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WELCOME On behalf of the staff and governors I would like to welcome you to North Tawton Community Primary School. We place the children at the very heart of our school. As you read this prospectus you will see that all our efforts are directed towards providing them with a safe, secure and happy place where they can acquire the necessary skills and knowledge, enabling them to develop into caring, well informed citizens. If at any time and for whatever reason you or your child are not happy, or you have a problem which needs discussing, please do not hesitate to contact us and let us know. We believe that it is much better to sort out little problems before they become big ones. We are proud of our school and the way that children learn, both through teaching and learning and through social interaction. Although the school was graded as Requires Improvement to be Good, in our recent inspection by OFSTED (December 2012), the lead inspector stated that; ‘In all classes, the respect and trust between adults secure supportive relationships. This, together with the effective management of pupils’ behaviour, ensures that the vast majority of lessons move at a good pace and pupils complete the tasks they are set. The school is currently building on these strengths with the aim of becoming Good by the time of the next inspection. The full report is available online at selecting the Inspection Reports tab, or on our website. At North Tawton Community Primary School we feel that children only develop their full potential within a supportive partnership. At school, all children are encouraged to achieve the best they can and will be constantly praised and rewarded for achieving high standards. We value parental support and look forward to working together to the benefit of your child’s education and welfare. Nick D’Agorne Headteacher

Philip Wagstaff Chair of Governors

Y6 Children helping to clean the pond in our wildlife area


1. LIST OF GOVERNORS & STAFF GOVERNORS AND STAFF FROM SEPTEMBER 2013 GOVERNORS Mr. N. D’Agorne - Headteacher Rev. P. Wagstaff – Chair of Governors/Community Governor Mr. P Grainge - Vice Chair of Governors/ Chair of Action Plan Monitoring Committee/Parent Governor Mrs. R. Dugdale –Parent Governor Mr. P. Barnes –– Community Governor Rev. N Weldon – Community Governor Mrs. L. King - Chair of Resources committee / Parent Governor Mr. P. Brown – LA Governor Mrs. A. Tooth – Parent Governor Mrs. E. Dunn – Staff Governor Mrs. H. Martin – Staff Governor Mrs. L. Williams – LA Governor Mrs. C. King – Parent Governor Mrs S. Bailey Svedang– Clerk to the Governors STAFF Mr. N. D’Agorne Mrs. S. Chauhan-BarkerMiss A. Joce Mr. J. Foreman Mr. N. Draper Mrs. K. King Mrs. C. Bloxham Miss L. Barraclough Mrs. C. Shorland Mrs. C. Tigg Mrs. H. Martin Mrs . E Dunn Mrs. G. Mackenzie Mrs. H. Gillard Mrs. K. Squire Mrs. H. Solomon Mrs. M. Cassels Mrs. C. Jelley Mrs. L. Squires Mrs. S. Squires Mrs. N. Shaw Mrs. D Salter Mrs. D.Stoneman Mrs. K. Searle Mrs. R. Kibble Mrs. C. Bailey Mrs. P.J. Gray Mrs. E Friend Mrs N. Way Mrs. J. Nicholls Mrs. S. Fewings Mrs. M. Ellis -

Headteacher Class 3 – Year 3 - Deputy Headteacher/KS2 Coordinator Class 5 - Years 5/6 (Sept. to Dec. 2013) Class 5 - Years 5/6 (From Jan. 2014) Class 4 –Year 4/5 Class 3 (0.06 -Management Release) Class 2 – Year 2 (0.4) Class 2 – Year 2 (0.6) /SENCO Class 1 - Year 1 (0.4) + Music (0.2) Class 1 – Year 1 (0.6) Class R – YR – KS1 Coordinator Support for NQTs/Music (0.2) School Administrator Admin Support Admin Support TA/Admin Support ) ) ) ) Teaching Assistants ) ) TA/MTA Gen. Caretaker/Cleaner/MTA Gen. MTA Gen MTA Gen. MTA Gen. MTA Gen. Cleaner Cleaner Kitchen Manager Kitchen Assistant


2. A BRIEF HISTORY OF OUR SCHOOL North Tawton Community Primary School occupied the former site and buildings of North Tawton Secondary Modern School, built in 1928. The present Primary School moved into this site from the original site in Exeter Street, in 1962, prior to the merger of Okehampton Grammar School and Secondary Modern School to form Okehampton Comprehensive School.

Foundation Unit children and staff enjoying the Winter weather Since the site was formerly a Secondary School, the Primary School enjoys outstanding outdoor sports facilities, with large hard and grassed playing areas. There is also an orchard which together with a wide variety of habitats including banks, hedges, pond, stone walls, cob walls, shrubbery and nettle beds, offers wide scope for on-site environmental education. We are very lucky to have a supportive community including the Friends Of North Tawton School, (FONTS). Thanks largely to this active group of parents and helpers, the school has a heated covered swimming pool, a large hall, fully equipped with a range of P.E. equipment, a recently refurbished central library and a trim trail for F/KS1 children. In 2003-4 there were major building developments, including a new hall, administration office, head’s office, disabled toilet, kitchen, servery and car park. In 2010 the whole site was made more secure, with additional fencing and an intercom system at the front entrance. In 2011, 2 new classrooms were constructed by the LA for Class 1 and 2 and the Foundation Stage formed a Foundation Unit with the Pre-School. In 2012 changes were made to the front entrance to increase the parking facilities and provide improved pedestrian access. An additional play space was also constructed adjacent to the ‘Tennis Court’. There are six classes in the school, plus the Pre-school which is managed by members of the local community. This means that we are a truly inclusive centre for learning, supporting all children from 2 ½ years to 11years. North Tawton Community Primary School presently enjoys a range of facilities which compare favourably with most modern Primary Schools in the County of Devon. 4



To provide a happy, caring and stimulating learning environment in which all members of the school are valued and reach their full potential AIMS OF THE SCHOOL  To encourage an active partnership between staff, children, parents, governors and the community.

 To provide a broad, balanced curriculum through which all children can reach their full potential.

 To encourage children to develop their confidence and self esteem so that they become caring, well-balanced individuals

 To enable and encourage children to be autonomous, independent learners

 To develop respect for their learning environment and the world in which they live


4. THE GOVERNING BODY North Tawton Community Primary School has a Governing Body of up to 14 people (including the Headteacher) who are elected by parents or the community, or appointed by the Local Authority. The governors have duties and responsibilities under the Education Acts that include: Helping to establish (with the Headteacher) the aims and policies of the school, and how the standards of education can be improved;  Deciding in general terms how the school is run;  Helping to decide how to spend the school's budget;  Ensuring that the school's buildings and facilities are maintained in good order;  Making sure that the National Curriculum and religious education are taught;  Helping the Headteacher in the appointment, support and the discipline of staff;  Acting as a link between the school, parents, the local education authority and the local community;  Drawing up a school improvement plan following an OFSTED Inspection and monitoring how the plan is put into practice. The School Governors meet at least twice a term for full meetings in the Autumn and Spring terms and at least once in the Summer Term. These meetings are open to anyone to come along (by prior arrangement with the Chair.) If a confidential item is discussed any members of the public are asked to leave. Once a year a committee of Governors prepares an online summary of progress and areas for development. This is called the School Profile on the DFES website. The Governing Body works through various committees and meet at least once each term and focus on different aspects of the school. Any decisions made are ratified at a General Meeting. Governors visit the school every term in their monitoring role and are encouraged to take an active part in the management of the school. Anyone who may be interested in becoming a governor is welcome to attend any meeting and observe the procedures etc. There are a variety of courses available to new governors in order that they can keep up to date. AIMS OF THE GOVERNING BODY  To support and maintain the aims of the Head teacher and Staff.  To provide and maintain a link between the school, parents, Local Authority and local community.  To ensure that a broad and balanced curriculum is provided for the children of North Tawton and District.  To ensure that the financial affairs of the school are conducted in an efficient manner.  To ensure that the buildings and grounds are maintained to a high standard within the constraints of the budget


5. STARTING SCHOOL At North Tawton Community Primary School we understand that starting school can be an extremely emotional time for both the parent and the child. Therefore we have adopted a staggered entry system, to ensure a smooth transition within the Partnership Foundation Stage Unit (PFSU). The First three weeks  In week 1 the children will be in mornings only from 8.45am until 12.00 noon.  In week 2 the children will be in mornings and lunch-time from 8.45am until 1.30pm.  In week 3 the children will be in full time from 8.45am until 3.20pm. In the Summer Term before your child starts in the Reception Year of the Early Years Foundation Stage (EYFS) we hold an Information evening for the parents of the new intake. This is an opportunity for you to hear about the areas of learning your child will be experiencing and the daily routines within the unit. Before your child starts in the Reception Year of the EYFS we ask you to help develop your child's fine motor skills and encourage your child to be as independent as possible, please help him/her to practise the following tasks: dress and undress, so he/she can change shoes, put on and do up coats and know whether clothes are inside out and ready to put on;  open and close lunch box and school bag;  use the toilet correctly and know why and how to wash hands afterwards;  use a handkerchief appropriately (to decrease the spread of infection)  use a knife, fork and spoon When at school, we encourage the children to be completely independent and responsible for their own uniform, we understand this takes time to learn therefore if their uniform is named you are helping them and us considerably. Not knowing how to recognise their belongings can create a very insecure feeling and be quite worrying for children. Please name your child’s entire uniform, (see separate list). Wellington boots and waterproofs are also a required part of the uniform in the EYFS. You can order most of the uniform from the school office. We have Book Bags for sale, which are very manageable and practical for the children to use, enabling them to keep the following in; A reading book, to be heard if possible daily at home. A reading folder which will have comments about your child’s reading which took place in school and at the back of it will be a key word sheet with 100 words on. All these words will need to be known before moving into year 1.  A word book, this will have their new keywords to learn each week.  Learning Logs, these are books where the children are expected to produce work at home with the support of an adult answering the question given which will always relate to the topic they have just covered at school, therefore the children should know what to do! Please note water bottles need to be carried separately so the books don’t get spoiled.  

Due to the children working within a PFSU the transition between North Tawton Pre School and Reception Class of school is seamless; we are working together for your child, we want them to settle quickly and be happy, if children are happy they learn!



Our curriculum is guided by the government publication ‘Curriculum Guidance for the Foundation Stage’. It has a framework of 4 main principles; 

‘A Unique Child’ – this outlines child development and inclusive practice as well as keeping safe and well.

‘Positive Relationships’ – this concerns staff and parents working together and good bonds between staff and children.

‘Enabling Environments’ – this explains how the room is prepared and the greater outdoor environment is utilised.

‘Learning and Development’ – for this we provide a range of activities and experiences to promote independent learning across the six developmental areas as set out in the guidance which are:

Personal, Social and Emotional Development (PSED) Developing social skills, building self esteem and confidence, promoting self care, good behaviour and independence. Communication, Language and Literacy Development (CLL) Developing communication skills, linking sounds and letters, reading and hand writing skills. Problem solving, reasoning and numeracy (PSRN) Learning number skills, shapes, mathematical language e.g bigger, smaller etc. Knowledge and understanding of the World (KUW) Exploring and investigating, cultures and beliefs, designing and making skills, understanding time and ICT. Physical Development (PD) Movement, a sense of space, health and bodily awareness, using equipment, tools and materials. Creative development (CD) Music and imagination, exploring media and materials, expressing and communicating ideas, responding to experiences.


7. PLANNED ADMISSION NUMBERS & ADMISSIONS CRITERIA The Admissions Process Devon County Council’s School Admissions Team makes offers on behalf of schools for full time admission in the academic year. Whether a parent chooses to defer admission, or take up a part time place rather than a full time place in September, is a matter between the parent and the school. The school will organise for all children to be admitted in September, although parents may request to defer entry until the child reaches statutory school age - the beginning of the school term following the child’s fifth birthday. The school cannot oblige a child to start in January rather than September. It is anticipated that the majority of children will be admitted in September. Deferred Entry If a parent wishes to defer admission, they must apply in the usual way, by the normal deadline at the beginning of the term following the child’s fifth birthday and,If a place is available and offered, they must then inform the head teacher of that they wish to defer entry. The place offered will be held open until the start of the term after the child’s fifth birthday during that academic year and will not be offered to another child. If the parent does not let the head teacher know, and the child does not start on the date offered, the place will be withdrawn and may be offered to another child. Child’s fifth birthday 1 September – 31 December 1 January – 31 March 1 April – 31 August

Can defer admission until January April September with a new application for a Year 1 place

Children born between 1 March and 31 August cannot defer entry into the Reception intake in the following September as they will then be a Y1 child and will need to enter the Y1 class. Parents must make an application for the Year 1 place in September after the immediately preceding summer half-term. It is possible that all places in the year group may have already been filled by children who started during the Reception year and if this means that the school is at, or above, its planned admission number (PAN) a place cannot be reserved. Planned Admission Number The Planned Admission Number (PAN) for North Tawton Community Primary School for 2011/12 is 25. If this number is exceeded then Devon County Council’s Oversubscription Criteria applies (see below) Designated area All addresses in Devon are served by a designated primary school. Designated areas form part of the admission criteria. (See page for map of North Tawton Primary School’s designated area) Applying for a place Parents must complete the registration documentation in the First Step Booklet which is available online at or will be posted to them by the Local Authority. Parents are also asked to contact the school to advise them that they have applied for a place for the school’s own information. The closing date for applications is in the anuary of the academic year preceding the academic year of entry. Parents will be notified by the Local Authority whether a place has been allocated in the week after the February half term holiday. Where admission authorities receive more applications than they have places to offer, they require a means by which to decide which applicants should be offered places. This is done by applying set Oversubscription Criteria. For admissions to Community and Voluntary Controlled (VC) Primary and Infant Schools in 2011, Devon Local Authority (LA) will to use the following oversubscription criteria: Primary and Infant School Oversubscription Criteria. 9

1. A child who has a Statement of Special Educational Needs where the school is named on the Statement will be admitted to that school. 2 Children in Care 3 Children living in the school’s designated area with a sibling who will be attending the school at the time of admission. 4 Other children living in the school’s designated area. 5 Children living outside the school’s designated area, but with a sibling who will be attending the school at the time of admission. 6 Other children living outside the school’s designated area. 8. CHARGING and REMISSIONS POLICY The Governors of North Tawton Community Primary School recognise the valuable contribution that the wide range of educational activities, including clubs, trips and residential experiences can make towards pupils’ personal and social education. We apply the policy on charging for school activities as laid down in the Local Authority Guidelines. The main points of the Policy shown on the website are as follows:We aim to promote and provide such activities, both as part of a broad and balanced curriculum for the pupils of the school, and as additional optional activities. We reserve the right to make a charge in the following circumstances for activities organised by the school: Residential visits in School Hours The board and lodging element of any residential activities deemed to take place either within or outside school hours. Board and lodging costs are deemed to include all elements of food and accommodation as appropriate to the particular visit. Activities outside School Hours The full cost to each pupil of activities deemed to be optional extras taking place outside of school hours. Individual Instrumental Tuition The cost to the pupil of providing any individual instrumental tuition. Charging for Ingredients and Materials The Governing Body may charge for ingredients and materials or require them to be provided if the parents have indicated in advance that they wish to own the finished product e.g. Pottery, Sewing or Cookery. Non-Residential Visits and Enrichment Activities in School Hours We will invite parents/carers to make voluntary contributions for any activity which takes place within school time, which incurs a cost to the school. In seeking voluntary contributions for such activities the Governing Body will make it clear to parents / carers that:  there is no obligation to contribute;  that young people, will not be treated differently according to whether or not their parents / carers have made a contribution. We will also:  indicate the level of contribution required for the activity to take place;  consider that such contribution may include, for example, an element to cover the participation by young people from low-income families or the cost of travel for accompanying teachers;  indicate that the activity may not take place if parents / carers are reluctant to support it and/or insufficient voluntary payments are received from parents/carers.


Remissions Where parents of a pupil are in receipt of Income Support, Income Based Jobseeker’s Allowance, the Guaranteed Element of Pension Credit or Child Tax Credit (without Working Tax Credit) where income is less than £16,190, employment and support allowance(income related), support under part VI of the immigration and asylum act, the Governing Body will consider remitting in full, the cost of board and lodging for any residential activity that it organises for the pupil, if the activity is deemed to take place within the school hours. We will, however request a voluntary contribution for the total remaining costs for any such visit. 9. TIMES OF THE SCHOOL DAY The Government has set out the total number of hours which children are to be taught in a week. This teaching time does not include registration time (when registers are called at 9.00 a.m. and 1.20 p.m.), assemblies, or break and lunch-time. The required teaching time for Key Stage 1 is 22 hours while for Key Stage 2 it is 24 hours. The taught time in our school is: Key Stage 1 Key Stage 2

22 hours 24 hours

This is broken down as follows: KS1 Morning session Afternoon session

9.00 a.m. – 12.10 less 15 min. break, 5 min. registration time = 2hrs 50 min. 1.20 p.m. - 3.20 p.m. less 2mins registration time and 20mins assembly. There is an afternoon break of 10 minutes = 1hr 28 mins.

Total per day = 4hrs 18mins Total per week = 22hrs as on Wednesdays there is no afternoon break and children are taught music in the hall instead of an assembly KS2 Morning session

Afternoon session

9.00 a.m. - 12.25 less 15 min. break and 5 mins registration time = 3hrs 5mins

1.20 p.m. - 3.20 p.m. less 2mins registration time and 20mins assembly = 1hr 38 mins

Total per day = 4hrs 43mins Total per week = 24hrs as on Wednesdays children are taught music in the hall instead of an assembly An occasional Friday afternoon extra break-time is used to promote good behaviour at lunchtimes. Children should not be on the school premises before 8.50 a.m. as teaching staff are not required to supervise children until this time. From 8.50 a.m. they should go directly to their classrooms in order that a prompt start can be made at 9.00 a.m. If for any reason your child has to come to school before 8.50 a.m., a prior arrangement should be made with the class teacher or the Headteacher. 11

During the lunch time, Meal Time Assistants are employed to supervise the children in the dining hall and playgrounds, or classrooms if the weather is bad. The Headteacher, or a nominated senior member of staff is also available throughout the lunch time if required. At home time, children in classes R,1,2 and 3 are escorted to the main playground and handed over to parents by the teachers. If for any reason a parent/carer is not there the child will be taken back to the school where they can be collected from the classroom. If the weather is inclement, parents/carers are most welcome to use the playground shelters, or lobby in which to shelter whilst waiting. We aim to encourage independence as children get older which means that children in the other classes make their own way to the school playground where their parents/carers may choose to meet them. We are constantly reminded of the dangers which ‘strangers’ present to young children and for this reason we make the following request to parents and carers: Please let the school know if you are going to be late meeting your child and/or you have made arrangements with someone else to pick up your child. 10. ABSENCES The Government now requires all schools to report their absence figures on a yearly basis. Parents will receive these details as part of their end of year information given as total possible attendances morning and afternoon against total number of absences for the same period. All children should arrive in time for the start of the school at 9.00am but no earlier than 8.50am. After this time teaching staff are required to supervise children. From 8.50 a.m. they should go directly to their classrooms in order that a prompt start can be made at 9.00 a.m. Children are marked absent when the register is closed at 9.05am and this will be marked as late, or unathorised, depending on how late the child arrives, unless a suitable explanation is given by the parent. As the School Curriculum is highly structured, we strongly urge parents to try and avoid taking children out of school during term, as children will not normally be able to catch up on missed work. A system of penalty fines of £60 per child per adult is administered by the LA, for unauthorised absence. This is to try to deter parents from disrupting their children’s education by taking unauthorised days off in term time. Parents are legally bound by law to ensure that their child receives an education either from the state system, independent system or in certain circumstances at home. The Governing Body has agreed that the school will not authorise any absence except in exceptional circumstances. This new policy was adopted in July 2013 and reflects the change in the law which took place in March and is to be implemented from September 2013. Parental Request for Authorised Absence in Term Time A parent must complete an Absence Request Form if it is considered that they require their child to be absent for school for exceptional circumstances. This form is obtained from the school office or the website. In cases where children are persistently late, or absent from school without any explanation from the parents, the school is able to enlist the support of Educational Welfare Officer (E.W.O) who will contact the parents. She. may make a home visit to discuss reasons for persistent absence. In extreme cases, where the parent is unable to give a satisfactory reason for their child's absence, they may be taken to court and prosecuted for failing to ensure that their child is being educated.


11. ORGANISATION OF THE SCHOOL These tables show the link between year groups, children’s ages and key stages Age of Children 4 to 5 years 5 to 6 years 6 to 7 years 7 to 8 years 8 to 9 years 9 to 10 years 10 to 11 years

Year Group Reception 1 2 3 4 5 6

Key Stage Foundation Stage

1 2

Class Structure and Pupil Numbers – 2013-14 Age of Children 4 to 5 years

Year Groups R

Class Title R

Number of Children/Yr 31

Total No. in Class 31*

5 to 6 years





6 to 7 years





7 to 8 years






8 to 10 years






9 to 11 years






Class Teacher/s Mrs. Martin Miss Shorland (0.4) Mrs. Tigg (0.6) Mrs Bloxham (0.4) Miss Barraclough (0.6) Mrs. Chauhan-Barker (0.9) Mrs. King (0.1) Mr Draper


Miss. Joce until Dec. 2013 Mr. Foreman from Jan. 2014 Whole School Numbers

**Includes 1 child admitted under exceptional circumstances authorised by LA **Includes 1 child attending 2 days per week Total numbers in each year group for 2013-14

Total Birth Dates

R 30 01-09-08 To 31-08-09

1 26 01-09-07 To 31-08-08

2 20 01-09-06 To 31-08-07

3 24 01-09-05 To 31-08-06

4 19 01-09-04 To 31-08-05

5 16 01-09-03 To 31-08-04

6 22 01-09-02 To 31-08-03

The classes are supported with their music by Miss. Shorland and Mrs. Dunn. Class 3, 4 and 5 consist of two year groups. Children move from one class to the next based mainly on ability, but also on a combination of factors including age, social factors, maturity and peer groups. As your child will spend 4 years in our school moving through the 3 KS2 classes, most children will spend at least one extra year with the same teacher. All parents will be notified of their children’s new classes in the second part of the summer term. If you wish to know the reasons for any decision relating to this move, you are encouraged to make an appointment with your child’s class teacher. It is our policy to limit the number of children in all classes to a manageable level, however, finances are also driven by pupil numbers. The planned admission number (the school’s admissions limit) is sometimes not reached. This results in different numbers being in admitted in different years. Within every class, children will be taught in a variety of ways, e.g. whole classes, small groups or as individuals - depending upon the type and nature of the work being undertaken. We aim to ensure that all children achieve their full potential. This strategy is referred to as ‘differentiation.’ 13

12. THE SCHOOL UNIFORM We would like children to feel proud of their school and as a result we would like all the children to wear our school uniform as it helps to give a sense of identity. This policy is rigorously enforced in and a letter will be sent home if your child is not wearing correct uniform. The school uniform is practically the same for girls and boys and includes; A green sweatshirt with school logo, grey or black trousers, black shoes, grey or white socks and a white or green polo shirt. The girls may prefer to wear a grey skirt or pinafore dress in the winter. In the summer, the girls can wear green and white check dresses and the boys can wear short grey or black trousers. Green baseball caps with our school logo on are also available from the office. The school keeps a stock of sweatshirts in various sizes and these can be obtained from the school office. The PE kit is a white T shirt, black or navy shorts, white sports socks, and trainers or pumps. Please ensure that all your child’s school uniform is labelled with his/her name. All children have the opportunity to swim in our covered ‘Learner swimming pool’ in the Summer Term. For this they also require a swimming costume and hat. We would prefer these to be a one – piece swimsuit for girls and trunks or swimming shorts of a sensible length for boys. Hats are required for swimming lessons, which can be purchased from the school office. New parents will receive a copy of the current uniform requirements with prices attached. Any other parents can obtain a copy from the office. During the year the children will, as part of their learning, visit various places and on these occasions they will be encouraged to wear their school uniform. Not only does it make supervision easier for staff, but it also supports the school ethos, emphasising that we can rely on our children to behave in a way which we can feel proud of and would like to advertise that fact. Jewellery/Hair styles/Fashion In the interests of safety, we do not allow children to wear jewellery in school. If ears have been pierced, studs may be worn. These should be removed/taped over before swimming. We encourage children to be independent individuals, however we request parents to consider the impact of fashion on their child’s learning and social development and ask parents to ensure their children do not wear inappropriate hairstyles or fashion items to school.


13. THE KS1 and KS2 CURRICULUM In both Key Stages the curriculum coverage required by the school is virtually the same. The only excepetion is that in KS2 the children are required to learn a foreign language. Details of aspects of the curriculum are shown below. In 2013-14 the New National Curriculum is being trialled by the school, in preparation for the official start date of September 2014. Much of a child’s success depends so much on the support that he/she receives at home. Please try to set aside some time with your child/children when you can share their book with them – discuss their piece of writing, help them with their spellings and times tables or just enjoy researching information about a particular topic. The most important aspect of any support which you can give involves quality time, which is, wherever possible, uninterrupted. If you care about their learning, they will care about it too! ENGLISH Through language children can express and formulate thoughts, explain themselves and interact with others. They can attempt to make sense of the real world around them by organising, thinking and interpreting experiences. English is generally taught in ability groups and children will be engaged in activities which cover word and sentence level work, reading and writing. The lessons will be divided up in different ways depending on the age of the children and the teaching objectives. They usually finish with a plenary session, when learning is summarised and/or next steps identified. Writing and Spelling Opportunities are provided for:  Emergent writing in Foundation Stage and Key Stage 1 through directed teaching activities or as a result of continuous provision in class  Shared Writing – within the literacy lesson  Guided Writing/Independent Writing - within the literacy lesson or other areas of learning  Extended writing - within the literacy lesson and with cross-curricular links  Handwriting – practised regularly within/beyond the literacy lesson and extended through homework activities. A cursive script (Nelson Thornes) is adopted throughout the school.  Spelling – Letters and Sounds is used comprehensively to support the learning of phoneme/grapheme correspondences and high frequency words. These are then used to learn spellings. At KS2 the ‘Support for Spelling’ programme is in place. A variety of homework activities are used to support the learning of spellings.  Writing to be stimulated by experiences outside the classroom and visits are encouraged to facilitate this Reading Opportunities are provided for:  Shared reading – within literacy lessons and at other times of the day  Guided reading – this often takes place outside of literacy lessons (see individual timetables)  Independent reading – (once a week at least in KS1). This is monitored and assessed using the ‘Benchmark’ materials to ensure reading ability and comprehension ability.  Phonics – Letters and Sounds lessons are taught on a daily basis in Foundation and Key Stage 1, using a synthetic phonics strategy. Support for Spelling is used in Key Stage 2.  In Year 1 the school uses the Phonics Test to determine future support which children may require. In 2014, 62% of the Y1 children passed this test.  Resources – a variety of reading schemes are in use to offer a variety of text types and styles. These are all graded using the ‘Book Bands’, up to and including level 3 books. All classes have a collection of texts for home reading (from published schemes as well as a 15

range of significant authors), dictionaries and thesauri, interactive whiteboard, fiction and non-fiction big books. Library – all children are entitled to borrow one book from the school library. Each class visits the library weekly (see timetable). Children are encouraged to use the library. MATHEMATICS The Primary National Strategy provides a framework for the teaching of Maths with much of the early work in Years 1 and 2 based on Mental/Oral work with some formal recording. From Y3 onwards children work through informal recording methods towards formal recording methods, eg jumps on a number line. Children receive a daily lesson in Maths lasting between 45 minutes in KS1 and one hour in K.S.2.

The lesson usually starts with a whole class mental activity. In the main session, the class may be taught as a whole or split into groups based on ability with the teacher working with one or two groups each day. The lesson usually ends with a short plenary session, when work done during the main session can be reviewed and shared with the whole class and learning can be consolidated. We feel that it is important that children engage with and enjoy their maths learning, therefore we use materials, creative approaches and problem solving activities wherever possible to make the learning more meaningful and fun. SCIENCE The School aims to provide a scientific education based upon the programmes of study in the Science National Curriculum Document 1999, using QCA units of study within a 2 year rolling programme of work, to provide a structured scheme which avoids repetition and develops skills progressively. When science is being taught, children will be working at different levels depending upon their experience and understanding of scientific concepts. As scientific knowledge and understanding increases, children will be encouraged to relate science to everyday life and begin to explore science in various contexts. They are also taught to predict what they think will happen in scientific investigations, how to conduct experiments using fair tests, developing hypotheses and drawing conclusions from observations. By the end of year 6 they will be able to develop their own investigations using all the scientific skills which they have developed within the school. Children will also be taught to use Information Technology to record, present and interpret data, which they have collected during scientific investigations. INFORMATION AND COMMUNICATION TECHNOLOGY One of the ‘core’ subjects taught at primary level, ICT is taught as a subject in its own right. 16

We teach the skills children are required to develop using an applied approach, ensuring links are made to other subjects wherever possible. Children also increasingly use the laptops to support their own work in other areas of the curriculum. The school has 3 mobile laptop suites in order that the children can use the trechnology as they require. The laptops are wirelessly linked to a hub, through which the children can access the internet, a shared server, (to store children’s work) and a colour photocopier/printer. Interactive Whiteboards are used in the classrooms enabling children to interact with computer software and support their visual learning. These whiteboards also support the demonstration of computer programs and are an extremely powerful teaching and learning tool. Children also use digital cameras to capture images. All children save their work on a shared drive and the staff share their planning on a separate shared drive. The new school website reflects the whole school approach to use of ICT and incorporates a range of children’s work, information, pictures and other key aspects of school life, with help for parents and children. This can be accessed at HISTORY and GEOGRAPHY We believe that children need to learn key skills and apply them in conext. For this reason we plan from the Somerset Small Schools scheme, which has identified skills required to be developed for each year group. We then use a thematic approach to link the skills to a context. In Key Stage 1 much of the history learning is based on children's own experiences, their families and people and things around them; progressing to the everyday lives of men, women and children in the past. Stories play an important part, as does the use of artefacts (things which have been made). In Key Stage 2 children cover work including the following areas:Romans, Anglo-Saxons and Vikings in Britain Tudor Times Victorian Britain Britain since 1930

Ancient Greece Ancient Egypt Local History Study

Children study geography through a range of topics, developing their skills, understanding of places and themes. Skills include map work, fieldwork, making observations and asking questions, using secondary sources of evidence and ICT. The themes include rivers, coasts, weather, settlement and environmental change. In Key Stage 1 much of their learning is based on direct experience, practical activities and exploration of school buildings, school grounds, the immediate local area, and a contrasting locality, e.g. a visit to a seaside town. In Key Stage 2 children study the school grounds, our town, improving our environment, weather, coasts, rivers, a contrasting locality in the U.K. and economically developing countries. Towards the end of Key Stage 2 they are able to take part in a residential week, during which they practise fieldwork skills. This supports a better understanding of the physical and human aspects of their region and encourages children to see their world within a different perspective. In the second year of our study programme they are able to develop an understanding of a European country by visiting a location in France. This exciting element of the children’s studies (see picture) enables them to understand a different culture, whilst expanding their horizons and fully engaging with people from another locality abroad. Thematic topics are being modified in 2013-14 in the light of the planned changes to take effect in 2014. 17

ART and DESIGN We aim to provide the children with all the experiences required by the national curriculum for Art and Design. We hope that during the children's careers at school; they will have used a number of materials and learnt several techniques. These will help them when they begin to make informed choices when required to record what they see and to help them express an idea. These techniques will include drawing, painting, printing, textiles, pottery, and 3D model making. Whenever possible, our art is associated with the topics taught in the classroom at the time. For example, Greek pottery and art might be looked at when considering a unit on Greek history. Alternatively, different drawing methods can be made use of when looking at the immediate environment. Children are taught to explore different contexts in order to find opportunities for design and technology activities. They will learn to design what they propose to do. Their designs will be used to plan and make objects, make a set of objects which together perform a task, and make environments. The products and effects of their activities and those of others will be evaluated to see how well they meet the original needs or opportunity. RELIGIOUS EDUCATION Arrangements are made for the children to visit the local Church and learn about Christianity. They will also be taught about the variety of faiths which are to be found in the UK today. Religious Education, in County maintained and controlled schools, is given in accordance with a syllabus agreed by the Authority on the recommendation of a Standing Advisory Council and Syllabus Conference, which includes representatives of the various denominations of the Christian Church in Devon as well as representatives of the Authority and teaching profession. Our syllabus enables children to understand a wide range of religions, including Christianity. It is open to parents to request that their children be wholly or partly excused from religious education. Any such request should be made in writing to the Headteacher. MUSIC All children in the school will follow the guidelines set out in National Curriculum - Music. Music is split into three major areas - Performing, Composing and Appreciation. From an early age children will be introduced to all three aspects. They will be encouraged to develop the musical skills necessary to play simple tuned and untuned instruments i.e. xylophones, chime bars, glockenspiels, keyboard, drums, tambours, tambourines, cymbals and a great variety of other percussion instruments. Such areas as pitch and rhythm will be developed and opportunities given to explore a wide range of sound. Having acquired the most basic skills they will be encouraged to compose their own music either as recognisable tunes or as sound pictures working in groups, individually or occasionally as a whole class. Opportunities will be given to perform their compositions to a variety of audiences i.e. small group, class, whole school, parents or wider community. Listening to music by great composers and from different cultures will also be part of their experience. Singing is a wide variety of forms will also be developed. As a school we have developed a strong musical tradition and employ a specialist music teacher to support this aspect of the curriculum. We frequently involve the children in the performing arts, including concerts and whole school productions. All children have a whole school singing lesson every week, which aims to improve their vocal range and utilise their natural musical abilities.


Peripatetic instrumental tutors visit the school to teach woodwind, string and keyboard. . More details regarding arrangements and costs of tuition are available on request from the School Office. P.E. (Including Dance, Games and Swimming) The school has excellent facilities for developing this area of the National Curriculum. This curriculum is extended after school, to include a range of sporting opportunities, including interschool competitions and tournaments. We believe in the ‘Sport for All’ principle and encourage all children to take part in activities which leads to a healthy life-style. Using a variety of apparatus either in the hall or outside, the children will follow a programme which will develop their body awareness, physical co-ordination and control. They are able to experience a wide variety of games including football, netball, short tennis, unihoc, rounders, basketball and kwik cricket. Dance and country dancing also feature as part of the curriculum. The Sports Hall is used for the full range of PE activities and is the focus of our daily physical activity for the whole school. This usually takes the form of an aerobics session, in which children develop their physical fitness to a musical accompaniment. This is led by the Y5/6 children and encourages development of different parts of the brain and physical fitness. Parents and carers are also encouraged to join in. Our covered ‘Learner Swimming Pool’ which has recently been refurbished, is fully heated and contains integral changing rooms. The children normally take swimming lessons throughout the Summer Term. All children in the school are taught to swim using a variety of aids and can be expected to use the pool at least once a week in Summer. Please note that all children are expected to wear swimming hats. Goggles are not to be worn unless children have sensitive eyes which are easily irritated by the chlorine in the water. In such cases parents must write a note explaining the need for goggles to the class teacher. This restriction is a result of a directive from the Local Authority and follows an incident where a child suffered a detached retina caused by the sudden removal of a pair of goggles. Since all children are expected to take part in all of these activities parents must send a note, if for any reason, their child cannot participate. MODERN FOREIGN LANGUAGES All teachers in year 3 to 6 use aspects another foreign language in their daily teaching. We are very fortunate in having a fluent French-speaking teacher, who will support this integration process. The main focus of MFL is enjoying discovering another language, using speaking and listening skills within a variety of activities. Children also learn about the French culture and have an opportunity to experience this for themselves in Y5/6 on the residential visit.


COLLECTIVE WORSHIP As previously stated, children will experience an act of collective worship each day although this is not always on a whole school basis. The act of collective worship will focus on moral, personal and social issues with reference to aspects of Christianity and other religions where relevant. It is part of the school's policy to involve the main local Christian denominations in the life of the school from time to time to take assemblies and meet the children.

‘Children in Need’ Assembly in the Hall As is the case in RE, you may wish to withdraw your child from this aspect of your child’s education, but will require a signed letter to this effect should you require to do so. The pattern of collective worship is as follows: Monday – Whole school assembly Tuesday- Separate KS1 and KS2 assemblies Wednesday – Whole school singing and Current Affairs Thursday – Class worship Friday – Whole school achievement assembly. Friday’s assembly includes the presentation of class trophy awards for the child of the week, celebrating the winner of the team points award for the week, individual certificates which have been awarded, sporting results and lunch time awards. This is part of our whole school approach to behaviour and acts as a focus for the week, encouraging children to do their best. Parents are invited to take part in this assembly on the last Friday of every month, when the FONTS 100 club draw also takes place, giving prize-winners a chance to win a cash prize. As a school we also celebrate aspects of the Christian calendar including Harvest Festival, Christmas and Easter. We also celebrate other faiths in assemblies and RE. INCLUSION PROVISION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS, GIFTED AND TALENTED AND REQUIRING ACCESS ARRANGEMENTS Children are considered to have special needs if their education cannot be met within the normal range of classroom activity. That is, for example,when they have a significantly greater difficulty in learning than the majority of children of the same age, they have a disability which either prevents or hinders them from making use of the educational facilities provided. Children who are especially gifted in an area of learning are also included within this section. The procedures for identification and assessment of Special Educational Needs are specified in a Code of Practice issued by the Department for Education and Employment. The school makes every effort to identify as early as possible any child who may be experiencing difficulty acquiring basic skills, and if insufficient progress is being made within the classroom, the class teacher and the Special Educational Needs Coordinator (SENCO) will agree an appropriate course of action. Individual programmes of work, using appropriate schemes and materials, will be introduced by the class teacher, supported by the SENCO. 20

Staff will keep parents informed of children's progress, and are keen to discuss any concerns. If any child is not making significant progress, advice will be sought from outside agencies (such as the Educational Psychologist) after consultation with the parents. Children who are registered as having Special Educational Needs will have their progress reviewed termly. Parents will be invited to review their child’s progress every term at parents evenings. Children who have Statements of Special Educational Needs have an annual review which looks specifically to see how the requirements of the Statement are being met. Gifted and talented children are also identified as early as possible so that we can meet their needs. They are given additional support within the class and access to clubs and other workshops are made available either locally or elsewhere in Devon. Their specific needs will be reviewed with their parents at a meeting. Children with disabilities are encouraged to attend our school and the main buildings are equipped with a lift, disabled ramps and hand rails. We are also fortunate in having a disabled toilet and shower. Please refer to the Accessibility Policy for further details. If you have a child requiring different forms of access to enable us to meet his/her needs we would be grateful if you could contact the school as soon as possible, before your child starts their learning with us. We are able to provide additional support for such children, however we usually require advance notice, to ensure support can be put in place before the child starts school. PERSONAL, SOCIAL AND HEALTH EDUCATION Personal, Social and Health Education is taught across the curriculum, and is an essential part of a child's education. The aim of this SEAL, (social and emotional aspects of learning) programme is to help children in the school to acquire the knowledge, habits and attitudes which will contribute to their role as citizens in our community. This is achieved by making the children aware of;  the processes involved in the growth and development of all living things;  the importance of good personal health and its maintenance;  the existence of disease and its associated dangers;  social health problems such as smoking, drinking and drugs;  health related exercise;  the dangers on the road, in the home, at school, near water etc.;  environmental issues and how these contribute to their well being;  healthy foods and nutrition which are essential for growth;  Community health, e.g. the role of the Doctor, Nurses, Hospitals, Clinics PSHE is therefore an area of the curriculum which can be shared with parents and carers, governors, families and the community. By promoting a healthy life-style, including a fruit or vegetable snack every morning it is hoped that this will assist the children in their personal and social development. 21

SEX AND RELATIONSHIPS EDUCATION Sex and Relationships Education forms an integral part of the school's Health Education Programme which itself is based upon the programmes of study for Science at Key Stages 1 and 2. Much of the early work in this area is incidental and arises from animal and plant studies. S.R.E. is taught as part of PSHE on a rolling programme of themes. It is introduced at the end of KS1 and further developed at the end of KS2. The KS1 programme focuses on birth, care and growth, including the care of babies and how we change as we grow up. In KS2 the programme takes the subject further, looking at puberty and the physical and emotional changes that occur in teenage years. Both programmes involve a mixture of videos, discussion and activities. Questions arising from the children will be answered in an age-appropriate manner, as determined by the teacher. All parents and carers involved are invited to view any videos beforehand so that they can be in a position to support the work of the school and answer any questions their children may have. Any parents or carers who do not wish their child to see a video should inform the Headteacher or Class Teacher at the appropriate time, so that their child may be withdrawn from the lesson. 14. ASSESSMENT AND REPORTING PROGRESS The teachers constantly assess progress using a variety of formal and informal methods including APP (assessing pupil progress), tests and moderated examples online. We closely track, trends in development within each year group in both English and Maths and set and assess progress in targets in these subjects. This supports a greater understanding of the progress each child is making during the year. ‘SATs’ tests, assessing development in English and Maths are normally held during the middle of May, when the children near the end of each Key Stage. Key Stage 1 children are tested near the end of Y2 and will normally be seven by the time this takes place. The ‘test’ supports the teacher assessment and it is the latter which is reported to the DfE. Most Key Stage 2 children will have reached the age of 11 by the time they are tested. Following the tests, parents and carers will receive notification of the National Curriculum Levels their child has achieved. In the case of Y2 (Key Stage 1) the average child is expected to achieve Level 2 and in the case of Y6 (Key Stage 2) the average child is expected to achieve Level 4. In order to help parents more fully understand the testing system you are advised to log onto the DfE website for further information. This site also contains details of the school’s latest results. The website address is Each year group in Key Stage 2 also completes an end of academic year test in writing, reading, spelling and maths known as the QCA non-statutory test. This helps the teachers plan the future work for each child and measures how each child is progressing throughout the school. REPORTS AND PARENT-TEACHER CONSULTATION Each year every child in the school will receive a school report, which is presented to parents in the Spring Term. This is followed by Parent Interviews, which focus on the contents of the report and any targets which have been set within it. Progress in the targets will be monitored by the teachers and will be reviewed at a meeting at the end of the Summer Term.


Children in the Foundation Stage will receive a copy of their school profile in the Summer Term. This is a detailed document which replaces the school report. The aims of the school report are ;  to provide parents and carers with a comprehensive picture of their child's academic and personal achievements;  to allow the child to become involved in discussions and decisions regarding their present and future progress in the school;  to provide an opportunity for highlighting success as an individual;  to provide an agenda which can be used for parent/teacher interviews,  to provide parents with the opportunity to make their contribution to their child's learning experience,  To encourage the growth of the "partnership" of learning. Although parents and carers are always welcome to come and look around the school provided they make prior arrangements, there are particular occasions throughout the year when a general invitation is extended to all parents and carers. These opportunities include Parents Evenings, Curriculum Evenings and Thematic Days. Details of these and other activities, such as the Summer Fair and other social events, are to be found in the School Newsletter. This is issued every Thursday and placed on the Noticeboard and the School website. In the Summer Term, the school holds a Leavers event when the Y6 children are presented with leavers books and other awards. 15. EXTRA - CURRICULAR ACTIVITIES North Tawton’s Winning Netball Tournament Team North Tawton Community Primary School is able to offer a wide range of Extra - Curricular Activities which take place either during the lunch hour or after school. The staff of the school, with the support of volunteers, parents and carers, aim to realise the huge potential which the facilities can offer the local community. Activities are very varied and have included Netball, Football, Multiskills, Sewing, Cross Country Running, Tag Rugby, Cricket, Chess, Gardening, Choir, Reading and Magazine Club, 16. DISCIPLINE AND BEHAVIOUR We aim for North Tawton to be a place of excellence where children can achieve their best in their academic, creative, personal and physical development. We are a caring school where children and adults feel they can make a positive contribution and are valued as individuals. We strive to create and maintain close partnership between children,parents and staff so as to develop children who will be lifelong learners and responsible citizens. We believe that a child cannot learn effectively unless he or she feels secure, successful and happy. We are committed to helping children to develop socially acceptable attitudes, self-discipline and self-confidence, as well as an acceptance of responsibility for their own actions. The purpose of our behaviour policy is to:  Help us maintain a consistent approach which supports the aims and values of the school 23

To create a positive and orderly atmosphere which supports teaching and learning

To create a safe, secure environment for children and staff through the clarification of expectations, roles, rights and responsibilities

To ensure consistent implementation of this policy from all staff especially in the delivery of rewards and sanctions

To ensure that staff, pupils, parents, governors and visitors to the school have a shared understanding of our practice and procedures with regards to managing behaviour

Support from and contact with parents is vital in behaviour management and we would expect every parent/guardian to help in this respect. We actively support positive behaviour in our school by using positive communication with parents to celebrate children’s success and behaviours. If a child has caused ongoing or serious problems at school, to the point where he/she has to be reprimanded, a teacher or member of staff involved may need to contact the parent to discuss the matter, should the misdemeanour warrant this. As part of our positive approach to this policy there are a range of assemblies, focussing on a specific theme each week and incorporating an ‘Achievement Assembly’ on Friday. The Friday assembly includes sports reports, given by the children, presentation of certificates achieved either in school or elsewhere, team points awarded during the week, for good behaviour and endeavour, and the presentation of a weekly class trophy, to a child who deserves special praise for good efforts, work and/or behaviour during the week. To encourage and reward good behaviour at lunchtime the MTAs give out lunchtime awards, these ‘golden coins’ are given to children who demonstrate the desired behaviours expected at North Tawton, including being polite, helpful etc the children are congratulated in class by the teachers and are encouraged to celebrate their achievements by sharing positive behaviour recognition with their peers. Coins are collected/counted each week. At the end of the week, the class collecting the greatest number of awards is given an extra break-time in the afternoon of the following week. We operate a system of Golden Rules, which also rewards children who keep the rules, with a short ‘free choice’ session at the end of the week. The strategy is detailed as follows; If a child keeps the rules for the week, he/she chooses an activity which he/she enjoys on Friday afternoon.

The ‘Golden Rules’ which the school has adopted are: 

We are gentle

We are kind and helpful

We listen to others

We are honest

We work hard

We look after property

Assemblies and circle time follow our PSHE policy/guidelines; ctivities focus on reinforcing these rules and reaffirm our whole school commitment to them.


Children are also given opportunities to speak privately to a teacher or member of staff if they so wish to. This gives them an opportunity to speak in confidence about any issue which may be of concern to them. The teacher may also request talk time with a child, to discuss a problem. MODIFYING BEHAVIOUR If a rule is broken in class then:   

The child is given a verbal warning. This is followed by a second warning/warning card. If a further infringement takes place during the same day the child will receive a consequence, for example loss of time from break/lunchtime, golden time or a loss of privilege. The child may earn their rewards back. If a child continues to break rules or behave in disruptive manner, parents may be contacted at this point, depending on severity of the infringement.

A behaviour book is present in every class, which includes the names and details of incidents for any child who repeatedly fails to respond to positive strategies and who by so doing continually puts the education and/or safety of others at risk. This will be used to record progress with behaviour and will be shared with both the child and parent/s. This book is also useful to communicate issues on behaviour to other members of staff within the school. Parents will be informed if the class teacher is repeatedly giving out warnings and/or to discuss serious behavioural issues. Children may also be sent to another classroom during lesson time; or the Deputy Headteacher, or Headteacher during break/lunchtimes, for serious behavioural incidents, if required. These strategies are at the discretion of the class teacher concerned, but in all severe cases of misbehaviour our policy is one of targeted support, to establish the root cause of the problem. We hope that all parents will respect this approach and support the methods used. EXCLUSIONS A decision to exclude a pupil will be taken only: a) In response to serious breaches of the school's behaviour policy; and b) If allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school. Only the head teacher (or, in the absence of the head teacher, the teacher in charge)can exclude a pupil, in consultation with the Chair of Governors. In the last academic year (2012-13) there have been 3 afternoon exclusions and 1 longer term, temporary exclusion, involving 3 children. This is the first year that we have had to exclude children. BULLYING AND DISCRIMINATION Bullying and discrimination in any form will not be tolerated whether this be physical or verbal, intimidatory or aggressive behaviour. Staff at North Tawton Primary School exercise extreme vigilance against incidents of bullying and discrimination. Incidents will always be reported and acted upon. See separate Anti-Bullying Policy. SAFEGUARDING CHILDREN Parents should be aware that the school will take any reasonable action to ensure the safety of its pupils. In cases where the school has reason to be concerned that a child may be subject to illtreatment, neglect or other forms of abuse, staff have no alternative but to follow the Local Authority Child Protection Procedures and inform the Social Services Department of their concerns.


Our first concern is your child’s welfare and therefore there may be occasions when we have to consult other agencies even before we contact you. Should this be necessary we want to reassure you that any concerns we have about your child will then be fully discussed with you after we have talked with the other agency. There are now more concerns regarding the security of children on their journey to school, than at any other time in the past. We therefore ask parents and carers to telephone the school before 9.00am if their child is not going to be in school that day, or will be late arriving. If a child is registered as absent and we do not have a reason for the absence, the parents/carers will receive a telephone call from the school, to check if the child is at home. For safety’s sake it will be necessary to inform the school daily or, alternatively give a date when the child will return to school. This should minimise the risk of children going missing between home and school. 17. HOME - SCHOOL PARTNERSHIP AND HOMEWORK The amount and type of homework we set is at a level which most people feel is reasonable and is in line with Department for Education guidelines detailed below: The emphasis is on how homework helps your child to learn, rather than on whether it takes a certain amount of time. For example, some children will work quicker than others and get more done in less time. The rough guidelines for primary school children are:   

Years 1 and 2: one hour per week Years 3 and 4: 1.5 hours per week Years 5 and 6: 30 minutes per day

Your child shouldn’t be expected to spend much longer on homework than the guide times. It doesn’t matter if activities don't take as long as the guide times as long as they are useful. Schools should organise homework carefully so that children aren't asked to do too much on any one day. The Guidelines also state; All homework activities should be related to work that children are doing at school. However, homework should not always be written work. For younger children it will largely be:  reading with parents or carers 

informal games to practice mathematical skills

For older children homework activities may include:  reading 

preparing a presentation to the class

finding out information

making something

trying out a simple scientific experiment


It doesn’t matter if activities don't take as long as the guide times as long as they are useful. Ref. Why is homework important? 26

• It raises your children’s achievement • It consolidates and extends the work they have done in school • It helps to inform you about your children’s school work and allows and gives you the opportunity to support this work • It is a valuable life skill and develops good work habits for secondary school and future employment. What homework should my child be doing? This varies with different year groups but you will be informed at the beginning of each year. Feedback on your child's homework The children need to know how well they have done and what they could do better. Sometimes work will be discussed in lessons, or teachers may give written comments on just one or two aspects of a piece of work. If a child has difficulties with a piece of homework, they should discuss it with their teacher or you might wish to discuss the problem with us yourself. Should I help my child with homework? Homework allows you to see what your children are doing and to support their learning. This partnership between school and home is a vital part of successful education. We take the view that children are likely to get more out of an activity if parents get involved -as long as they do not take over too much! If you are unsure about how much help to give, you should discuss it with your child's teacher. They will be pleased to see you and will help you to get the balance right. Please contact your child’s class teacher at the start/end of the school day by email, note or through the home-school book should you need to ask a question related to the homework which has been set. At North Tawton Community Primary School we will; 

Set homework as detailed in the guidelines above.

Send homework home on a set day each week.

Request homework to be returned on a set day each week.

Explain strategies to be used/expectations of each piece of homework to the children.

Follow up when homework is missing.

Make electronic copies of homework available on the website, when this is feasible (eg. when initially created in an electronic form).

Use the Home-School Book to communicate with parents. 18. COMMUNITY LINKS INCLUDING ASPECTS OF TRANSITION

Dartmoor Cooperative Learning Trust The school is currently consulting to become part of this Trust, which was established in 2013 and currently consists of Okehampton College, Lydford, Boasley, Bridestowe and Exbourne Primary Schools. Okehampton Primary School is also consulting to become a partner at the same time. We hope to become a Trust member in November 2013. Pre- School The pre-school is part of the Foundation Unit and shares the premises with the Reception Class. Tel. 01837 880165 Okehampton College 27

The majority of children transfer to Okehampton College at the end of Y6. There are at least 2 opportunities for these children to experience their new school in the preceeding Summer Term, together with visits from College staff and an information evening. During the year the children also take part in sporting and other activities at the College. See also section 24. Other Community Initiatives The school strives to strengthen its links with the local community in a number of ways, including;  Involving members of the community in visits to the school at school functions such as concerts, Services, Harvest Festivals, Christmas and other productions and Activity Days.  The children in Y6 help to distribute food donated by parents in the Harvest Festival to the elderly and disabled within the Town. Children reading Ted Hughes Poetry at a Plaque Unveiling in the Town  Using the local community including, local shops, expertise, artists , Fire Brigade, Police, the Veterinary Surgeon, industry including; the Taw Valley Creamery and Gregory's Distribution.  Visits by local clergy occur on a regular basis - taking assemblies.  The North Tawton branch of the Royal British Legion present a shield to the school, which is awarded on an annual basis for children who have made particularly strenuous efforts to improve their work.  Annual sporting and other events are held at North Tawton and other schools in the (Okehampton Local Learning Community) These include Football, Netball and Chess Tournaments, hosted by North Tawton Community Primary School. FONTS Summer Fete Friends of North Tawton School (FONTS) The school enjoys considerable support from the Association of Parents and Friends of North Tawton School. As is mentioned in the Brief History , many of the excellent facilities have been provided from funds raised by FONTS. In conjunction with the School, FONTS holds frequent meetings when items for the social and academic calendar are discussed. All parents/carers are automatically members of FONTS and are encouraged to take part in these meetings. FONTS holds regular fund - raising events and occasional social evenings. FONTS has purchased a range of equipment including new PE mats, a netball shooter, a traversing wall, library books, and supported swimming and educational visits. 28

19. CATERING The school has its own kitchen which prepares a range of nutritious healthy meals using ‘Fresh Start’ menus. The school kitchen also supplies meals to Exbourne Primary School. Salads and vegetarian meals are always available. Children whose families are currently in receipt of Income Support, Income Based Jobseeker’s Allowance, the Guaranteed Element of Pension Credit or Child Tax Credit (without Working Tax Credit) where income is less than £16,190, employment and support allowance(income related), support under part VI of the immigration and asylum may be entitled to Free School Meals. Further details can be obtained from the School Administrator or by contacting 0845 155 1019 . We would like to reassure parents and carers that children receiving free school meals are not treated any differently when they go to the dining hall. Parents and carers who do not wish their children to have school meals can provide them with a packed lunch. Alternatively, if they live close to the school, they may wish their children to go home for lunch. Children bringing packed lunches will need to have an appropriate packed lunch box and a drink container. Please note that vacuum flasks containing glass are not allowed nor are cans of drink. 20. MEDICAL INFORMATION As a school community we are very conscious of the affects which illness can have and in particular the way they can spread, given the close proximity of staff and children. To this end, a list is set out below of the more common communicable diseases together with their minimal exclusion periods as recommended by the Department of Health and Social Security. The minimal exclusion period is the time, which you should keep your child away from school in order to minimise the risk of spreading infection. Normal Incubation period in days

Minimal exclusion period



until clinically fit



6 days from rash



until bacteriological examination is clear

German Measles


4 days from rash

Hepatitis A


7 days from rash

Scarletina & Scarlet Fever


Until clinical recovery

Whooping Cough

7 - 10

21 days from onset of cough


Until skin is healed

Ringworm of Scalp

Until cured

Headlice It is the responsibility of parents and carers to check their children’s hair regularly. Head inspections are no longer carried out at school and a child will be sent home if headlice are seen on their head/hair. The school is aware of the recommended lotion to use if head infestation occurs. 29

Regular combing is a real deterrent. The school sells ‘Lokombs’ which are advertised as having the ability to get rid of both eggs and lice, using a wet combing method. (These are available at the Office). Administration of Medicines in School Our policy on the administration of medicine in the school is based on advice given by the Area Health Authority. If a child needs to take medicine at school, parents will be asked to complete an “Administration of medicine in school” form. The medicine should be brought to the school with the completed form. Only medicines prescribed by a doctor may be administered in school. All medicines will be stored in a secure medicine cabinet/ fridge. If your child should need cough sweets they must be given to the class teacher who will give them to the child when required. Please remember that if your child is not well and needs to take medicine, it is much better to keep him/her at home, to ensure he/she recovers quickly and to avoid the possible spreading of infections to others. The School Health Service Our School Nurse is Vicki Smale. She visits the school regularly each year to carry out vision, hearing, weight and height measurements together with health interviews. She is involved in the promotion of good health and also participates in the classroom, talking about different aspects of Health Education. This in turn hopefully makes the child responsible for their own health at an early age. Due to the changing role of the Community Dental Service, annual dental screening for all children no longer takes place. The School Administrator can give you information as to when the School Nurse will be attending the school, or alternatively, where she can be contacted. See General Information . 21. COMPLAINTS A summary of the process is outlined below, however should you wish to make a formal complaint, the full detail including the relevant form,is available in the Complaints Policy on the School Website . There are two school-based stages:  

Stage one: complaint heard by the Headteacher (unless he is the person who is the subject of the complaint in which case this should be addressed to the Chair of Governors); Stage two: complaint heard by the governors’ complaints panel (Hearings Committee);

If the matter remains unresolved after stage two, the complainant may then take his/her complaint to the LA.

Stage One: Complaint Heard by Staff Member It is in everyone’s interest that complaints are resolved at the earliest possible stage. The experience of the first contact between the complainant and the school can be crucial in determining whether the complaint will escalate. All staff have been made aware of the procedures so they know what to do if they receive a complaint. 30

If a complainant indicates that he/she would have difficulty discussing a complaint with a particular member of staff, the complaints co-ordinator can refer the complainant to another staff member. Where the complaint concerns the Headteacher, the complaints co-ordinator can refer the complainant to the Chair of Governors. Similarly, if the member of staff directly involved feels too compromised to deal with a complaint, the complaints co-ordinator may consider referring the complainant to another staff member. The member of staff may be more senior but does not have to be. The ability to consider the complaint objectively and impartially is crucial. Where the first approach is made to a governor, the next step would be to refer the complainant to the appropriate person and advise them about the procedure. Governors should not act unilaterally on an individual complaint outside the formal procedure or be involved at the early stages in case they are needed to sit on a panel at a later stage of the procedure.

Stage Two: Complaint Heard by the Governing Body’s Complaints Panel (Hearing’s Committee) The complainant needs to write to the Chair of Governors giving details of the complaint, using thje form available on the school website. The Clerk to the Governors will convene a complaints panel of at least three governorsdrawn from the members of the Governor’s Hearings Committee who shall elect a Chair from among their number. [The governors’ appeal hearing is the last school-based stage of the complaints process]. Individual complaints will not be heard by the whole governing body at any stage, as this could compromise the impartiality of any panel set up for a disciplinary hearing against a member of staff following a serious complaint. 22. SCHOOL TRANSPORT At present, children who live in the outlying areas are brought to school using a minibus and a taxi. The attached map shows the extent of the school's catchment area which is used for calculating whether or not a child is entitled to free transport or not. Anybody living outside the catchment area can still send their children to the school providing there is sufficient space. However, if they wish to use the transport service they will have to pay a termly fee (and may only use the minibus/taxi provided there is room on it. Children living within the catchment area are entitled to free transport according to the following scale.  All children who live over three miles from the school - free.  Children under eight who live over two miles from the school - free This means that once a child is eight, if they do not live more than three miles from the school, parents or carers will have to pay the termly charge. The actual distances involved are usually measured by the LA. Parents and carers can appeal against decisions regarding these distances by writing to the Area Education Officer Any complaints regarding this service should also be made to the Area Education Officer, although the school would also like to be informed as well. Please note that it is the responsibility of parents and carers to arrange for children to travel in safety between their home and the picking-up and setting-down points for school transport..


23. ARRANGEMENTS FOR SEVERE WEATHER CONDITIONS In the event of wintry weather, the school will remain open unless there have been heavy falls of snow, severe icing of roads or there is a failure of the electricity supply. The latter will almost certainly mean closure since our heating system depends upon electricity. Should such an occurrence take place overnight or over a week-end, messages will be sent out to parents/carers via our school texting service and details placed on the ‘Ticker’ on the website. The school will also notify BBC Radio Devon so that you can make child care arrangements as early as possible. With several members of staff travelling to North Tawton, from outside the area, severe wintry weather may mean we cannot provide an adequate service for those children living in the town. With regard to school meals, we normally hold at least two days supply of food. After these two days have elapsed and if, due to road conditions, supplies are still unable to get through, then children would need to bring packed lunches or go home for lunch. In the event of severe wintry weather or the onset of severe icing of road surfaces, children on school transport will be sent home at the earliest possible opportunity. A child will not be sent home if we cannot establish that there is someone at home to meet him/her. If snow has fallen during the night or over the week end, the school buses may not be able to negotiate some or even all of the lanes and, therefore, will not be able to pick your children up. In such a case, should you consider using your own transport to bring them in, would you please also make arrangements to collect them at home-time, or sooner, if the weather should deteriorate. 24. SECONDARY TRANSFER Most children who leave the school at the age of eleven, transfer to Okehampton College. Okehampton College is a moderately large Comprehensive School with a range of excellent facilities all accommodated on one site. The College currently has a student population of approximately 1200 and caters for the 11 to 18 age range. Parents and carers of children approaching secondary transfer will receive a booklet from the L.E.A. early in the Autumn Term outlining the arrangements for secondary transfer. Parents/carers will be asked to indicate their choice of Secondary School at this stage. Okehampton College, in common with many other Secondary School, arranges an Open Evening for parents and children which also takes place in the Autumn Term. Details and dates of these evenings are given in the booklet mentioned above. There are very close links between Okehampton College and its feeder primary schools. Opportunities are extended to the children whereby they can experience an entire day at the College and staff from the College visit the Feeder Primary Schools to meet the children and parents. All of these events take place during the Summer Term. Particular attention is paid to children with Special Needs so that any possible disruption caused by the move to a new school can be reduced to a minimum. 32

While most children from North Tawton and surrounding villages go to Okehampton College this is not to say that they have to go there. Parents have the right to choose the school they would like their child to attend and providing the school has room this should be no problem. However, it must be pointed out that free transport is only available for children attending Okehampton College. Parents selecting other schools may find they will be expected to pay for transport or be responsible for transporting their children themselves. 25. LETTINGS POLICY The Governors are keen that the school buildings and grounds are used by the local community. There are set charges for hire of rooms in the school, including our main hall. Please see the full Lettings Policy on the school website for details. 26. VOLUNTARY HELP WITH TRANSPORT We are very grateful to parents and carers who volunteer help with transport, however we ask these volunteers to check the following points before offering their support. This important area is covered by a separate school policy, available on request from the school office. All drivers must:      

Hold a valid driving licence for the type of vehicle being driven Be fit to drive Have no medical condition which affects their ability to drive Have a valid MOT for any vehicle older than 3 years old Ensure that any vehicle is roadworthy, including brakes, lights, tyres, bodywork, wipers, mirrors, etc. Ensure that any vehicle used has current road tax

Insurance:  Maintain valid insurance, as a minimum, for third part liability.  Check with their insurance company and inform them that the driver occasionally conveys children on school activities. (This is unlikely to affect the cost of your insurance premium.) Safety:  Be familiar with, and drive in accordance with the Highway Code at all times  Before driving not consume alcohol or drugs which may impair driving  Ensure that all passengers wear seat belts as appropriate at all times  Ensure all passengers are seated on booster seats as determined by recent legislation  Drive safely without hurrying unduly  Use child proof locks on rear doors where necessary Child Protection  The school may require parents or volunteers who have regular or unsupervised access to young people to be checked through arrangements with the Criminal Records Bureau. The lead teacher will ensure that all helpers are aware of the school mobile phone number, in the event of an emergency and this will be switched on at all times during the activity. Parents and carers offering support offering support on a regular basis will be asked to complete a Criminal Records Bureau check. They will also be required to sign a declaration agreeing the items listed above.


27. GENERAL INFORMATION Admissions Enquiries Cavell Way Tel: 01837 658000

Children and Young People’s Services Devon County Council Admissions Officer County Hall, Room 120, Topsham Road, County Hall, Exeter, EX2 4QG Tel : 01392 383717

School Nurse Vicki Smale,, Okehampton Community Hospital EX20 1PN Okehampton Tel: 01837 658027

email: School Transport Contractors Devon LA General Enquiries/switchboard Tel.: 01392 382000

Carmel Coaches, Tel: 01409 221237 (School Bus)

Okehampton College Mr. Darryl Chapman, Principal, Mill Road, Okehampton, EX20 1PW Tel: 01837 650910

Smartway (School Taxis) Tel: 01837 880055 Cost of a School Meal: £2.20 (now sold in books of 5 tickets) Number of Children on Roll September 2013: 158

Educational Welfare Officer Mrs. Debbie Provan Okehampton College. Tel: 01837 650914

Planned Admission Number September 2013-14: 30

Okehampton Community Hospital School Health Service,


28. Catchment Area for North Tawton Community Primary School

The solid red line indicates the extent of the catchment area.


Key Stage 1 Teacher Assessment Results 2013 This table shows the percentage of eligible children achieving each level in the school in 2013. The number of children assessed at the end of Key Stage 1 was 26. W represents children who are working towards level 1, but have not yet achieved the standards needed for level 1. The shaded sections of the table represent 2012 national teacher assessment data for core subjects. Figures may not total 100 per cent because of rounding.

Speaking and Listening - School Speaking and Listening - National Reading - School Reading - National Writing - School Writing - National Mathematics - School Mathematics - National Science - School Science - National







0 2 0 2 0 3 0 2 0 2

8 10 12 11 12 14 8 8 8 9

81 66 77 68

8 11 15 19 12 14 -

15 23 19 29 27 27 -

35 26 38 21 35 28 -

3 or more 12 22 31 27 15 14 19 22 15 21

Pupils absent 0 0 0 0 0 0 0 0 0 0

Pupils disapplied 0 0 0 0 0 0 0 0 0 0

Key Stage 2 Teacher Assessments and Test Results 2013 The tables below shows the percentage of year 6 children achieving each level in the school in 2013 compared to national end of Key Stage 2 teacher assessment levels and test results. The shaded sections of the tables represent 2012 national teacher assessment data. The number of children assessed at the end of Key Stage 2 was 15. These assessments have been rounded, therefore figures may not total 100 per cent. TEACHER ASSESSMENT RESULTS






English- School



English - NATIONAL Speaking and listening Speaking and listening - NATIONAL

1 0 1

1 0 1

Reading- School Reading - NATIONAL

0 1

Writing - School Writing - NATIONAL Mathematics - School Mathematics - NATIONAL Science - School Science - NATIONAL





3 0 2

11 13 12

49 60 50

35 27 34

0 1

0 3

7 9

60 40

0 1 0

0 1 0

0 3 0

13 14 0

0 0 1

1 0 0

3 0 2




Pupils absent 0

Pupils disapplied 0

1 0 1

0 0 0

0 0 0

33 45

0 2

0 0

0 0

67 53 33

20 27 67

0 1 0

0 0 0

0 0 0

11 7 11

45 67 50

36 27 36

4 0 0

0 0 0

0 0 0




Below Level 3** English grammar, punctuation and spelling* 7




Reading Reading - NATIONAL Mathematics

7 6 7

0 7 0

53 38 40

40 48 53

Mathematics - NATIONAL








Pupils absent 0

Pupils not entered 0

0 0 0

0 0 0

0 4 0




** - Represents children who were not entered for the tests because they were working below level 3 in English or mathematics, children awarded a compensatory level from the tests and children entered for but not achieving a level from the tests. Level 3 and below represents achievement below the nationally expected standard for most 11-year-olds. Level 4 represents achievement at the nationally expected standard for most 11-year-olds. Levels 5 and 6 represent achievement above the nationally expected standard for most 11-year-olds.



 

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. In most cases the Pupil Premium is allocated to schools and is clearly identifiable. The level of the premium in 2012-13 was £600. This has since been raised to £900 in April 2013. This will mean that the school will be receiving £39,600 for the 2013-14 finance year, based on the 44 pupils on roll in receipt of Pupil Premium in January 2013. At North Tawton Community Primary there were 36 Pupil Premium children in July 2013 of which 42% were on the SEN register at SA/SA+ and as such, were already receiving additional focussed support. This is usually outside the normal teaching times, or using withdrawal in small groups or 1:1. The school has used its finances strategically to try to ensure that the 6 class structure, established 2 years ago is maintained. This has reduced pupil numbers per class and maximised opportunities for teacher:pupil contact. It has meant, however, that Pupil Premium funds have had to be carefully targeted, to make maximum use of the additional funds, without which the school could not survive in its current structure, with 152 children on roll at the end of July 2013. Significant interventions were used in 2012-13 with TAs supporting these groups on a carefully targeted basis. Effectiveness was measured before and after each intervention. The chart shown below indicates that the children on Pupil Premium, on average, attain better than those not on Pupil Premium. It also indicates that they make similar levels of progress during the year, though this is slightly less in Reading.

Pupil Group


FINAL ASSESS 2011/2012 Progress APS



Whole School Average Pupil Premium Non - Pupil Premium

13.62 14.14 13.40

19.35 19.78 19.17

5.73 5.64 5.77

14.60 15.64 14.17

20.12 20.78 19.85

5.52 5.14 5.68

14.91 16.06 14.44

20.14 21.39 19.62

5.23 5.33 5.18

DIFFERENCE:Pupil Premium Non Pupil Premium










Approximate figures giving details of how funding has been used in 2012-13 is shown below; Activity Additional Interventions for Y1 focussing on reading and phonics- Sep-Mar Additional Interventions to boost attainment-Nov-March-see separate docs. Support to enable PP children to attend Residential Visit (£200 per child) Support for accelerating progress in maths in Y4-6 -iXL Software licence Support for PP children with Phonics development- Phonics Play Licence Support for PP children with Phonics development- Star Spell Licence Maths Intervention Support - Y2 & Y3 inc. training Additional Interventions to boost attainment-April-July-see separate docs. Targeted Support for children in Y4/5 as part of LA Disadvantaged Project Teaching Assistants supporting SEN/PP children in class-Approx. costs Total Expenditure 2012-13 Academic Year Total Income – 2012-13 Finance Year

Target Group PP-Y1 All PP Ch'n 7 PP- Y6/ 8PP-Y5 PP in Y4-6 PP-SEN/Y1-3 PP-SEN-Y3-6 PP-Y2+BL-Y3 All PP Ch'n Y4/5 Target ch/n SEN+PP Ch'n

Funding Cost £1,800 £5,000 £3,000 £300 £150 £300 £1,000 £3,000 £1,600 £8,900 £25,050 £22,800

In 2013-14 the school will use the additional funding to support children in similar ways to that used in 2012-13, specifically targeting children who are below average in progress 37

and/or attainment, with the aim of raising standards to average or above. A detailed costings sheet will be used similar to the one detailed above.


Ntprospectus 2013 14  

north tawton school

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