Heron Way Primary School

We....

nspire excite and challenge

Together we will learn how to meet the challenges of tomorrow

Contents General Information ............................................ 4 Aims .................................................................... 5 Admissions Policy .............................................. 6 Visiting the School .............................................. 7 Transfer to Secondary School............................. 7 Arrival and Collection of Children ....................... 8 The School Day .................................................. 9 Accommodation.................................................. 9 School Organisation ........................................... 9 The Curriculum ................................................... 11 Out of School Activities ...................................... 11 Sport ................................................................... 12 The Arts .............................................................. 13 Assessment ........................................................ 14 Enrichment ......................................................... 16 Religious Education and Collective Worship ...... 16 Personal, Social and Health Education............... 17 Special Educational Needs ................................ 18 Reporting on Children’s Progress ...................... 19 Communication Between Home and School ..... 20 Parental Involvement .......................................... 20 Parent Teacher Association ................................ 20 School Meals ...................................................... 20 Fruit and Vegetable Scheme .............................. 22 Charging for School Activities ............................ 22 Complaints Procedures ...................................... 22

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General Information Heron Way Primary School is controlled by West Sussex County Council and caters for boys and girls from 4 to 11 years old.

School Address Heron Way Primary School Heron Way HORSHAM West Sussex RH13 6DJ Website www.heronway.w-sussex.sch.uk

Headteacher Mr James Crump Deputy Headteacher Mrs Tara Harmer Assistant Headteachers Mr Adrian Bates-Holland Chair of Governors Mr Mike Price School Support Service County Hall North Chartway, Horsham West Sussex, RH12 1XA Telephone (01403) 229000

Telephone Horsham (01403) 261944 Fax Horsham (01403) 262369 E-mail office@heronway.w-sussex.sch.uk Pupils on Roll 354 in Sep 2014

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Aims Heron Way Primary School aims:nspire excite and challenge

We always have exceptionally high expectations of all of our learners. Our “learners� are everybody involved with Heron Way Primary School.

WE AIM THAT ALL LEARNERS WILL:

Be prepared to have a go = Risk Takers Be confident, safe, caring and happy individuals = Independence Be willing to share knowledge, skills and experiences = Teamwork Be happy to learn new things = Spirituality Be able to leap barriers = Creativity Be the best that you can be = Aspiration

We believe in achievement for all and no learner is left behind

Together we will learn how to meet the challenges of tomorrow

An opportunity of a lifetime

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Admissions Policy

The local Authority deals with admissions to all county schools through the Admissions Office in Horsham. The general policy is to provide a place for your child at the designated school, which is normally your local school.

Should the school be oversubscribed, a place will be offered at another school. If you express a preference for another school, your request will be agreed, unless there are more applications than places available.

All schools have a Published Admission Number (PAN). If the number of applications for a particular school is within its PAN, places can normally be offered to all who apply. Applications to community and controlled schools are prioritised according to the following criteria: • Children who need a place at the school on exceptional and compelling social, psychological or medical grounds or children with a statement of special educational needs naming the school or support for looked after learners. Unless a child has a statement of special educational needs naming the school, parents must provide a letter from a qualified person (usually a doctor or social worker). The evidence should state clearly why it is essential that the child attends that particular school in order for the Director for Children & Young People’s services to make a decision.

• Children with brothers or sisters already at the school who will still be there when the child starts, all of whom live within or outside of the catchment area; (brothers or sisters may be half or step siblings but must be living permanently at the same address).

• Other children who live in the catchment area.

• Other children who live outside the catchment area.

In the case of over-subscription in the above categories, priority of placement would be given to applicants who live nearest the school (measured by a straight line from school to home, using Ordnance Survey address point data).

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ADMISSION LIMITS Each school has an admission number for places available at the year of entry. The admission number for this school is 60.

ADMISSION ARRANGEMENTS FROM SEPT 2014 Children may start in West Sussex schools at the beginning of the school year (September) in which they reach their fifth birthday. The usual pattern of attendance in this school is:Child’s 5th Birthday:1st Sept to 31st Dec Full-time from the beginning of the Autumn Term 1st Jan to 30th Apr Part-time for the first two complete weeks of the Autumn Term then Full-time 1st May to 31st Aug Part-time for the first four complete weeks of the Autumn Term then Full-time Although this is our usual pattern for starting school, parents can choose to send their child full time from the beginning of the Autumn Term if they wish. Parents will be given the opportunity to state their preference during the term before the child starts school.

Visiting the School

Parents wishing to look around the school are asked to arrange an appointment with the School Office.

Transfer to Secondary School

Children leaving Heron Way at 11 are part of the “Special Arrangements -Transfer to Secondary Schools in the Horsham Community Designated Area”. The arrangements for admission to Tanbridge House School (co-educational), The Forest School (Boys) and Millais School (Girls) differ from those for the other schools in the County. For Year 7 admissions none of these schools has an individual designated area, but will admit pupils from a Community Designated area covering all three schools.

Parents will not therefore be offered a place for their child at a particular school, but will be invited to express a preference for a particular school. Details of the transfer arrangements are sent to you during your child’s final year at school. In Year 5 and Year 6 the children have opportunities to visit the schools and work with the staff on a couple of days. We share a number of activities including DT, Art and Cookery, this allows them to ‘get a feel’ for the school and experience a taste of what is to happen when they leave us.

We share a number of activities including DT, Art and Cookery, this allows them to ‘get a feel’ for the school and experience a taste of what is to happen when they leave us.

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Arrival and Collection of Children

Children arriving at school go directly to their classrooms between 8.45am and 8.50am to be ready to start morning school at 8.55am.

Year Group

Before School

After School

Reception

Top Gate/Playground

Top Gate/Playground

Year 1

Top Gate/Playground

Top Gate/Playground

Year 2

Top Gate/Playground

Top Gate/Playground

Year 3

Lower Gate/Playground

Lower Gate/Playground

Year 4

Lower Gate/Playground

Lower Gate/Playground

Year 5

Lower Gate/Playground

Lower Gate/Playground

Year 6

Lower Gate/Playground

Lower Gate/Playground

The roads around the school are particularly congested at the beginning and end of the school day. We are all concerned about the safety of our children and therefore ask parents and visitors to be extremely careful.

Heron Way

Upper Playground

• • • • • •

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Car Park

Lower Playground

Brambling Road

No Stopping or Dropping Zone

DO NOT stop, turn or drop children within the shaded area, including opposite the zigzag lines and in the entrance and exit to the school car park - this is the CHILDREN’S SAFE CROSSING AREA. DO NOT park on double yellow lines.

DO NOT allow your child to exit the car until you are safely parked - not in the middle of the road whilst stopping the flow of traffic.

DO NOT drive against the courtesy one-way system in either Heron Way or Brambling Road.

DO NOT obstruct or turn in residents’ driveways.

Registration numbers of people repeatedly parking illegally will be taken and given to the Police.

The School Day INFANTS 8.55 am - 12.00 noon 1.00 pm - 3.00 pm JUNIORS 8.55 am - 12.30 pm 1.15 pm - 3.00 pm

Time set aside for teaching during each school day/week INFANTS 4hrs 15mins per day 21hrs 15mins per week

JUNIORS 4hrs 45mins per day 23hrs 45mins per week

Please note that the above times do not include play and lunchtime breaks, registration or assembly.

Accommodation

The school was opened in March 1968. The main building comprises 12 classrooms, a Learning Resource Hub, Library, Infant Activity Area, Mathematics Hub, Large Hall, Small Hall and administrative accommodation.

In the grounds there are three further classrooms comprising a hutted classroom and a double class unit.

There are two hard surfaced playgrounds - one for Infants and one for Juniors and an excellent playing field for games and recreational activities.

School Organisation

In line with the terms of reference used by the National Curriculum Council our year groups are as follows: RECEPTION YEAR 1 YEAR 2

4 - 5 year olds 5 - 6 year olds 6 - 7 year olds

KEY STAGE 1/INFANTS

YEAR 3 7 - 8 year olds YEAR 4

8 - 9 year olds KEY STAGE 2/JUNIORS YEAR 5 9 - 10 year olds YEAR 6 10 - 11 year olds

The children are divided into twelve mixed ability classes. The twelve classes include six at Key Stage 1 (Infant) and six at Key Stage 2 (Junior)

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The Curriculum

The curriculum of the school comprises all the opportunities for learning which the child encounters during the school day. Our expectations are high and we hope that by ensuring each child becomes an independent learner, they are able to achieve their full academic potential. Our curriculum does not start when the children set foot across the gate in the morning and then end when they leave in the afternoon. We believe that our curriculum has a deep and moral impact upon the children that attend the school – This will influence their attitudes inside and outside the school and throughout their lives.

The curriculum is specially designed to help pupils acquire the essential skills of literacy and numeracy so that they become fluent in the use of spoken language, in reading and in writing, and that they become increasingly competent in the understanding and application of mathematics.

All of the learning which takes place in school is dependent on the four interrelated skills of talking, listening, reading and writing.

The children follow the National Curriculum 2014 which comprises:English Computing Mathematics Science Art Design Technology

Geography History Music Physical Education PSHE

In addition to this the school follows the West Sussex Agreed Syllabus for Religious Education. Parents who do not want their child to take part in Religious Education lessons or in collective acts of worship should express their wishes in writing to the Headteacher.

Out of School Activities

A number of clubs are organised before or after school during the year.

These include Computing, Choir, Art, Craft, Country Dancing, Rhythm Masters, Band, International School’s, Netball, Cookery, Sports Skills, Karate, Gardening and Recorders. Details of the times and dates of clubs will be sent to you.

On Saturday mornings the Heron Way Football Club meets. The club, which is open to boys and girls, is organised and run by our parents. We are very grateful to the contribution they make to the children’s education. There are teams for under 6s, under 7s, under 8s, under 9s, under 10s and under 11s.

A drama group also uses our facilities every Saturday and your children are able to take part in this activity.

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Sport

INTER-SCHOOL ACTIVITIES During the year we take part in all the inter-school activities arranged in the area and include: Hockey Tournaments

Reception Multi-Skills Tournament

5 a-side Football Tournaments

Cross Country

Touch Rugby Tournaments

Indoor Athletics

Rounders Tournament

Netball Tournaments

District Sports Athletics Competition Swimming Galas

To support the children and the teaching of sport, the school employs a Physical Education specialist who works alongside members of staff to teach the children high quality PE. Sport is an essential area of the curriculum which we believe helps the children understand the skills of teamwork, perseverance and resilience.

Our approach to Physical Education within the school ensures that all children have access to high quality teaching and that all children have the opportunity to be involved in competitive sporting activities.

School sport plays an important role in building confidence and a sense of achievement. We encourage children at Heron Way to be very active, lead a healthy lifestyle, and of course, have fun. The quality sport that we provide has far reaching benefits across the curriculum and beyond.

It teaches our children how to rise to a challenge and nurtures the character and skills that will help them achieve and succeed in life.

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The Arts

Having achieved our Artsmark gold standard we pride ourselves in offering opportunities for all our children to perform. Not only do we encourage self-expression through artwork we also nurture a desire to stand out and perform to an audience. Drama allows children to try out another point of view. They can recreate situations using other perspectives and reach new conclusions. Doing that collaboratively, trusting others by sharing our thoughts and being open – and in return being respectful through constructive criticism – is what makes drama so effective in developing the whole child. While collaboration is the central principle where all involved share responsibility for the effectiveness of the finished piece in performance, it is exploration and curiosity that are at the heart of the playfulness that drama allows for. This keeps that child-like sensibility alive.

All children take part in performances and all Year Groups are involved in delivering a production. We also use the professional services of companies like Wise Moves and Opera Brava, so that the children have an opportunity to work with professionals through their school life.

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Assessment

In each subject area there are Programmes of Study which reflect differences in achievement, depending both on pupils’ abilities and upon which key stage they are working.

There are ten levels of attainment up to the age of 16. The average level of attainment for a child at the end of Key Stage 1 (Year 2, age 7) is expected to be level 2 and at the end of Key Stage 2 (Year 6, age 11) level 4. Levels are no longer a recognised form of assessment by the DfE however at Heron Way Primary School we have decided to continue to use levels until our new assessment system is in place.

Children are assessed nationally at the end of Key Stage 1 and Key Stage 2.

The Standard Assessment Tasks (SATs) for children at the end of Key Stage 1 and the National Curriculum Tests (NCTs) for Key Stage 2 take place in May each year. In Year 1 children also take the Phonics Screening Check.

In addition, the children take internal assessment tests in Mathematics and English at the end of Years 1, 3, 4 and 5, the results of which are included with your child’s annual report. The assessment arrangements also include continuous assessment by the class teacher.

At the end of your child’s first year at school they are assessed against the Early Learning Goals.

Children are set targets for Mathematics and English to enable the staff to track their progress as they move through the school

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At Heron Way Primary School we believe that effective assessment provides information to improve teaching and learning. To do this in our school, we undertake two different but complementary types of assessment: assessment for learning and assessment of learning.

Assessment for learning (formative assessment) involves the use of assessment in the classroom to raise pupil achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim, and how they can achieve this aim (i.e. to close the gap in their knowledge). We use some basic principles:

• • • •

Making the learning clear by using objectives, how? (Context) and remember to (success criteria); Peer/self-evaluation; Pupil feedback; Effective questioning.

Assessment of learning (summative assessment) involves judging pupils’ performance against national standards. Teachers may make these judgements at the end of a unit of work, of a year, or of a key stage. Test results, too, describe pupil performance, in terms of levels (see assessment timetable).

We give our learners regular feedback on their learning so that they understand what it is that they need to do better. Research has shown that their involvement in the review process raises standards, and that it empowers pupils to take action towards improving their performance.

The objectives of assessment in our school are:

• • • • • •

to enable our learners to demonstrate what they know, understand and can do in their work; to empower our learners making them responsible for their own learning; to help our learners recognise the standards to aim for, and to understand what they need to do next to improve their work; to allow teachers to plan work that accurately reflects the needs of each child; to provide regular information for parents that enables them to support their child’s learning; to provide the headteacher and governors with information that allows them to make judgements about the effectiveness of the school.

Targets are shared with the children so that they are actively engaged in the process and develop an understanding that they need to be proactive in their own learning. Each teacher shares targets with the class and child in a way that is most effective for that class/child and teacher.

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Enrichment

A variety of teaching styles and strategies are used ranging from work with the whole class, to group work and work with individual children. We encourage independent learning which allows for personal development, and children frequently work together on designated tasks thus enabling them to acquire the co-operative skills which are particularly relevant to adult life.

The curriculum of the school is developed in many instances through a cross curricular approach to learning. Topics or themes are often investigated by more than one class and can involve the whole of the Infants or Juniors.

Where possible we arrange visits to or visitors from local places of interest for each topic. These enrichment activities form an essential part of our curriculum enabling it to literally “come alive� for the children.

In Year 6 the children visit an activity centre on the Isle of Wight where they have the opportunity to try a wide variety of sports and pastimes including abseiling, rock climbing, quad bike racing and fencing Details of the topics for each year group can be found in Appendix 1.

Religious Education and Collective Worship

The school assembly and religious education lessons provide an opportunity to learn about the Christian and other faiths, and to give an understanding of their responsibilities as members of a Christian community. There is a daily act of collective worship for all children. These vary in organisation during the week and may be whole school or separate Key Stage assemblies. If parents wish to withdraw their child from Religious Education lessons and assemblies they should contact the Headteacher.

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Personal, Social and Health Education

The personal development of pupils and the establishment of attitudes of mind are important features during the primary years. Sex and relationships education as a separate study is undertaken in this school and includes topics such as growing up, relationships, responsibility and body changes.

The general behaviour of pupils is a matter of great importance in the running of the school and to the well-being of the community. Qualities of kindness, honesty and fair dealing are constantly encouraged, whilst politeness and thought for others are regarded as the basis of relationships between pupils and teachers. Children are expected to be responsive to discipline and to observe school rules, and parents are consulted at an early stage when pupils’ behaviour causes concern. We encourage all our children to see themselves as members of a community and to have a responsibility towards all members of that community. The Year 6 children are allocated jobs that encourage them to help younger children and maintain the quality of the environment. We have a school council, where pupil voice is encouraged and foster an environment of mutual respect.

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Special Educational Needs

Children are all individuals and develop at their own individual pace. Where we feel that a child is not achieving as well as we would expect we would start a process of identifying and addressing his/her special needs.

The child’s teacher, the Special Needs Coordinator and parents discuss the child’s strengths and weaknesses and suggest appropriate strategies or learning programmes. This may include giving a child extra support on an individual or small group basis.

If the child’s progress is still very slow, with the agreement of the parents, we may call upon the advice of another professional such as an advisory teacher, educational psychologist, speech therapist, occupational therapist or educational welfare officer.

Children whose learning is more severely hindered due to visual or hearing impairment, specific learning difficulties (dyslexia), emotional/behavioural difficulties or poor coordination may be recommended for a formal assessment. This will give a clearer picture of the child’s abilities and may result in a statement of the child’s Special Educational Needs and extra resources to meet those needs.

Parents are always involved in discussions from the beginning and no decisions are made without parental agreement.

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Reporting on Children’s Progress

The progress made by pupils in all areas of the curriculum is a matter of concern to parents and teachers. All parents are encouraged to take an active interest in their children’s progress by attending the various consultation evenings, open days and other occasions arranged by the school.

The consultation evenings arranged in the autumn and spring terms provide opportunities for parents to look at their child’s work and have individual appointments with their child’s teacher.

The open afternoons in the spring and summer terms provide the opportunity for children to show their parents the school, their classroom and the work that they have been doing.

Additionally, there is an opportunity for parents to make an appointment to discuss concerns following receipt of their child’s Annual Report.

Enclosed with the report are the results of any standardised tests, Standard Assessment Tests or National Curriculum Tests taken by the children during the school year with an explanation of how they should be interpreted.

Reports are written three times a year and a comment is made on the effort that your child is putting into their own learning. There is then an opportunity to discuss the report at a parents evening in the autumn and spring term.

When the final report of the year is issued with end of year test results, parents are invited to make an appointment if they wish.

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Communication Between Home and School Consultation evenings and open days are only part of the two-way communication between school and home. We also communicate through Homework Diaries/Reading Journals and letters and newsletters from the school and governors, which are sent home with the children.

The Headteacher, Deputy Headteacher and Assistant Headteacher and Infant Teachers are available on the Infant Playground after school.

A member of the Junior staff will be available on the Junior playground after school. Messages can also be given to teachers by letter or telephone. In addition, if parents wish to see staff at any other times, they can contact the school office and an appointment will be arranged after school with the staff concerned. . Staff are very happy to see parents before school or discuss things over the phone if it is more convenient.

Parental Involvement

We welcome the help of all parents in school in various ways e.g. cookery, reading, group activities, accompanying children on outings and visits etc.

If you are interested please contact the school office or your child’s class teacher.

Parent Teacher Association

Heron Way Primary School has a very active and supportive PTA whose main aim is “to promote the best interests of the school and its pupils”.

The PTA provides equipment for the benefit of our children, which the school would be unable to provide through its own resources.

The main fund raising events are the Christmas Bazaar, Fireworks Extravaganza, the Book Sale and the Summer Fete. There are also several social functions held through the year.

All parents automatically become members of the Association and we ask all new parents to come along to the Annual General Meeting held during the early part of the Autumn Term and to actively take part in the PTA functions.

School Meals

The school kitchen is able to offer a Hot School Meal Service. Details of how to order are available at the School Office. All children in Reception, Year 1 and 2 will receive a free school meal from September 2014.

Alternatively, children can have sandwiches at lunchtime.

SWEETS - No sweets of any kind are allowed at school.

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Fruit and Vegetable Scheme

The school takes part in the “Fruit and Vegetable Scheme” which enables each child in Reception and Years 1 and 2 to have a piece of fruit or vegetable each day free of any charge.

The children in Years 3, 4, 5 and 6 may bring a snack for morning break, which preferably should be fruit, or of a healthy nature! Children are encouraged to bring a drink, preferably water, into school to have during the day.

Charging for School Activities

From time to time, parents are invited to make a voluntary contribution towards the cost of additional ‘enrichment’ activities to cover the costs of craft and cooking materials or educational visits. These additional activities make a valuable contribution to the education of your child but no additional funds have been made available to schools to pay for them.

All letters sent to parents giving details of proposed educational visits etc. must, under the Education Act 1996, give details of the cost including any subsidy and invite parents to make a voluntary contribution where appropriate. We believe, judging from the supportive response of our parents, that these activities are extremely valuable to the children and that all parents would wish them to continue.

Complaints Procedures

Governing bodies are required to establish and publicise procedures for dealing with complaints against the school. There are separate procedures for dealing with complaints about the curriculum and all other complaints.

The majority of complaints will be dealt with informally by discussion with the headteacher. However, if parents feel the need to make a formal complaint, copies of the detailed procedures will be made available at the school.

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nspire excite and hallenge

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