Prospectus 2015 by Hayton CE Primary School

HAYTON CHURCH OF ENGLAND PRIMARY SCHOOL

Prospectus 2015-16

Hayton Church of England Primary School Hayton, Brampton, Cumbria CA8 9HR Telephone: (01228) 670491 Fax: (01228) 670081 Email: admin@hayton.cumbria.sch.uk Website: www.hayton.cumbria.sch.uk

SCHOOL MISSION STATEMENT Our school provides a safe and happy environment founded on Christian values, where everyone works together to encourage children to achieve their full potential within society.

ABOUT OUR SCHOOL Location The village of Hayton is located 3 miles from the market town of Brampton and 7 miles from the city of Carlisle. The school is situated in the centre of the village adjacent to St Mary Magdalene Parish Church. Although, traditionally, most have moved on to William Howard School, some children have also gone to, amongst other schools, Queen Elizabeth Grammar School and Austin Friars. Facilities The original school building dates from 1818 and contains a sports hall and library. During the last 10 years, much building has taken place, including the addition of new classrooms, toilet facilities, office space and, in Autumn 2011, our ICT provision was updated so that each pupil in an entire class can be accommodated with their own computer. Most recently, in 2014, there has been the addition of one more classroom, allowing us to have separate classes for children from Years 1 to 6 inclusive. The new classroom is designed as a transition room for Year 6 before leaving Primary as it is based on a secondary style format with a more formal layout and fewer visual displays. Our outdoor provision is excellent with a superb sports field and hard surface playground which has panoramic views over the Lake District hills and surrounding countryside. In addition, we have a quiet garden/play area situated outside the Early Years classroom – known by the children as the ‘Secret Garden’ which also contains a vegetable patch and greenhouse. Children Our children enjoy coming to school, they feel safe, secure and valued. Pupils have opportunities to contribute to the school community through a thriving RotaKids group and our regular ‘Thinking Days’, when children are given the opportunity to input their ideas about any issues of concern, how to make the school an even better place, and report findings back to governors and staff. Provision for children, regardless of their needs or abilities, is an integral part of our inclusive and caring environment. 2

Staffing There are currently 7 full-time and 2 part-time teachers including the Head Teacher. All are highly qualified, well motivated, hard working and passionate about giving our children the very best start in education. They are supported by 4 senior teaching assistants and 4 nursery play workers who work from 7 class bases. There are 8 year groups, including nursery. We have an early years unit with a mixed nursery and reception class. Children are admitted into nursery from the term after their third birthday (see Nursery Admissions Policy). Staff organise and run a variety of after-school clubs, including sports, art, Parish Magazine, book, film and cookery. The broad and rich curriculum maximises opportunities for creativity and cross-curricular links and the development of key skills. Community The school is proud of its strong links with the Church. Children participate in Church celebrations of major festivals and two year groups each week attend collective worship in Church, led by our Vicar. We have strong links with Hayton Community Project and are regularly invited to join in with their local events, as well as other events linked to the vicinity, such as the National Garden Open Scheme and Centenary Commemoration of World War I. The school has a thriving and welcoming Breakfast and After-school Club to provide wrap around care when required, from 7.50am to 6pm. We have an active PTA which supports the school through many fund raising activities, and the Governing Body works hard to ensure good management and high levels of pastoral care for all our students.

Admissions and Appeals Our admission number is 25. This is possibly the number of children who will be admitted to the Reception intake group in September 2015 (see School Admission Policy). The Governing Body reserves the right to admit more than the admission number of pupils in a given year group, subject to the aim of restricting all class sizes to a maximum of 25 pupils. The admission number may, therefore, have to be varied from year to year to attain this objective, subject to the proviso that the Governing Body cannot publish an admission number which is less than the Indicated Admission Number for the school. The Closing Date for Applications The closing date for applications for September 2015 entry is 15th January 2015. Applications should be submitted on-line or via the school using form SA/1, which is issued by the Local Authority (LA). Form SA/1 and more information about the application process are 3

contained in the parental information pack published for parents by the LA and available on-line at www.cumbria.gov.uk/schooladmissions . The LA will write to all parents informing them of the outcome of their application by the end of April 2015. Parents wishing to be given priority for admission on the grounds that they are on the electoral roll of a C of E church must attach to their application form the evidence asked for in Note 3 below.

EARLY YEARS FOUNDATION STAGE (EYFS) PROVISION We are a 3-11 year school. Both nursery and reception are educated together in our early years unit run by Mrs Gosson-Low. This allows us to track children from the point of entry into school. Nursery Sessions Morning Session Mon – Fri 08.50am – 11.50am (3 hours) Lunch Club Mon – Fri 11.50am – 12.45pm Afternoon Session Mon – Fri 12.45pm – 15.15pm (2.5 hours) Nursery Fees All children are given funding from the Local Authority for 15 hours each week in their pre-school year. Any nursery education that a child receives over and above the funded 15 hours will be charged at £4.50 per hour. Lunch Club is charged at £4 per day. A child can take their own packed lunch, or hot meals can be provided by prior arrangement at an additional cost of £2.20 per day. Fees, as detailed above, are payable monthly. Fees continue to be payable if a child is absent through illness or holiday. Each child’s attendance at the Nursery is conditional upon continued payment of any necessary fees and/or eligibility for the nursery grant from the Local Authority. All cheques should be made payable to ‘Hayton C of E School’. The First Days Any children wishing to join the early years class at Hayton School and who are coming from another setting will be invited to attend transition mornings prior to their entry into school. Helping your child settle in to school is very important to us and we are happy to work alongside you to make it as easy as possible for you and your child. We hope that your child’s time in school will be a very happy and productive one. If you have any queries, or if we can be of any help, please contact the school at any time. The Curriculum The curriculum is based upon the following seven areas of learning: The Prime Areas:  Personal, Social and Emotional Development  Communication and Language  Physical Development The Specific Areas:  Literacy  Mathematics  Understanding of the world 5

ď&#x201A;ˇ Expressive Arts and Design We will provide opportunities for the children to learn in these areas both through play, and with more structured activities such as craft times, snack time, etc. Personal, Social and Emotional Development Essential for all aspects of learning. The children will be encouraged to share ideas, co-operate, be tolerant and respectful of others, and to have care and concern for living things and the environment. We also have strong links with our local church. Communication and Language Children are encouraged to talk and listen to others in order to develop their language and listening skills. They develop their concentration through a wide range of activities and are provided with an environment that prompts improvement through effort and practice without the fear of making mistakes. Mistakes are viewed as learning opportunities.

Physical Development Physical Development in the foundation stage is about improving skills of co-ordination, control, manipulation and movement. It helps children gain confidence in what they can do and enables them to feel the positive benefits of being healthy and active. Children will be provided with the opportunity to develop their gross motor skills through musical games, outdoor play - using equipment such as bicycles, balls, and beanbags. Their fine motor skills will be developed through the use of tools and smaller equipment - such as threading beads, construction toys, and malleable materials. They will be encouraged to use tools and equipment safely and also to understand the need for safety. We also promote positive attitudes towards a healthy way of life. Literacy The children are able to share and discuss books, listen to stories, tell stories and learn nursery rhymes. They are encouraged to make marks using a wide selection of writing implements to begin to form recognisable letters. Children are given the opportunity to ascribe meaning to their marks in order to form sentences and write their own captions and stories. In addition young children learn pre-literacy skills through structured play activities.

Mathematics All aspects of numerical development depend on becoming confident and competent in learning and using key mathematical skills. Children are encouraged to use and understand mathematical language and ideas through practical activities. This area of learning includes counting, sorting, matching, recognising patterns, making connections, recognising relationships and working with numbers, shapes, space and measures. Problem solving, reasoning and number is developed through stories, songs, games and imaginative play, and will provide a sound basis for mathematical developments as they move through the school.

Understanding of the World In this area of learning, children are developing the crucial knowledge, skills and understanding that help them to make sense of the world around them. This forms the foundation for later work in science, design and technology, history, geography and information and communication technology (ICT). Children will be encouraged to observe, question and discuss the world around them, and the people in it. They will be given opportunities to explore the physical environment by using different materials to design and create with. Expressive Arts and Design Creativity is fundamental to successful learning. Being creative enables children to make connections between one area of learning and another and to extend their understanding. Imaginative role-play activities are set up for individuals and small groups. Children are also encouraged to use their imagination and creativity to express themselves through a variety of mediums. They use a range of art materials to develop painting, collage and drawing techniques and there will be opportunities for all children to explore and share their thoughts, ideas and feelings through an assortment of art, music, movement, dance and imaginative and role-play activities.

PRIMARY SCHOOL EDUCATION Children will be admitted into school full time from the first day of the Autumn Term. Learning is underpinned by encouraging children to employ our ‘8 Secrets of Success’: Try New Things, Concentrate, Improve, Imagine, Work Hard, Push Yourself, Understand Others and Don’t Give Up. Curriculum Hayton School sets out to provide for the needs of all children in the school, through a broad and balanced curriculum, relevant to individual needs and based on the National Curriculum. Our teaching encompasses all styles of presentation from teacherled lessons, group work or individual child centred learning through an integrated curriculum. This requires detailed planning through the school and is achieved by weekly staff meetings and close collaboration between colleagues. Every class teacher is responsible for preparing half termly plans, providing a balance of activities through the 11 subject areas. Linked to this plan, each teacher is required to complete weekly records of planned activities which are monitored by the Head Teacher. A major part of each teacher's planning is to ensure that children achieve the level of attainment relevant to their ability. In addition, children’s academic and personal progress is tracked rigorously as they progress through school to ensure continuity of attainment. The school has policy documents in all areas of the curriculum which are reviewed regularly. These documents are available from school. Every staff member has a curriculum subject area for which they are responsible. They monitor their own subject area through the school and are responsible for buying and updating materials pertinent to their subject. They also help monitor planning throughout the school and observe work in other teachers’ classrooms. French French is taught throughout the school. Children begin with simple oral activities - singing and games etc. - and progress to some written exercises, although the emphasis is primarily on communication rather than acquiring grammatical skills.

Mathematics The teaching of mathematics has always held a high profile in Hayton School and each class has a daily maths lesson which focuses on the development of skills and a solid understanding of numbers and mathematical concepts. All children are expected to follow up their class work with a range of homework activities, including times tables practice and written or computer based activities. We have high expectations of our children and, through regular assessment and interventions to extend or support where necessary, we aim to ensure that every individual achieves their full potential as they progress through the school. English In order to encourage children to become articulate and confident people, we provide a range of opportunities where they can practise their communication skills. The children have English lessons every morning where all the essential elements of literature and language are incorporated and this learning is, where appropriate, practised throughout the curriculum. Reading is recognised as an essential element of all learning reinforced by our Accelerated Reader programme throughout school that ensures children read for meaning and are matched to their reading ability. This fosters a lifelong love of language and learning. Children bring books home from their earliest days in school and parents are encouraged to read with their children as often as possible. We use the Berol Cursive Foundation scheme to teach handwriting throughout the school. This seamlessly builds on the work in the EYFS. Independent writing mornings are held regularly in Key Stage 1. Children are encouraged to bring into school objects from home that interest them to use as their writing stimulus. Children ‘plan and review’ their own writing which is then presented in a special book. This process has had huge impact in the children’s confidence in their own ability and interest in writing, of which we are very proud. We use the ‘letters and sounds’ programme to deliver daily high quality, systematic phonics sessions to Key Stage 1. In Key Stage 2, there is a mixture of phonics, spelling, punctuation and grammar. All year groups throughout school have skilfully led daily guided reading sessions to develop reading comprehension in all contexts.

Computing Our IT suite contains 19 PCs and 8 laptops to allow for high quality whole class direct teaching of the computing requirements of the new curriculum. Each classroom, the hall and the IT suite also benefit from an interactive whiteboard, visualiser and additional computers. All computers have controlled Internet access under the supervision of staff. Children are encouraged to use ICT appropriately in all areas of the curriculum. In addition, the IT Suite is used extensively to support our Accelerated Reading programme. Science All children are involved in solving problems encountered in a wide range of activities. They are encouraged to design simple apparatus to carry out experiments, to observe, forecast and record in many ways. A major aspect of Science is learning to use equipment of various kinds and to record with increasing accuracy. Children learn a lot from observing each other at work and are expected to share their thinking and discoveries with the rest of the class. Very detailed planning, following the curriculum orders for Science, ensures continuity and progression throughout both Key Stages. We also maintain a strong link with our local secondary school to ensure effective standardisation of levels and targets. Design Technology Design technology lessons involve planning, making and evaluating. Skills which make this possible are learned from the earliest age and are incorporated across the curriculum to ensure that learning is meaningful. At the end of the school year we hold a Summer Show which is used partly to showcase the work that the children have done throughout the year. Music and Instrumental Tuition All children have a timetabled music lesson each week. The school choir, open to every child from Year 1, meets on a regular basis and performs for the local community. There are many other opportunities for children to showcase their musical talents, such as the Carlisle and District Music Festival and the Big Sing at The Sage in Gateshead. In addition, we have peripatetic teachers who come into school to teach a range of instruments such as violin, keyboard and guitar. Ukulele tuition for beginners and more advanced pupils are held each week. 10

Art and Craft Art and Craft have an important place in our school and are closely linked to other aspects of the National Curriculum. Particular attention is taken to produce high quality work which is displayed with care. We give the children the opportunity to work with a variety of materials and to develop a variety of processes. The balanced programme of art activity allows the children to build on previous work and achievements. Children derive a great sense of satisfaction from creating something unique and personal, and self confidence increases proportionately. Children are also given the opportunity to develop their awareness of past and present artists from a variety of cultures and periods in history . Physical Education The Physical Education attainment targets require all children to follow programmes in gymnastics, dance and movement, athletics, ball skills and games. The older children are also required to experience a range of outdoor activities. We lay the foundations for teamwork, co-ordination, general stamina, dexterity and, above all, enjoyment. In order to cover all these areas the children use the school hall and our extensive school field. Swimming lessons are carried out at Morton School, Carlisle with qualified instructors. In addition, our school takes part in the local network of competitive sport which includes football, netball, cross-country and athletics. We try to ensure that all pupils who show an interest get the chance to play on a school team. Mrs Hawkswell has overall responsibility for sport within the school. Football and netball clubs take place after school during the winter months and athletics and rounders in the summer. We also offer other sports clubs provided by outside specialists. Over recent years, our children have excelled competitively in football, tennis, orienteering and swimming. Residential trips in Years 3, 4, 5 and 6 provide further opportunity for the development of physical expertise and stamina.

Humanities The National Curriculum documents have a clearly laid out syllabus which all children follow. Throughout their time at primary school, children will be developing an awareness and understanding of their locality, beginning at home and gradually extending their boundaries. Much of this work will be topic based in the early years, but in years 3, 4, 5 and 6 the content, although more subject based, is taught in a learning context that aims to develop key skills and have a coherence with cross curricular activities when appropriate. We are lucky to live in an area rich in geographical and historical interest, and we constantly make use of our surroundings. We use the village and its resources frequently. Whenever possible we include trips out, museum visits or workshops. Occasionally we invite in actors in role or indeed organise our own 'Greek Feast' or 'Victorian School Day'. Religious Education Our programme of study is based on The Cumbria Agreed Syllabus (CAS) which requires that our teaching of religions will reflect the fact that religious traditions in Great Britain are, in the main, Christian. Festivals, including those of other faiths, are covered at the appropriate times. We encourage an appreciation of Christian beliefs across various denominations, and in accordance with the requirements of the CAS, children are given the opportunity to develop an awareness and understanding of other world faiths. Collective Worship An act of worship is provided daily either in school or in church led by Mrs Lingard, Rev. Johnsen or class teachers. We place emphasis on Christian values and a theme is chosen each term as a driver for worship. We have an active Ethos Club run by children from Year 6 which supports the current value. Parents are invited to class led events. The Friday assembly allows pupils to have a real input into planning and taking an active part in the Act of Worship. This gives the children the experience of performing and sharing their ideas with each other. Parents are permitted to withdraw their children from all or part of R.E. and collective worship. Please contact the Headteacher to discuss arrangements.

PSHE (Personal, Social and Health Education) This is incorporated throughout our curriculum through lessons, assemblies and discussions. Regularly held Circle Times provide an opportunity for children to express their feelings and views.

Sex Education Life education is taught throughout the school from the earliest days when the children look at topics like 'The New Baby', 'Ourselves' or 'Spring Birth'. Differences in our bodies, breast feeding and giving birth will be discussed freely in the infants and childrenâ&#x20AC;&#x2122;s questions will be answered truthfully and sensitively. In Key Stage 2 life processes, including reproduction, are taught in years 3 and 4 and sex education is tackled fully in years 5 and 6. Parents are always given prior notice of these lessons. Occasionally, we draw upon the help of a local nurse or doctor in order to give year 5 and 6 girls the opportunity to discuss any concerns they may have regarding menstruation. We feel it is always best to be frank with the children, but will answer questions carefully and with tact. Though Sex Education is part of the Science National Curriculum requirement, parents are permitted to withdraw their children from all or part of these lessons if they feel their child will not cope. Gardening and Environmental Studies We aim to use the advantages of our rural environment to enhance the quality of our education at every possible opportunity. Residential visits for outdoor education or Arts /Crafts include a large element of environmental project work. We have an active Gardening Club and all classes take part in growing vegetables, some of which are eaten by the children as part of the school dinners prepared for us by the Stone Inn on a daily basis (see School Meal Provision).

Assessment and Reporting We use a mixture of testing and teacher assessment to monitor progress throughout the school and inform lesson planning. Assessment begins in the first year children enter school with the collection of information for the Foundation Stage Profile. This is built up over the year and helps the school determine a starting point. Results of all assessments, including Key Stage 1, Key Stage 2 Optional SATs and Key Stage 2 SATs, are reported to parents at the end of each school year. Within school, we track children closely from entry to exit to ensure appropriate progress and to pinpoint specific problems and any areas of under achievement. Parents Evenings Parents are invited into school each term to discuss their children's progress. A written report is sent home prior to these evenings to reflect current progress. We feel very strongly that a close school/home partnership will achieve the best outcomes for all young people. If a teacher has any cause for concern regarding children's progress, we will contact parents and may arrange a meeting as soon as possible. Any parent wishing to discuss their childâ&#x20AC;&#x2122;s progress is welcome into school at any time throughout the school year.

ORGANISATIONAL DETAILS 7.50am 8.30am-8.50am

8.50am 10.30am-10.45am 10.45am-11am 12 noon-1pm 2.15pm-2.30pm 2.30pm-2.45pm 3.15pm 3.15pm-6pm

3.30pm 3.30pm-4.15pm

Breakfast Club – toast, milk and cereals are provided. £3 per session. School doors open. Children are able to go into the classroom from 8.30am and can take part in reading/morning activities. Registration. Key Stage 1 and Reception Key Stage 2 Lunchtime Key Stage 2 Key Stage 1 and Reception Key Stage and Early Years After School Club – offering a snack and a variety of activities including homework club. Sessions currently cost £3 per hour (or part of) or £7.50 for the full session. Places must be pre-booked. Key Stage 2 Teacher Led After School Clubs

Morning Break Morning Break Afternoon Break Afternoon Break End of School Day

End of School Day

Parking Because of the nature of our catchment area many children are brought to school in cars. The vicinity of the school is very busy between 8.30 - 9.00am and the same at 3.00 - 3.30pm. For safety reasons, we ask all parents/carers to park at the bottom of the hill and walk up the road to the school gates when dropping off and picking up children. Sensitive parking is essential to maintain our good links with the community and to provide access for service vehicles in the event of an emergency. A voluntary one-way system is in operation to help alleviate the problem and as a courtesy to those residents in the area. See map.

Classroom Organisation 2014/2015 The numbers admitted per year group make it impossible to have static class bases. This year, the arrangements are as follows (as there are 8 year groups, we currently have one mixed age class): Nursery and Reception

Mrs Gosson-Low 0.9 Mrs Platton 0.2

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Mrs McArdle Mrs Horn Mrs Hawkswell Miss Moffet Mr Harrison Mrs Devlin

Key Stage 1

Key Stage 2

Nursery Assistants Miss Bright Mrs Dixon Mrs Forster Mrs Simpson Mrs Smalley Senior Teaching Assistants Mrs Forth Miss Kirk Mrs Thompson Mrs Whittaker

Hours spent on teaching, excluding collective worship and breaks are as follows:

Age Age

5- 7 8 - 11

Hayton School 22hrs 10 mins 23hrs. 30 mins

DfS minimum 21 hrs. 23 hrs. 30 mins.

Inclusion Hayton School provides a broad and balanced curriculum for all children, which is differentiated to meet individual needs and abilities. Children who are classed as having special education needs (SEND) are those who have different requirements or needs that are surplus to those of their peers in order to fully access the curriculum. These can be intellectual, behavioural, emotional or physical. Children may have SEND throughout, or at any time during their school career. We ensure that curriculum planning and assessment takes account of the type and extent of the difficulty experienced by the student. This is regarded as personalised learning. Personalised learning tailors education to individual need, interest and aptitude so as to ensure that every pupil achieves and reaches the highest standards possible, regardless of their background or circumstances. We follow the LA guidelines and Code of Practise regarding the assessment of pupils. We work closely with a variety of specialists to ensure that each child is able to fulfil their potential.

Pastoral Care It is important to us that all our children feel comfortable, safe and secure in school and the whole staff work hard to achieve this. We know that Hayton School is a happy school, but from time to time a parent or a child may feel otherwise. We ask parents to share with us any anxieties or concerns they may have at an early stage so that we can work together to overcome any difficulties a child may be experiencing. The first point of contact will usually be the class teacher, and the head teacher may also be involved where appropriate. Child Protection in School Because of the day to day contact with children, schools are particularly well placed to observe signs of distress or failure to thrive. Teachers often pick up changes of behaviour and lack of development and indeed, in some cases, outward signs of abuse. Parents should be aware therefore that where it appears to a member of school staff that a child may have been abused or neglected, the school MUST, as part of Cumbria Child Protection Procedures, report their concern to the Social Services Department. 1. 2. 3. 4. 5.

Mrs. Lingard is the designated teacher. Mrs McArdle and Mrs Gosson-Low are deputy designated teachers. Mrs Platton is the SENCO. All staff receive regular safeguarding training. All Child Protection material is held in a secure separate filing system.

Other Information PARENTS can help us by:  Ensuring that children attend school in good health, regularly and punctually.  Providing support for the discipline within the school and for the teacher’s role.  Being realistic about their children’s abilities and offering encouragement and praise.  Participating in discussions concerning their child’s progress and attainments.  Ensuring early contact with school to discuss matters which affect a child’s happiness, progress and behaviour.  Giving due importance to homework, hearing reading, and assisting in learning of tables and spellings.  Allowing their children to take increasing responsibility as they progress throughout the school. Charging Policy Parents are informed annually that we may request voluntary contributions towards any activity for which we are not funded i.e. the hire of a coach, educational visits, concerts, visiting theatre groups etc. Parents have a right not to send a contribution, but please bear in mind that trips which are inadequately funded may not proceed since our own funds are limited.

Children's Welfare It is our policy to contact parents of children who become unwell during the school day. When children are sick, the only person they want is their Mum or Dad. It is much better to keep a child at home until he/she is really well, than to send them back too soon. It also helps the rest of the children if "sore tummies" are isolated as soon as possible! Children are seldom the best judge of whether they are fit to go to school. Medicine can only be administered by staff in school if the appropriate has been completed by the parents for each separate occasion. It is essential that the school is aware of any recurring ailments. All staff have been trained to administer minor First Aid, including midday supervisors and welfare assistants. Discipline Children are encouraged to respect the needs of both adults and peers. Corporal punishment is not permitted. The golden rule of our school is to “treat others as you would like them to treat you”. We demand high standards of behaviour and good manners and thought for others are a priority. In order to achieve this aim, we need the support of all parents. If a child persists in unacceptable behaviour parents will always be informed and a meeting arranged. From September 1999, the Government asked all schools to create a “Home to School” agreement which is to be signed by all concerned - the school, the child and the parents. The idea behind the agreement is to establish good patterns of behaviour which are recognised by all concerned in order to help a child understand that we are working towards the same goals. We feel this is a very difficult issue for our youngest children to understand, but it gives a focus for discussion between parents and children. Homework All children will be given homework. The amount and content depends on the age of the child concerned. It is given to support and consolidate work done at school. Insurance Some parents wrongly assume that if a child is injured at school, the school is held to be responsible, (regardless of the 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 their staff. The provision of personal accident insurance is considered to be the responsibility of parents. School Lunch A hot school lunch is available to all children. The meal is currently free of charge except for children in Key Stage 2 and Nursery. At present, the cost of the lunch is £2.20 per day. Meals are cooked at The Stone Inn in Hayton and transported into school. (See Gardening section above.) 18

Sandwiches Children not participating in school lunches bring sandwiches to school in their lunch box. We ask parents to try to provide a healthy balance of foods designed with their own child’s tastes in mind, but ask that sweets and chocolate be discouraged. It is essential that your child has a drink with his/her lunch but please check that drinks are sealed properly to prevent spills. We discourage fizzy drinks in lunch boxes. Cold water taps or coolers are installed in classrooms to allow children access to fresh water at all times. At morning break all children receive a piece of fruit or vegetable free of charge. Sweets, crisps etc. are not permitted. Milk is available free of charge to children under 5 and at a subsidised rate for older children. School Uniform Navy Blue Sweatshirt White Embroidered Polo Shirt Red Embroidered PE T-Shirt School Book Bags – Small (KS1) School Book Bags – Large (KS2) Navy Reversible Jacket (optional) Navy Fleece Jacket (optional) Navy Ski Hat (optional)

£8.50 £7.00 £4.50 £5 £6.50 £17.50 £12 £4.50

Children must wear smart black school shoes with grey trousers (white/grey socks) or grey skirts (white socks/grey tights). In the Summer, girls can wear blue and white checked dresses and the boys can wear grey shorts. Please name all articles of clothing. We ask that all children also be provided with trainers for sports, blue/black shorts/tracksuit bottoms and plimsolls/trainers, together with a cloth shoe bag (plastic carrier bags not permitted). We recommend hats and sun cream in the Summer. Jewellery in School Jewellery should not be worn in school. Exceptions are made for children who have pierced ears who may wear studs (not rings etc), but only one in each ear. The studs must be removed for PE and games lessons. Family holidays Family holidays during term time are not permitted except in exceptional circumstances. A request for such leave should be made in person to the Head teacher, Mrs Lingard. Each case will be considered separately, giving consideration to all the attendant circumstances. The absence will be entered on the register as 'unauthorised' if the school does not agree, or if it extends beyond the agreed period.

Rates of Unauthorised Absence - Year 2013/14 There were no unauthorised absences. If children are not attending school due to illness it is essential that parents phone the school between 8.30 and 9.00am. They will in turn notify the childâ&#x20AC;&#x2122;s class teacher and, if appropriate, cancel their dinner with the kitchen. See Attendance Policy. Security We are constantly reviewing security procedures in school to ensure the safest possible environment for children and adults. We have security locks with access codes on doors into the buildings. All visitors must report to the office, and off site visits, extra-curricular clubs and PE lessons are subject to rigorous risk assessment. Fire drills take place every half term at different times of the day. The information supplied in this document is in accordance with information at present available to Governors and is believed to be correct as at the date of printing. In particular, nothing herein prejudices the right of the Department for Education, or the Governors, or the Head of the school, to make a 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 department for Education is deemed responsible for any erroneous information in this document. The Governors The Governors play an active and supportive role in the life of the school. They bring a wide variety of talents encompassing many areas of business and professional life. At present we have a Governing Body of 13. Friends of Hayton School (P.T.A.) There is an active P.T.A. and we hope all parents and friends will come to the meetings, which are held termly. Our parents give us a great deal of financial support and organise events from which all can be benefit.

The information supplied in this document is in accordance with information at present available to Governors and is believed to be correct as at the date of printing. In particular, nothing herein prejudices the right of the Department for Education and Skills, or the Governors, or the Head of the school, to make a 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 department for Education is deemed responsible for any erroneous information in this document.