PLANDSCORE PRIMARY SCHOOL Threshers Crediton Devon EX17 3JH Headteacher: Gary Read Â
WelcomeÂ toÂ LandscoreÂ DearÂ Parents/CarersÂ Â IÂ wouldÂ likeÂ toÂ takeÂ thisÂ opportunityÂ toÂ welcomeÂ youÂ toÂ LandscoreÂ PrimaryÂ School.Â WhetherÂ itÂ isÂ yourÂ childâ€™sÂ firstÂ school,Â orÂ youÂ areÂ joiningÂ usÂ fromÂ another,Â IÂ hopeÂ yourÂ timeÂ withÂ usÂ willÂ beÂ happy,Â productiveÂ andÂ rewarding.Â HopefullyÂ thisÂ prospectusÂ willÂ tellÂ youÂ everythingÂ youÂ needÂ toÂ knowÂ aboutÂ ourÂ school.Â FurtherÂ informationÂ isÂ availableÂ onÂ ourÂ website,Â onÂ whichÂ youÂ willÂ alsoÂ findÂ copiesÂ ofÂ ourÂ regularÂ NewsletterÂ andÂ OFSTEDÂ reportÂ (alsoÂ availableÂ fromÂ theÂ office).Â Â OurÂ aimsÂ atÂ LandscoreÂ areÂ veryÂ clear.Â WeÂ striveÂ toÂ ensureÂ thatÂ allÂ membersÂ ofÂ ourÂ schoolÂ communityÂ will:Â â€˘ makeÂ informedÂ choicesÂ aboutÂ beingÂ healthyÂ andÂ stayingÂ safeÂ â€˘ thriveÂ inÂ aÂ safeÂ andÂ happyÂ learningÂ environmentÂ â€˘ engageÂ withÂ aÂ vibrantÂ curriculumÂ andÂ fulfilÂ theirÂ capacityÂ toÂ learnÂ â€˘ becomeÂ selfâ€?confident,Â informedÂ andÂ activeÂ citizensÂ â€˘ treatÂ eachÂ otherÂ withÂ respectÂ Â â€˘ beÂ equippedÂ toÂ copeÂ withÂ changeÂ andÂ engageÂ withÂ theÂ worldÂ aroundÂ themÂ Â WeÂ prideÂ ourselvesÂ onÂ beingÂ aÂ happy,Â openÂ andÂ inclusiveÂ schoolÂ whereÂ individualsÂ areÂ respected,Â andÂ collaborationÂ valued.Â IÂ lookÂ forwardÂ toÂ workingÂ withÂ youÂ inÂ theÂ future.Â Â YoursÂ
Â 01363Â 772018Â Fax:Â 01363Â 777732Â Â Â Â Â Â Â Â Â Â Â Â Â admin@landscoreâ€?primary.devon.sch.ukÂ Â Â Â Â Â Â Â Â Â Â Â Â Â www.landscoreâ€?primary.devon.sch.ukÂ
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Prospectus 2009/10 as at march 2010
Welcome to Landscore
Head Teacher’s Letter Landscore Primary School Aims The School Day and Landscore School Clubs School Meals School Uniform and Clothing Lost Property and Valuables/Physical Education and Games Term Dates
5 6 7 8
10 11 12 14
Staff, Governors and Volunteers Teaching Staff Support Staff Landscore Governors Volunteering in School
Curriculum and Learning
15 16 19
Curriculum, learning environment, teaching and learning Assessment and reporting Landscore School Statutory Test Results and attendance
Landscore PTA Mission Statement Before and After School Care
Safeguarding Children Special Education Needs and Disability Provision Behaviour and Discipline Policy Anti‐Bullying Policy Sex and Relationships Education Homework Policy Religious Education Policy Data Protection Letter School Admissions Arrangements
30 32 33 36 42 45
Landscore Primary School Aims
All members of our school …. Be Healthy
‐ will make informed choices about being healthy and staying safe
‐ will thrive in a safe and happy learning environment
Enjoy and achieve
‐ will engage with a vibrant curriculum and fulfil their capacity to learn
Make a positive contribution ‐ will become self‐confident, informed and active citizens ‐ will treat each other with respect Achieve economic well‐being
‐ will be equipped to cope with change and engage with the world around them
The School Day 8.30am
School site open
Children should not be on site before 8.30am, as there is no one outside to supervise them. If you need to drop your children off early, then Early Birds (www.earlybirdscrediton.co.uk) provide before and after school care. 8.55am School The bell goes at 8.55am and all children go straight to their starts classes for morning registration. If you are late, you may find that the door is locked and you will have to go through the main reception entrance. Please try and be on time for school every day. 9.05am Assembly We get together every day. On Monday, Mr Read leads an (followed assembly. On Tuesday Mr Smith and Mrs Hunt lead Landscore by Singers and Miss Montfoort and Mr Read lead singing for the lessons) rest of the school. On Wednesdays we usually have a visitor in to talk to the children. On Thursday it is our Celebration Assembly or School Council time. On Friday, we have our class assemblies. Your child’s class will do one per term and you will be told about these in Newsletters. 10.40am Morning All children have a break for twenty minutes. We try to ensure break the children go outside for this in all but the worst weather, so make sure your child have a warm coat for winter! At break‐ times, children are allowed to have fruit or a healthy snack bar, but not chocolate or sweets. 11.00am Lessons This is the second session of the day for children. 12.00/12.15 Lunch Lunch begins at 12.00 for early years and Key Stage One children and 12.15 for KS2. Children collect their school dinners from the kitchen (or packed lunches from their bags/trays) and walk to the hall to eat them. During lunchtime, the children are supervised by our mealtime assistants. After eating, the children play outside. 1.20pm Afternoon Children are in lessons for the rest of the day. The very youngest lessons children will have a short afternoon break when needed. 3.30pm End of The bell will go at 3.30pm for the end of school. Early Years school children are sent to their parents/carers one by one from the two doors between the playground and the hall, KS1 children meet their parents at the steps near the veranda and KS2 children are dismissed from their classrooms to make their own way out.
Landscore School Clubs There are a range of clubs at Landscore. Please see the school website for the most up to date information. 4
Our school dinners are excellent; cooked and served on the premises. There is a cafeteria service with a choice of meat, cheese, vegetables and desert. We have now introduced Devon’s new ‘Fresh Start’ menu with even fresher vegetables and locally sourced meats. Special diets can be arranged. The cost of the school dinner is £1.95 per day. All lunches must be paid for in advance, either weekly or half termly on a Monday (or the first day of the half term). Please give the payment to your child’s class teacher in an envelope, with name, teacher/class and amount clearly marked on the front. Cheques should be made payable to “Devon County Council School Meals”. If your child is away at any time during the week, the credit will be carried forward to the next week automatically, or returned to you at the end of term. Packed lunches can be brought to school and tables are provided for these children. We are quite happy for children to bring fruit to eat at break times, but chocolate, sweets and chewing gum are not allowed. Fair Trade snacks are available to buy on Tuesday lunchtimes and the following are available from the kitchen at break times: Milk, 20p Orange Juice, 25p Fruit bags, 30p Whole fruit, 20p Half fruit, 10p Melon/grapes, 25p
School Uniform and Clothing All children are expected to wear the school uniform which is very practical, attractive and relatively inexpensive. We do reserve the right to draw the line at various fashions and fads which emerge from time to time! Blue or white shirt School shoes (not trainers, fashion shoes or shoes with a heel) School sweatshirt or t‐shirt Grey, black, blue or navy tailored trousers Grey, black, blue or navy skirt or pinafore dress Black, blue or navy shorts School baseball cap (summer term sunhat) School sweatshirts, jogging bottoms, polo shirts, t‐shirts and summer caps are available to purchase from school and all sizes are usually kept in stock. If you need anything, please send a note with your child or contact the school secretary direct, preferably at the start of the day Sweatshirts
All child sizes
All child sizes
Cheques should be made payable to “Devon County Council”. If there are any problems, please see the school administrator. There is usually a small stock of second hand uniform available at very low prices. 6
Lost Property and Valuables Lost property is always a problem. One unnamed sweatshirt looks like the next, so it would help everyone greatly if all items of clothing could be clearly named. All unnamed uniform is gathered together at the end of each half term and sold as second hand if not claimed. To avoid both expense and injury, please help us by limiting jewellery to stud earrings. We strongly discourage the wearing of any other fashion accessories. Any jewellery or expensive toys should be left at home. We will take no responsibility if they are lost or stolen.
Physical Education and Games Kit Reception and Key Stage One Our Early Years and KS1 PE programme is based around the Leap into Life programme and is designed to develop basic skills of balance, coordination and body strength. As such, children do not need PE kit in these years unless requested by a teacher. Key Stage Two School t‐shirt, navy shorts and black plimsolls. Due to the shortage of space, a named cloth bag to keep this kit in would be very useful as it can be easily stored or hung on a hook. Trainers must be worn for outdoor games as they give additional support and good weather protection. However, these must not be the same shoes worn in class.
Term Dates 2009/2010 Academic Year Non Pupil Day
Half Term Break
26th – 30th October
Last Day of Term
Spring Term Children Return
Half Term Break
15th – 19th February
Non Pupil Day
Last Day of Term
Summer Term Children Return
Half Term Break
31st May – 4th June
Last Day of Term
Term Dates 2010/2011 Academic Year Autumn Term Non Pupil Day
Half Term Break
25th – 29th October
Last Day of Term
Spring Term Children Return
Half Term Break
21st – 25th February
Non Pupil Day
Non Pupil Day
Last Day of Term
Summer Term Children Return
Half Term Break
30th May – 3rd June
Last Day of Term
Teaching Staff (as at March 2010) Mr Gary Read
Mrs Erika Gooding
Deputy Head Teacher / History Co‐ordinator
Foundation Stage Co‐ordinator
Early Years Miss Louise Brown
Mrs Steph Williams (P/T) Reception teacher
Year 1 Mrs Sharon Gottelier
Geography Co‐ordinator / Team 1 Leader
Year 2 Mr Howard Williams
Science Co‐ordinator / ITE Co‐ordinator
Year 2/3 Mr Owain Hadden
Mrs Sally Holmes
Numeracy and RE Co‐ordinator / Team 2 Leader
Mr Gareth Jenkins
Mr Kevin Payne
Year 5 Teacher
Mrs Sally Hunt
Literacy Co‐ordinator / Team 3 Leader
Mr Andy Smith
Library / Gifted and Able Co‐ordinator/SENco
Part Time Teachers Miss Carolin v Montfoort
Mrs Sarah Williams
PPA cover / PE Co‐ordinator
Miss Lisa Gordon
(as at March 2010)
Administrator/Finance Admin Assistant/Reception Teaching Assistants
Mrs Chris Spear Mrs Perdie Wright / Mrs Jennie Cain
Mrs Jane Hurved Mrs Joan Crocker Mrs Carolyn Anderson Mrs Sally Townson Mrs Jeanette Thom Miss Sam Tutton Mr Chris Mann Miss Deborah Sparham Mr Andrew Vaccari Mrs Caroline Poulton Mrs Suzie Yates Ms Chloe Barton
Mrs Jane Hurved Mrs Joan Crocker Mrs Carolyn Anderson Mrs Chris Spear Mrs Sally Townson Mrs Perdie Wright Mr Chris Mann Mrs Jane Wright Miss Claire Hearn Ms Izzie Pots Mrs Jo Courtney Miss Deborah Sparham Mrs Sandra Johnson Mrs Janet Caldwell
Mrs Yvonne Gale
Mr Julian Hooper Mr Ken Hooper
Mrs Janet Rogers
Mrs Dawn Tonkin Mrs Julie Dawe School Nurse Mrs Juliet Phillips
Landscore Governors The governing body of Landscore School is responsible for ensuring that the school is run to promote pupil achievement. Its duties include: ‐ setting strategic direction, policies and objectives ‐ deciding the school budget ‐ reviewing progress against the school’s budget and objectives ‐ appointing, challenging and supporting the Headteacher. The governing body is made up of: -
six parent governors, elected by parents four staff governors, one of whom is the Headteacher, with the other three elected by staff four Local Education Authority governors, appointed by the LEA four community governors, chosen by the governing body to bring specific skills or experience to the governing body.
The parent governors especially are always happy to hear your views, and every meeting of the full governing body includes time to discuss anything raised by parents.
Address and Telephone
End of Term of Office
Type of Governor
Mr Paul Eggleton
Bede House, Down St Mary, EX17 6EF (01363) 84835 70 Queen Elizabeth Drive, Crediton, EX17 2EJ
Mrs Hils Fry Mr Simon Ripley
Old Orchard, Threshers, Crediton, EX17 3NL
Mr Philip Morgan
(01363) 776773 Bilbie Close, Cullompton, EX15 1LG
Mrs Angie Croston
39 Queen Elizabeth Drive, Crediton, EX17 2EH (01363 774378)
Mr Paul Lees
3 Sturt Cottages, Down St Mary, EX17 6DY (01363) 85210
Ms Jo McDade
7 Barnshill Cl, Cheriton Fitzpaine, EX17 4LJ
Mrs Carolyn Anderson Landscore School, Threshers, Crediton, EX17 3JH – (01363 772018)
Mr Andrew Vaccari
52 Greenway, Crediton, EX17 3LP
Mr Gary Read
Landscore School, Threshers, Crediton, EX17 3JH – (01363 772018) Landscore School, Crediton, EX17 3JH – (01363 772018) Chapel Downs House, Crediton, EX17 3PA
(01363) 866655 Mr David Smith
Mr Gareth Jenkins
Mr Mark Goodman
Mrs Jennifer Hext Mr Alistair Manning
28 Okefield Road, Crediton, EX17 2DL – (01363) 774176
20 Fernworthy Gardens, Copplestone, EX17 5LY 19 Okefield Road, Crediton, EX17 2DL
The Chair of Governors is
Mr David W Smith
Landscore Primary School Threshers Crediton Devon EX17 3JH Mrs Chris Spear 21 Westernlea Crediton, EX17 3JQ Email: admin@landscore‐ primary.devon.sch.uk
The Clerk to the Governors is
Volunteering in School We are always very grateful for the fantastic help we get from volunteers. These are often parents, sometimes grandparents and occasionally members of the local community with no links to the school. Reading with the children, helping with art, sharing specialist skills and helping out on trips, volunteers ensure that teachers get the support they need to provide the children with exciting and worthwhile activities. At Landscore, we have recently reviewed our volunteering procedures in order to make sure anyone wishing to help in school receives proper induction, is well supported and is able to use their skills to best effect. This induction process will also allow us to comply with new national guidance on safeguarding children and safer recruitment. Safer recruitment covers the ways schools ensure that those they employ to work with children, including volunteers, are suitable for the role. There is a balance to be struck here, and I hope you will understand why we are putting these new procedures in place: to ensure that your children receive the best education in the safest possible environment. As I have said, volunteers in schools carry out a range of activities, some on a regular basis, and some when the need arises, such as accompanying children on trips. It would be useful therefore if we could add to the record we have of all our current volunteers, both regular and “casual” and gather information about those of you who might like to help in school in any capacity in the future. We have a volunteer application form which is available from the school office or you can download it from our website (parents’ link). In completing and returning the form, we will not only have a clear picture of all those who would like to come and help children in school, but also be able to better support you as a volunteer and ensure that good safety procedures are followed. We will not be able to accept volunteer help from any individual who has not done so. I look forward to receiving as many applications forms as possible in the coming weeks, as the support volunteers provide is invaluable. If you have any questions, please come and see me or Mrs Gooding, Landscore’s volunteer coordinator.
Curriculum, learning environment, teaching and learning The curriculum At Landscore, our curriculum: • is broad, balanced, vibrant and fun • systematically develops children’s skills in a range of areas • is planned with all children in mind • is flexible enough to change in order to take advantage of new opportunities • takes account of the outdoors as well as the classroom The learning environment At Landscore, our learning environments: • enable pupils to develop their ideas through independent enquiry; • enable pupils to take appropriate responsibility for the organisation and care of learning resources; • enable pupils to make the best use of space and learning resources; • are organised so that pupils have suitable access to learning resources of good quality • reflect the current areas of study of the National Curriculum, including literacy and numeracy; • contain high quality, stimulating and interactive visual aids which celebrate pupils’ achievements and which help them with the work in hand so that they attempt to solve problems for themselves; • engage and encourage pupils’ learning by promoting a sense of pride in their own achievements and the achievements of others; • enable pupils to use ICT to enhance their learning across all areas of the curriculum. Teaching At Landscore, our teaching • promotes effective and positive interaction between teachers and pupils • promotes high expectations • uses a range of teaching styles • uses well‐timed interventions to help the pupils make good progress • is planned to enable pupils to learn the skills, knowledge, concepts and attitudes appropriate to the areas of learning for pupils under five, the National Curriculum, religious education and pupils’ personal and social education • provides opportunities for pupils to work individually, collaboratively and as a class; • acknowledges and makes the best use of the contribution of parents, the community and work carried out at home; • recognises and manages effectively the support of other adults in the classroom. 15
recognises the importance of school self‐evaluation processes
Learning At Landscore, pupils: • have opportunities to demonstrate an understanding of what they have learned • can talk about their own learning and make judgements about whether or not they are making progress • demonstrate positive attitudes to learning • make decisions and choices in the learning • are expected to select their own resources
Assessment and Reporting to Parents Assessment Assessment is what we do to find out what the children know so that we can help them acquire new skills and understanding. We do this in a number of ways, although assessment falls into two main categories: assessment for learning (or formative assessment) and assessment for information (or summative assessment)
Assessment for Learning (Formative) This is when we assess children’s prior knowledge to decide what they need to learn next. Then, as we are teaching, we assess how children’s learning is going, and so on. This takes place continually, and in a range of forms, as described below. This happens across the school, but will vary according to the age of the children or the activity taking place. •
Monitoring While children are learning, teachers and other adults in school monitor children’s work and intervene where necessary to ensure appropriate progress is made. 16
Marking Teachers use the opportunity of marking children’s work to check progress against learning targets and suggest next steps for improvement. We use a range of simple codes to simplify the process (as displayed in classrooms), and try to make comments as clear and positive as possible for children. When appropriate, marking may take the form of verbal feedback to individuals or groups. Self‐assessment We involve children in the assessment of their own learning by providing a range of opportunities to comment on their progress and understanding. This may take the form of “smileys” drawn in their Maths books, or giving a thumbs up at the end of the lesson if they have met the learning objective for that session. Learning conferences/guided sessions This involves talking to individuals or groups about their learning, and mutually agreeing targets for the future. This can take place at any time, but is a feature of guided reading and writing sessions when a teacher will work with a group of children of similar ability on specific writing and reading targets. Observations Used extensively (but not exclusively) in the Foundation Stage, this involves teachers or other staff observing children learning, and recording their progress against given criteria.
Assessment for Information (Summative) This is the most formalised strand of our procedures, primarily because we are required to obtain accurate assessment information about the children at key points throughout their time at Landscore. We also need to be able not only to know how children are attaining/progressing, but also how we know, i.e. on the basis of solid evidence. Our summative assessment gives us a sound basis for making judgements about children’s attainment and progress, and also a wealth of information for teachers picking up their new classes in September. This information is gathered in a range of ways, including: • • • •
Half termly writing, reading and maths assessments (sometimes using test materials and sometimes using our own agreed assessment criteria) Skills progression sheets, where we make judgements about how children are doing in all other areas of the national curriculum The Foundation Stage Profile, which records assessments against the Early Learning Goals for our foundation stage (4 and 5 year old) children Year six SATs tests: these are the statutory tests carried out in May by all state primary schools in England
Reporting to Parents At Landscore we value the parents’/carers’ role in their children’s education. We communicate about children’s attainment and progress in a number of ways. Termly newsletters from teachers give parents good information about the content that will be taught, enabling our reporting to focus mainly on learning. This can take place informally, as and when staff or parents have concerns or successes to talk about (you can make an appointment to see your child’s teacher at any time). It also takes place formally, as described below. Open Afternoons Each term, parents and other relatives are invited to see children at work in class, and to see evidence of the children’s learning through displays and work books. There is time here to discuss progress informally with your child and the teacher as well as to share work. Parents’ Interviews In October, you are invited to meet your child’s teacher to discuss how he/she settling in, and to set targets for the year ahead. In February/March, interviews focus on progress against targets set in the Autumn Term, and on setting new targets for the remainder of the year. Written and Online Reports In July you will receive a written report covering all the aspects of a child’s learning. We comment on English and Maths skills in detail, while giving a more general indication of attainment in the other subjects. We also comment on children’s learning skills and on their general attitude and behaviour. The report also includes comments from the Headteacher and a summary of attendance data for the year. Part of the report is given over to children’s own assessment of their performance and progress during the year, which will vary in format according to their age. We also have the facility for you to monitor your child’s progress online using our School Pupil Tracker System. Information about this will be given to you separately.
Landscore School Statutory Test Results Below are the results for KS1 and KS2 SATs for 2009. All results are shown as a percentage, and may not add up to 100 because of rounding. We aim to enable every child to fulfil their capacity to learn and as a result, place great emphasis in the “value” we add to children as they pass through our school. For more information on this, please contact the Headteacher. KS1 and KS2 SATs results – July 2009 Key Stage 1
Speaking and Listening
Key Stage 2
% Below L3
Attainment at the end of KS1 and KS2 is only a small part of what we record and use to support the children’s progress. For further information about the range of assessment at Landscore, please contact your child’s teacher or the Headteacher.
Pupil Attendance The actual attendance percentage for academic year 2008/9 was 95%. There were 4.8% of authorised absences and 0.2% of unauthorised absences.
LANDSCORE PTA MISSION STATEMENT 'The aim of the Landscore Parent Teacher Association is to enhance the workings of the school. It strives to ensure that all the children at Landscore School benefit from its activities and fundraising' All parents and carers of children at Landscore School are automatically voting members of the PTA and as such are warmly invited to attend any of the regular PTA meetings which take place at the school. We currently meet either on a Monday or Thursday evening at 7pm. The meetings are relatively informal and are usually concluded by 9pm. Representatives of the teaching staff plus the PTA members meet to discuss current issues and forthcoming social and fundraising events. We aim to pay for, or contribute towards, items which are not included in the school budget. We also like to focus on a particular project each year and have in the past contributed towards the play equipment in the adventure play area and the Cob Shelter/Hairy House amongst other things. In addition to this the PTA also fund the mini bus travel to the Leisure Centre for swimming lessons, subsidise school trips and class events and have provided equipment such as cameras and videos etc. The PTA committee is elected at the start of each academic year at the AGM which takes place in October. All parents and carers are welcome to become involved with the PTA either as part of the committee or on a more informal basis by helping at one of our events. We have PTA notice boards outside the entrance to the school in the playground and in the cloakroom area ‐ all information regarding events and meetings is displayed here. We also circulate a regular newsletter to keep you informed of our activities! The PTA has a programme of fundraising events which take place throughout the year which includes ‐ Festive Fayre – our Christmas Fayre which takes place at the beginning of December, with a wide variety of stalls and games. Father Christmas also visits with his elf helpers, the children can visit his grotto and tell him all their Christmas wishes! We have mulled wine and mince pies and the Festive Fayre is a great way to start the Christmas Season! Friday Feasts – these take place straight after school on Fridays during May and June. It is an opportunity for each class/year group to raise funds for themselves by selling cakes, biscuits, tea and coffee. It is a chance to catch up with friends and get to know other parents 20
and to relax with a drink and home‐made cake! All the monies raised go direct to the classes. Festival on the Field – this takes place in July and is our main fundraising event There are lots of stalls, competitions, music and games together with displays from local societies and clubs. There is a bar and barbecue and a great atmosphere ‐ whatever the weather! In addition to this, we have a variety of other events which take place throughout the year and include regular school discos and non uniform days, a quiz night, film evenings, car boot/table top sales to name but a few!! If you have any questions or would like to know how to get involved please speak to a committee member, our details are on the notice board in the cloakroom!
Building the Hairy House – part funded by the PTA
Before and After School Care Although we run a range of after‐school clubs at Landscore, we do not currently provide before and after‐school care. We are, however, happy to be associated with Nights Owls, who operate from the old Landscore School about 500 metres away from us. Here is what they provide:
“We provide before school care from 8 a.m. until 8.45 a.m. when the children are escorted by a member of staff to Landscore School. After school care is available from 3.30 p.m. ‐ 6 p.m. Two members of staff escort the children to the nursery. When the children arrive at the nursery they have a healthy, varied snack. Various activities are organised for them. Jenifer Buchanan and Karen Kirby run this service and the charge is £3.50 an hour. Please contact staff at the nursery (773837) if you wish to use this service. To avoid disappointment, please book one week in advance.”
“This school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.” The safety of the children at Landscore is paramount and is enshrined in our second school aim: •
All members of our school community will thrive in a safe and happy learning environment. Landscore has a designated child protection officer (Mr Read) and a deputy (Mrs Gooding). They are both fully trained in current child protection practices and are responsible for child protection throughout the school. All other staff and volunteers receive annual training on dealing with child protection issues. Our school environment is regularly monitored to ensure the right balance between managed risk and safety. We have named governors responsible for Health and Safety and termly Health and Safety checks are carried out, led by Erika Gooding, our deputy Headteacher. Through our SEALs programme (Social & Emotional Aspects of Learning), we teach the children about safety and how to recognise the “danger‐signs” of feeling unsafe. We make sure that all the children know and can talk about the people in school they can turn to if they feel unsafe. At Landscore, we have recently reviewed our volunteering procedures in order to make sure anyone wishing to help in school receives proper induction, is well supported and is able to use their skills to best effect. This induction process will also allow us to comply with new national guidance on safeguarding children and safer recruitment. Safer recruitment covers the ways schools ensure that those they employ to work with children, including volunteers, are suitable for the role. Volunteers in schools carry out a range of activities, some on a regular basis, and some when the need arises, such as accompanying children on trips. All volunteers complete a brief induction, which begins with the completion of our Volunteer Application Form which is available from the office or website. If you would like to help out at Landscore at any time, please complete and return this form to the office. We will not be able to accept volunteer help from any individual who has not done so. 23
Special Education Needs , Disability and Gifted and Talented Provision
Special Education Needs At Landscore Primary School we aim to support individual needs to enable children to reach their full potential. We aim to work in an inclusive way to support equality of opportunity. We believe that all teachers recognise the importance of identifying and providing for children with SEN who they teach, while understanding that partnerships with parents and carers play an essential role in supporting their child’s education. We aim to make sure that wherever possible we meet the needs of children at both ends of the special needs spectrum. We value the importance of the child within this process and aim to involve them as actively as possible e.g. knowing and setting their own targets. Children with SEN join in the activities of the school together with children who do not have SEN often with the support of additional staff. The school will have regards to the Special Educational Needs Code of Practice when carrying out its duties towards all children with SEN and ensure that parents and carers are informed by the school that SEN provision is being made for their child. In the academic year 2008/2009, the children on our SEN register made excellent progress in reading, writing and mathematics from year one to year six. Currently the percentage of children with statements of SEN at Landscore is twice the national average.
Provision for disabled pupils We are also well equipped to support children with physical disabilities. Our site has flat access and there is a lift to the upper floor. A new physiotherapy room and accessible toilet was recently completed to replace the existing toilet and shower area. We have teaching and support staff trained in handling and are developing significant expertise in communication and learning for children with cerebral palsy.
Gifted and Talented Provision Rational of our policy • It is vital that all children are given an education which is appropriate to their ability and enables them to fulfil their potential • Children should receive the necessary recognition of, and support for their abilities • A whole school approach is needed to ensure that all aspects of children’s needs are met • It is important for the staff at the school to share their expertise and give children access to specialist support 24
Aims of our policy • To ensure that all children receive an appropriate education • To ensure that the approach used is consistent throughout the school • To ensure that children have opportunities to engage in higher order thinking • To promote opportunities to develop specific talents • To make sure that specific activities are in place which are fun, stimulating and challenging • To raise standards for all children across the school • To ensure all needs are met, not just intellectual ones
Felt Feet – an extension art project
Behaviour and Discipline Policy Rationale
We all work best in an atmosphere of order, fairness and good humour. Everyone is entitled to guidance, protection, co‐operation and respect. Purposes: 1. To inform teachers, non‐teaching staff, parents and children of the school’s behaviour guidelines. 2. To ensure consistency of approach, expectation and action throughout the school. 3. To develop children’s awareness of acceptable levels and standards of both social and learning behaviour, which the school expects. 4. To develop responsible independence and self‐discipline. Guidelines for children: 1. Treat everyone in the school with kindness and be prepared to help others and share. 2. Walk quietly and carefully in school and respect the school environment. 3. Always be polite and well mannered. Follow instructions from staff and adult helpers. 4. Listen actively during lessons. Allow everyone to learn without interruption. Let children, who are working, do so uninterrupted. 5. Keep the school clean and tidy.
Guidelines for staff: Staff should remind children in their care of the guidelines for children at appropriate times, e.g. before visits or where children have not kept to the guidelines. Positive praise and encouragement should be used as often as possible. High standards of behaviour are encouraged and expected. Rewards for good behaviour, once given, are not taken away as a punishment. Rewards 1. Verbal praise and recognition. 2. Written acknowledgement – comment in book or ‘smilies’ 3. Class recognition – class teacher awarded postcard (individual), class sticker charts, marbles in the jar with a predetermined reward for the whole class. 4. Show/share with another teacher, Deputy or Headteacher. 5. Headteacher’s Commendation Certificate. 6. Governors’ Commendation Certificate, presented in whole school assembly by the Chairman of Governors and letter sent home to parents. Reported to school community via the newsletter. Sanctions Before any sanctions are applied, it is worth remembering the factors that affect children’s behaviour which are within our control: • Consistent classroom routines, approaches and boundaries 26
• • • • • • • • •
Positive relationships Praise and encouragement Fostering of self‐esteem Teaching the skills of conflict resolution and group work High quality teaching Appropriate and relevant learning opportunities Quality and access to learning environment Access to water and oxygen Giving short breaks in lessons for “brain gym” where appropriate
Positive behaviour management begins when a child perceives a genuine interest in his/her well‐being backed up by all of the above. Stages of behaviour intervention in the classroom 1. Approach any inappropriate behaviour with a request to stop and a brief explanation of why that request was made. For example: “Derek, could you please stop kicking the chair in front of you because it is making it difficult for everyone to concentrate?” If this continues, remind the pupil of the warning policy and that continued inappropriate behaviour will result in a first warning. For example: “Sally, I’ve asked you once. Please stop interfering with Joe’s work. If you carry on, I’ll give you your first warning.” 2. First Warning: Any repetition of the same or similar behaviour will result in a warning which should be recorded on the sheet provided. For example: “Sorry Jack, but I’m giving you a warning because you haven’t stopped kicking the back of the chair.” 3. Second Warning: If the behaviour or related inappropriate behaviour continues, then a second warning should be given, with a reminder of the consequences of receiving three warnings. This should again be recorded on the sheet. For example: “This is your second warning Fay. If you get a third warning in this lesson, you will have to lose your break‐time.” 4. Third Warning: If the behaviour continues after the second warning, then a third and final warning will be given. This will result is loss of playtime. For example: “That is your final warning, Maurice. You will now have to stay in at break‐time.” Again, this warning will be recorded. • If the third warning occurs in the lesson leading up to lunchtime, then a proportion of lunchtime will be lost • If it happens in the afternoon, then the sanction will be carried over to the following day 5. At this point, it is the class teacher’s responsibility to supervise the lost playtime/lunchtime. This can be organised by teams when appropriate. For example, you might run a lunchtime club and arrange that any children kept in on that day are supervised by a colleague. 6. If any child not on an Individual Behaviour Plan (IBP) loses two playtimes in a week, or there is regular loss of playtimes over time (use professional judgement), then the class teacher will contact the child’s parents to express concern and look for ways that parents can support the school and child with the behaviour. 27
7. If there is no noticeable improvement in behaviour following the initial contact with parents, then the class teacher will inform the Headteacher who will meet the child (use professional judgement about the length of time that needs to elapse. Two days will usually not be enough. Two weeks might feel OK). The Headteacher will then write to the parents inviting them to a formal meeting to discuss their child’s behaviour and the possibility of writing an IBP. This meeting will be with the Headteacher, class teacher, parents and, if appropriate, the pupil. It might be appropriate at this stage (if judged by the school to be potentially effective) to agree rewards/sanctions to be applied at home. Arrangements for this will be between the class teacher and parents. 8. If the further reward/sanctions and/or IBP are ineffective, then fixed term exclusion and/or referral to the Educational Psychologist will be considered. These options will be communicated to parents in writing. 9. If there is no improvement in behaviour, then fixed term exclusion will be made. This is a serious step and one that will only be made if every effort has been made to support the child in changing his/her behaviour. 10. If on return from a fixed term exclusion, there is no significant improvement and the behaviour continues to disrupt other pupils’ learning or compromises safety, then application for a managed move or permanent exclusion will be made. • • • • • •
At any time between 1 and 4 above, strategies such as distraction, separation from peers (preferably within the classroom or time‐out in another classroom can be used to avoid warnings and subsequent sanctions.) Existing class‐based reward systems will continue and will be at individual teachers’ discretion (see guidance on rewards). Recording warnings will give a clear picture about the level of disruptive behaviour and allow staff, including GR, to praise those pupils whose behaviour is never a problem and target those pupils who display low‐level disruption over time. For KS1 and Y3/4 pupils, there will be five sessions in the day in which warnings will be allocated: before play, playtime, after play, lunchtime and after lunch. For Y5/6 there will be three sessions: before lunch, lunchtime and after lunch. Teachers can “jump” a stage in the warning sequence for particularly poor behaviour
Stages of behaviour intervention at lunchtime • Stages 1 to 4 should be followed by MTAs, using the same language and approaches. • If a child is given a warning, then the MTA giving it will record this warning on the class warning sheet, located in each classroom. It is the responsibility of the MTA to record on the sheet any warnings given at lunchtime. • If the behaviour continues, then the process will continue from point 6 above. Procedure for coming in to the school building after play and lunchtime 1. The bell will ring at the correct time at the end of playtime and lunchtime.
2. All children will stand still wherever they are in the playground (staff need to be stationed around the playground in order to see all areas). EYFS and KS1 teachers in the staffroom need to go to the playground as soon as the bell rings. KS2 teachers need to go to their classrooms. (In the summer when the grass is in use, children will need to walk out of the trees and stand still in the view of staff) 3. When all the children are still and quiet, the teacher on duty will blow a whistle and walk to the cloakroom doors. The following will happen: • EYFS and KS1 children will walk in the playground and line up in their class groups • KS2 children will walk calmly inside from wherever they are on the playground. • Any children running will be dealt with by the duty teachers • If you are on duty, you need to make a judgement about whether or not your class is capable of walking back to an unsupervised classroom.
The “three warning” approach needs to be used consistently and in the order described above. Warnings can be given by any member of staff as long as the procedure and approach described above is followed.
Any violent or threatening act or incidences of persistent bullying will be dealt with initially by the class teacher and the Headteacher will be informed to deal with as appropriate.
Raising money on Red Nose Day!
Anti‐Bullying Policy Introduction The aim of the anti‐bullying policy is to ensure that pupils learn in a supportive, caring and safe environment without fear of being bullied. Bullying is anti‐social behaviour and affects everyone; it is unacceptable and will not be tolerated. Only when all issues of bullying are addressed will pupils be able to fully benefit from the opportunities available at schools. Bullying is defined as deliberately hurtful behaviour, repeated over a period of time, where it is difficult for those being bullied to defend them. At Landscore, we use the phrase Several Times On Purpose (STOP) to help the children tell the difference between bullying and general unpleasant actions. The three main types of bullying are: • physical (hitting, kicking, theft) • verbal (name calling, racist remarks) • indirect (spreading rumours, excluding someone from social groups). Pupils who are being bullied may show changes in behaviour, such as becoming shy and nervous, feigning illness, taking unusual absences or clinging to adults. There may be evidence of changes in work patterns, lacking concentration or truanting from school. Pupils are encouraged to report bullying in schools and are taught to Start Telling Other People (STOP). Schools' teaching and support staff must be alert to the signs of bullying and act promptly and firmly against it in accordance with school policy. Statutory duty of schools Headteachers have a legal duty under the School Standards and Framework Act 1998 to draw up procedures to prevent bullying among pupils and to bring these procedures to the attention of staff, parents and pupils. Implementation The following steps may be taken when dealing with incidents: The School • if bullying is suspected or reported, the incident will be dealt with immediately by the member of staff who has been approached • a clear account of the incident will be recorded and given to the Headteacher • the Headteacher will interview all concerned and will record the incident • teachers will be kept informed • parents will be kept informed • punitive measures will be used as appropriate and in consultation will all parties concerned. 30
Pupils Pupils who have been bullied will be supported by: • offering an immediate opportunity to discuss the experience with their teacher or member of staff of their choice • reassuring the pupil • offering continuous support • restoring self‐esteem and confidence. Pupils who have bullied will be helped by: • discussing what happened • discovering why the pupil became involved • establishing the wrong doing and need to change • informing parents or guardians to help change the attitude of the pupil. The following disciplinary steps can be taken: • official warnings to cease offending • missing break and lunchtimes • exclusion from certain areas of school premises • internal exclusion (refer to internal exclusion guidance) • fixed fixed‐term exclusion • permanent exclusion. Within the curriculum the school will raise the awareness of the nature of bullying through inclusion in SEALs, assemblies and subject areas, as appropriate, in an attempt to eradicate such behaviour. Monitoring, evaluation and review The school will review this policy annually and assess its implementation and effectiveness. The policy will be promoted and implemented throughout the school.
At the French market – part of our Comenius work 31
Sex and Relationships Education
The Governing body has decided that sex and relationships education should form part of the school curriculum. We follow the school’s agreed policy, which is delivered through the Personal, Social and Health Education Programme. Parents have the right to withdraw their child their child from Sex and Relationships Education. If you feel you would prefer your child not to be part of this lesson, please contact the Head Teacher to discuss this further.
One of our Walking Buses
Homework Policy Rationale Homework is an important element of teaching and learning, in that it provides a link between learning at school and its consolidation at home. It provides the opportunity for children to share, extend and enjoy their learning with their parents and carers, as well as developing the essential skill of independent enquiry and study.
Aims • • • • • •
To promote an effective partnership between school and parents To consolidate and reinforce skills and understanding, particularly in Literacy and Numeracy. To extend and further develop learning that has been started at school To encourage pupils, as they get older, to develop the confidence, independence and increasing personal responsibility, needed to study on their own. To enable children to develop their understanding through marking of homework in class To encourage families to develop their child’s life skills in practical learning situations e.g. weighing and measuring out (for example, through cooking), using and having responsibility for money, carrying out home‐based mapping activities etc
Home and School
The school will: • • • • •
Inform parents and carers of the work to be undertaken throughout the term and how homework will be managed. We will produce and provide parents with homework guidance, sharing with them homework tips and advice on specific teaching methods. Provide the necessary good quality resources to assist children with their learning. Keep parents informed about work that the children are doing in school and how homework supports this. Ensure homework is responded to in class and appropriate feedback (verbal or written) is given to the children on their achievement and where additional support might be needed. We will ensure that these responses are clear to parents (see guidelines overleaf). Where possible, differentiate homework to meet the needs of all children, to ensure success and achievement. Teachers will sometimes draw on aspects of the foundation subjects, as well as topic based research projects.
We ask parents to: • • • • •
Help and encourage their children and provide appropriate conditions for homework to be undertaken. Where possible, engage in dialogue with their children about the homework that they have been given and offer assistance where appropriate. Keep teachers informed of their child’s progress and any issues involving homework. Encourage their children to seek support from their teachers when it is required. If homework is regularly incomplete, the school may set aside a time where the children will be able to complete homework.
Conclusion: Children’s education is a three way process, where children, parents and school work together to foster positive, pleasurable and lifelong attitudes to learning. Homework provides a valuable opportunity for parents to become involved in their children’s formal education and the school actively welcomes input and feedback from parents through the extension of learning at home.
LANDSCORE PRIMARY SCHOOL HOMEWORK GUIDELINES Time Allocations We endorse the Government’s recommended time allocation for homework is: Years 1 and 2: 1 hour a week Years 3 and 4: 1.5 hours a week Years 5 and 6: 30 minutes a day. At Landscore we suggest these timings as approximate guidelines: Foundation stage: 10 minutes a day for reading, sharing a book, playing or practical activity. Years 1 and 2: 10 minutes a day for reading and set homework. Years 3 and 4: 20 minutes a day for reading and set homework. Years 5 and 6: 30 minutes a day for set homework tasks.
Homework will be given out on a set day to be completed and returned on a set day when time will be given during class to go through the work and for children to receive group or individual feedback.
Type of Homework A range of homework will be given according to your child’s year group and this will vary throughout the year. Examples of homework may be: • • • • • • • • •
Spellings to learn. Spellings to learn and put into a sentence. Number facts to learn. Times tables to learn. Maths homework that supports the learning that has taken place during the week. Reading comprehension. Informal research linked to topic work. Longer projects linked to the “theme” that the class is studying. More formal research in years 5 and 6.
The nature and timing of homework might vary during the year – what is appropriate homework in the summer term might differ from that in November.
Responding to homework Teachers will respond to homework in a range of ways including: • • • •
Brief or detailed comments (when appropriate) Ticks or crosses for right/wrong answers A tick and a signature to show the work has been seen Pupil responses, where the work has been shared with peers
If homework is not completed There will be times when completing homework on time is difficult. However, as homework will often support class work, it is important that every effort is made to complete it. If homework is regularly not completed, then the class teacher will contact parents to discuss the issue and give up some lunch times to ensure the work is done.
Religious Education Policy
There are four main purposes to this policy: • To establish an entitlement for all pupils; • To establish expectations for teachers of this subject; • To promote continuity and coherence across the school; • To state the school’s approaches to this subject in order to promote public, and particularly parents’ and carers’, understanding of the curriculum. 1. Introduction
The importance of religious education to the curriculum Religious education is about the distinctive ways in which human beings express their understanding and experiences of life. It provides pupils with opportunities to reflect upon human experiences that give rise to fundamental questions of life and death and to consider values and commitments. This is done in the context of some of the world’s living faiths. It provides opportunity to study Christianity and the principal religions of Britain. The subject contributes to the development of the pupils’ own beliefs and values and a sense of identity. The subject promotes attitudes and values necessary for responsible citizenship in a democratic and pluralistic society. Religious education engenders respect for the beliefs and values of others. It does not promote a religion or particular set of beliefs. This kind of nurturing is the privilege of the home and faith communities to which pupils belong. The religious education taught in our school is prescribed by Devon’s Agreed Syllabus (2001). Expectations • By the end of KS1 (KS1), the performance of the great majority of the pupils should be within the range of levels 1 to 3. Most pupils are expected to achieve level 2. • By the end of Year 4, the performance of the great majority of pupils should be in the range of levels 1 to 4. Most pupils are expected to achieve level 3. • By the end of KS2 (KS2), the performance of the great majority of the pupils should be within the range of levels 3 to 5. Most pupils are expected to achieve level 4. The aims of religious education and how these contribute to the school’s aims The school aims to: • encourage a reflective approach to living; • enable the pupils to gain knowledge and understanding of Christianity and the principal religions of Britain; • provide pupils with opportunities to reflect on their experiences of life; • contribute to the development of their own beliefs and values.
In addition to these aims, we expect pupils to develop attitudes such as a willingness to explore the religious and spiritual experiences of humanity and a commitment to searching with an open mind.
2. Strategy for implementation Entitlement and curriculum provision Five per cent of curriculum time is allocated to the curriculum at both key stages. This amounts to 36 hours at KS1 and 45 hours at KS2 per year. Some units of work are continuous and require weekly lessons, and others are blocked and require more time allocated in some weeks and none in others. Decisions about this are indicated in medium‐ term planning. All units require teachers to include opportunities for pupils to reflect on meaning, learn about religion (Attainment Target 1) and learn from religion (Attainment Target 2). Work on all three is included in most lessons. As directed by the Devon Agreed Syllabus 2001, the pupils spend the majority of curriculum time studying Christianity, though the other major religions are well represented. The learning objectives identified in the scheme of work cover the full entitlement for pupils. At KS1 pupils learn about the principal religions of Britain by studying a relevant aspect of one of the religions in every unit of work. In this way, pupils are introduced to the wider concept of religion and to the richness and diversity of world faiths. At KS2 pupils study a discrete unit about Judaism in Year 5 and Hinduism in Year 6. All year groups study short units about Christmas and Easter. There is a suitable balance between expecting pupils to express their own ideas through speaking and listening and to record what they have learned through writing, illustrations and diagrams. Teachers provide stimulating and challenging experiences that enable pupils to gain enjoyment from their studies. Cross‐curricular links are made wherever possible, and are indicated in the scheme of work. Each year group will either visit a place of religious interest or receive a visitor to the school. In this way, pupils have first‐hand experiences of the religious traditions studied. Teaching and learning Pupils are provided with as much first‐hand experience of the principal religions as possible and the schools’ artefacts and authentic resources are used wherever possible. Where religious artefacts are used, they are treated with the respect they would be given if they were being used in their actual setting for worship. The role of the school is not to seek commitment by the pupils to a particular religion. Teachers should not use the first person (avoid “I think that …”). Teachers should not assume that pupils are members of any faith community. Therefore, teachers should not use the second person in the context of describing what a pupil does or believes (avoid
“When you go to church …” rather ‐ “When Christians/Jews go to church/synagogue …”). The integrity of pupils is respected and they are never asked or expected to believe the claims of a particular religion.. Biblical material is presented as the sacred text of a believing community which regards it as the Word of God. Other sacred texts are treated with the same respect. When Biblical or other stories are read, pupils are provided with opportunities to explore the themes they perceive in the story. The experiences and views that pupils bring from home and faith communities are always valued. Assessment and recording
Work in religious education is assessed in accordance with the school assessment policy. Learning outcomes and possible assessment activities are identified in each unit of work in the scheme, representing one strand of both AT1 and AT2. In line with the school’s assessment procedures, each year pupils produce two assessed pieces of work for their portfolio, one from AT1 and one from AT2. These are annotated with targets drawn from the level descriptors in the Agreed Syllabus (pp39 and 51), and form part of the annual report. The subject leader has exemplars of assessed work drawn from each year group, updated whenever better examples are available. Continuity and progression Each unit in the scheme of work indicates how it builds on previous units which have similar learning objectives and how it leads into the units which follow. This helps teachers take account of how the unit is developed later. In each unit the expected levels of achievement are identified and these are based on the appropriate level statements for the age and stage of the pupils. Teachers need to be aware of, and take account of, pupils’ achievements in their previous learning. Organisation Teachers teach religious education to their own pupils. Teachers decide on the appropriate organisation in lessons. All activities are based on the scheme of work. Teachers organise activities so that pupils of all ages work as a whole class, in small groups and individually over time. Teachers exercising their right not to teach RE on moral grounds liaise with the subject leader to make sure the children are receiving their provision. The three teams teach a two‐year rolling programme, using units from Yrs 2, 4 and 6, then Yrs 1, 3 and 5. Pupils in the Foundation Stage are taught the Reception programme from the scheme of work, as appropriate within the Early Learning Goals. Suggested activities for extending the most able pupils are indicated in the scheme of work. Teachers should seek guidance from the subject leader if required in relation to this. 38
Where parents exercise their right to withdraw their pupils from religious education parents are invited to discuss their decision with the Headteacher. The Headteacher will explain the religious education policy and attempt to identify the reason for withdrawal and agree alternative arrangements. The curriculum To ensure that the Agreed Syllabus 2001 is taught, units in the scheme of work are drawn or adapted from the Devon Scheme of Work 2001. Teachers are expected to complete a brief evaluation of each unit of work that is completed. These should be sent to the subject leader by the end of each term. The subject leader takes these into account when completing the subject’s annual review. Learning resources Learning resources, including artefacts and videos are kept by the subject leader. Specific resources for each unit of work are available, such as worksheets, vocabulary cards and extension activities. A small selection of books, fiction and non‐fiction (including Bibles) are kept in the library. In addition, the subject leader has a wide variety of Bibles and books suitable for each unit. It has been agreed that each class will mount two displays about religious education in each classroom across the school year.
3. The contribution of Religious Education to other aspects of the curriculum
Literacy Key words and vocabulary are identified in the scheme of work. The basic resource kit for each unit includes specific vocabulary on large cards which should be displayed for the duration of the topic. The teaching activities include tasks that are closely related to, or taught through, the Literacy Hour. Appropriate religious education texts that are suitable for use in the Literacy Hour are identified in each unit. ICT The scheme of work identifies relevant websites, and CD‐ROMs. Relevant links to ICT planning are indicated in the scheme of work. Spiritual, moral, social and cultural development Religious education makes a particularly strong contribution to pupils’ spiritual development. The scheme of work identifies opportunities for pupils to explore their own feelings and beliefs, to study the beliefs and values of others, to empathise with others, to ask puzzling questions and explore the responses from the faith communities.
Personal, social and health education There are links with PSHE when religious education explores self‐awareness, inner feelings and emotions, and personal relationships. Those areas developing a respect for the beliefs and values of others also make a major contribution. The use of appropriate teaching and learning styles contributes to this. Group work provides opportunities for collaboration. Discussions are conducted in an atmosphere of mutual respect. Religious education differs from PSHE in that it explicitly explores how the principal religions address the issues. 4. Leadership and management Staff development and training opportunities To develop staff confidence and competence in teaching religious education: • • • • •
the subject leader will attend Devon Curriculum Services area conferences; whole‐school training needs are identified as a result of the monitoring and evaluation programme; other training needs are identified through induction programmes and performance management; the subject leader will arrange for relevant advice and information from courses to be disseminated and, where appropriate, to be included in school improvement planning and turned into practice; where necessary, the subject leader leads (or arranges) school‐based training.
Leadership and management roles The subject leader has the responsibility to take a lead in developing religious education further across the school within the school’s improvement plan, monitoring the effectiveness of teaching and learning, and the use of resources. Teachers and educational support staff can expect informal support from the subject leader and support arising from the school improvement plan and identified in performance management and induction programmes. How the subject is monitored and evaluated All teachers are responsible for monitoring standards but the subject leader, under the direction of the Headteacher, takes a lead in this. Monitoring activities are planned across the year. In summary these are: • termly staff meetings to analyse samples of pupils’ religious education work to evaluate standards (attainment and progress); • the subject leader to analyse teachers’ weekly planning files once per term to monitor coverage and balance of curriculum planned; • subject leader to use two monitoring days per year to undertake lesson observations; the subject leader to discuss with named governor the school’s
• • • •
planning and developments twice per year. These discussions arise from governors’ planned visits; the subject leader monitors ongoing displays and work in hand in classrooms by termly visits, outside of lesson time; the subject leader to prepare a short summary for the governing body once per year; the subject leader and Headteacher to analyse annual teacher assessments; to sample the reliability of these in each class using the school’s portfolio once per year; the subject leader and the Headteacher to monitor annual reports to parents.
Review This policy will be reviewed annually in line with the school’s policy review programme. The subject leader is responsible for reporting to the governors’ curriculum committee about the quality of its implementation and its impact on standards. In the light of this, policy amendments may be made.
The Goblin Car Race Team
Schools, Local Education Authorities (LEAs), the Department for Education and Skills (DfES), the government department which deals with education, the Qualifications and Curriculum Authority (QCA), Ofsted and the Learning and Skills Council (LSC) all process information on pupils in order to run the education system, and in doing so have to comply with the Data Protection Act 1998. This means, among other things that the data held about pupils must only be used for specific purposes allowed by law. I am therefore writing to tell you about the types of data held, why that data is held, and to whom it may be passed on. The school holds information on pupils in order to support their teaching and learning, to monitor and report on their progress, to provide appropriate pastoral care, and to assess how well the school as a whole is doing. This information includes contact details, National Curriculum assessment results, attendance information, characteristics such as ethnic group, special educational needs and any relevant medical information. From time to time schools are required to pass on some of this data to LEAs, the DfES and to agencies, such as QCA, Ofsted and LSC that are prescribed by law. The Local Education Authority uses information about pupils to carry out specific functions for which it is responsible, such as the assessment of any special educational needs the pupil may have. It also uses the information to derive statistics to inform decisions on (for example) the funding of schools, and to assess the performance of schools and set targets for them. The statistics are used in such a way that individual pupils cannot be identified from them. The Qualifications and Curriculum Authority uses information about pupils to administer the National Curriculum tests and assessments for Key Stages 1 to 3. The results of these are passed on to DfES in order for it to compile statistics on trends and patterns in levels of achievement. The QCA uses the information to evaluate the effectiveness of the National Curriculum and the associated assessment arrangements, and to ensure that these are continually improved. Ofsted uses information about the progress and performance of pupils to help inspectors evaluate the work of schools, to assist schools in their self‐evaluation, and as part of Ofsted’s assessment of the effectiveness of education initiatives and policy. Inspection reports do not identify individual pupils. The Learning and Skills Council uses information about pupils for statistical purposes, to evaluate and develop education policy and to monitor the performance of the education service as a whole. The statistics (including those based on information provided by the QCA) are used in such a way those individual pupils cannot be identified from them. On occasion information may be shared with other Government departments or agencies strictly for statistical or research purposes only. The Department for Education and Skills (DfES) uses information about pupils for research and statistical purposes, to inform, influence and improve education policy and to monitor the performance of the education service as a whole. The DfES will feed back to LEAs and schools information about their pupils for a variety of purposes that will include data checking exercises, use in self‐evaluation analyses and where information is missing because it was not passed on by a 42
former school. The DfES will also provide Ofsted with pupil level data for use in school inspection. Where relevant, pupil information may also be shared with post 16 learning institutions to minimise the administrative burden on application for a course and to aid the preparation of learning plans. Pupil information may be matched with other data sources that the Department holds in order to model and monitor pupils’ educational progression; and to provide comprehensive information back to LEAs and learning institutions to support their day to day business. The DfES may also use contact details from these sources to obtain samples for statistical surveys: these surveys may be carried out by research agencies working under contract to the Department and participation in such surveys is usually voluntary. The Department may also match data from these sources to data obtained from statistical surveys. Pupil data may also be shared with other Government Departments and Agencies (including the Office for National Statistics) for statistical or research purposes only. In all these cases the matching will require that individualised data is used in the processing operation, but that data will not be processed in such a way that it supports measures or decisions relating to particular individuals or identifies individuals in any results. This data sharing will be approved and controlled by the Department’s Chief Statistician. The DfES may also disclose individual pupil information to independent researchers into the educational achievements of pupils who have a legitimate need for it for their research, but each case will be determined on its merits and subject to the approval of the Department’s Chief Statistician. Pupils, as data subjects, have certain rights under the Data Protection Act, including a general right of access to personal data held on them, with parents exercising this right on their behalf if they are too young to do so themselves. If you wish to access the personal data held about your child, then please contact the relevant organisation in writing: the school the LEA’s Information Compliance Officer at Coaver Offices, County Hall, Topsham Road, Exeter Devon EX2 4QX; - the QCA’s Data Protection Officer at QCA, 83 Piccadilly, LONDON, W1J 8QA; - Ofsted’s Data Protection Officer at Alexandra House, 33 Kingsway, London WC2B 6SE; - LSC’s Data Protection Officer at Cheylesmore House, Quinton Road, Coventry, Warwickshire CV1 2WT; - the DfES’s Data Protection Officer at DfES, Caxton House, Tothill Street, LONDON, SW1H 9NA. In order to fulfil their responsibilities under the Act the organisation may, before responding to this request, seek proof of the requestor’s identity and any further information required to locate the information requested. -
Separately from the Data Protection Act, regulations provide a pupil’s parent (regardless of the age of the pupil) with the right to view, or to have a copy of, their child’s educational record at the school, although a summative version of this is given to you as an end of year report. If you wish to exercise this right you should write to the school. Pupil information may be matched with other data sources that the Department holds in order to model and monitor pupils’ educational progression; and to provide comprehensive information back 43
to LEAs and learning institutions to support their day to day business. The DfES may also use contact details from these sources to obtain samples for statistical surveys: these surveys may be carried out by research agencies working under contract to the Department and participation in such surveys is usually voluntary. The Department may also match data from these sources to data obtained from statistical surveys. Pupil data may also be shared with other Government Departments and Agencies (including the Office for National Statistics) for statistical or research purposes only. In all these cases the matching will require that individualised data is used in the processing operation, but that data will not be processed in such a way that it supports measures or decisions relating to particular individuals or identifies individuals in any results. This data sharing will be approved and controlled by the Department’s Chief Statistician. The DfES may also disclose individual pupil information to independent researchers into the educational achievements of pupils who have a legitimate need for it for their research, but each case will be determined on its merits and subject to the approval of the Department’s Chief Statistician. Pupils, as data subjects, have certain rights under the Data Protection Act, including a general right of access to personal data held on them, with parents exercising this right on their behalf if they are too young to do so themselves. If you wish to access the personal data held about your child, and then please contact the relevant organisation in writing: the school the LEA’s Information Compliance Officer at Coaver Offices, County Hall, Topsham Road, Exeter Devon EX2 4QX; the QCA’s Data Protection Officer at QCA, 83 Piccadilly, LONDON, W1J 8QA; Ofsted’s Data Protection Officer at Alexandra House, 33 Kingsway, London WC2B 6SE; LSC’s Data Protection Officer at Cheylesmore House, Quinton Road, Coventry, Warwickshire CV1 2WT; the DfES’s Data Protection Officer at DfES, Caxton House, Tothill Street, LONDON, SW1H 9NA. In order to fulfil their responsibilities under the Act the organisation may, before responding to this request, seek proof of the requestor’s identity and any further information required to locate the information requested. Separately from the Data Protection Act, regulations provide a pupil’s parent (regardless of the age of the pupil) with the right to view, or to have a copy of, their child’s educational record at the school, although a summative version of this is given to you as an end of year report. If you wish to exercise this right you should write to the school.
School Admission Arrangements Landscore governors adhere to Devon County Council’s schools admissions policy which can be found at www.devon.gov.uk/index/learningschools/schools/admissions Admission Criteria DCC sets priority for school admissions and if admission applications exceed school places, children will be admitted in the following order: 1. Children who are in public care (looked after children) 2. Children living in the school’s designated area (see map below), with a sibling attending the school at the time of admission. 3. Other children living in the school’s designated area. 4. Children living outside the school’s designated area but with a sibling attending the school at the time of admission. 5. Other children living outside the school’s designated area. A child who has a statement of special education needs (SEN) where the school is named on the statement will take precedence. Statutory School Age Your child must be in school the term following his/her fifth birthday, unless you decide to home‐educate. In this case you must contact DCC’s school admissions team who will advise you. Child’s fifth birthday Start school st th th 1 September to 28 /29 February September st st 1 March to 31 August January Admission earlier than the two points above is approved only on exceptional social or medical grounds (normally supported by social services or a GP). Any agreement would be for one term only and within the academic your child would normally be admitted. Deferred Admission Deferred admission is where, when you have been offered a place, you can decide to delay your child’s actual start date until they reach statutory school age, within the same academic year. Children born between 1st September and 28th/29th February can defer until the start of the spring term (January). Children born between 1st March and 31st August do not have an automatic right to defer admission. You still need to apply as normal by the
stated deadline and, after a place is offered, you must inform the Headteacher that you wish to defer. Your child’s place will be kept open for them to join at the later date. Delayed Admission This is where you wish your child to start an academic year later than normal but still entering at the foundation (reception) stage. Such an arrangement must be supported by medical/educational evidence. A place cannot be guaranteed a year in advance. Please contact the admissions team for further information. It is advisable that you submit an application on time in any event whilst your request for delayed admission is considered. Parents of children starting a foundation (reception) stage You need to complete the online admissions form at www.devon.gov.uk/index/learningschools/schools/admissions/admissionsonline or the paper version in the admissions booklet The First Step. The local authority will endeavour to allocate you your first choice school. Parents of children starting at other times in the school year If you are changing schools or are new to the area, you need to visit Landscore to see if this is the school for you and your child. If we have places in your child’s year group then your child will be able to come to our school. If we are full, we will refer the admission to DCC’s schools admissions team. Facilities and arrangements for the admission of children with disabilities The school has complete wheelchair access including a lift to the KS2 corridor and a fully equipped accessible toilet and physiotherapy room. The school is committed to equality of access and is very well placed in terms of resources and staff expertise to admit children with disabilities. School Admissions Team contact details
Website: Email: Telephone
Education Helpline on The Admissions Team, One Capital Court, Bittern Road, Sowton, Exeter EX2 7FW www.devon.gov.uk/admissions email@example.com 0845 155 1019
Frequently asked questions How do I know which is my designated school? Most schools serve a specific geographical area, sometimes called the designated or catchment area. In most cases children who live within a school’s designated area will have a higher priority for admission. You can check which school is your designated school by visiting www.devon.gov.uk/schoolareamaps Landscore’s designated area is below. What if I don’t make an application? If you do not complete an application form we will not know which your preferred schools are. It is important that you follow the process set out in these web pages to make sure that your child is allocated a school place well in advance of their start date. What if my application is late? If your application is late it may affect your chance of getting a place at the school you prefer for your child. Please make sure that your application is returned to your most preferred primary school or direct to the Admissions Team by 15 January 2010. We do not reserve places for late applicants or people who move into Devon. If your application is late and there is a very good reason, for example, if you are a single parent and you have been in hospital, you will need to tell the Admissions Team. You will not be able to access the online facility after the closing date. We will need to see some evidence to confirm the reason your application is late ‐ for example, in the case of hospitalisation, a letter from a doctor. We will then consider your application and advise you where we are able to offer a place for your child. What if I change my mind? If you change your mind about the school you prefer for your child and it is before 15 January 2010 you will need to amend your application online. If it is after 15 January 2010 please put your request in writing with your reasons for change and send it to: The Admissions Team, One Capital Court, Bittern Road, Sowton, Exeter EX2 7FW 47
Landscore Primary School Designated Area