time of writing but liable to change contact the club leader or tutor via the school for latest information. There is a good selection of other clubs and activities for children available in Saltash the town library holds full information. Clubs Soccer Club Contact: Mr Purchase Years 4-6: Mondays 3:05-4:15 Years 2-3: Thursday 3:05-4:15 Introduction to football for boys and girls. Mostly outdoor so play usually depends on weather. Costs: free. School provides a |
  
|