Welcome To Minster-in-Sheppey Primary School
Prospectus 2020-21
We would like to extend a very warm welcome to you and your child/ren. We are delighted that you will be joining us in September, becoming part of our Minster Magic Family and are looking forward to working in partnership with you. As home-grown leaders we are extremely proud of our school and are fortunate to lead an incredibly hard-working, committed team, who are all motivated, passionate about our pupils and wider community, and strive to ensure that they themselves and all our pupils aim: ‘To be the best we can be.’ We firmly believe that all of our pupils are bursting with potential and endeavour to provide a broad, balanced curriculum, which provides the best possible education, regardless of our pupils’ starting points. We believe that learning is a life-long experience and we aim to provide exciting and challenging opportunities for all within our safe and caring environment, where mistakes are respected and learnt from. Trusting partnership between home and school lies at the heart of a successful educational experience for all children. You are warmly invited to join in our many and varied school activities and to share the experiences all pupils will have throughout the important years spent in their primary school. We are proud to be part of a school that values children as individuals, recognising individual skills, interests and needs so that each child can achieve their potential and grow, achieve and succeed. Co-Heads of School
Lynne Lewis
Michelle Jeffery
We are committed to providing a happy, secure and purposeful environment where our children can learn successfully and develop fully. Our purpose
‘To be the best we can be’ This means that
we…
value the individual. seek to enable everyone to achieve their full potential. seek to develop the whole person, recognising and rewarding achievement in all spheres of school life. work to develop high self-esteem in all. promote attitudes of mutual respect and responsibility. attach high priority to strong links between school, home and our local community.
Our address is: Minster Primary School, Brecon Chase, Minster, Kent. ME12 2HX
Telephone: 01795 872138 Fax: 01795 877705 e-mail:
office@minster-sheppey.kent.sch.uk
Website:
www.minster-sheppey.kent.sch.uk
Age Range: Four to eleven year olds: Years R, 1, 2, 3, 4, 5 and 6.
School Hours: 8.50am to 12.00pm - 1.00pm to 3.20pm. Lunch 12.00pm – 1.00pm Foundation Stage lunchtime 11.30 – 12.30 Foundation Stage finish at: 3.15pm
We are a three form entry primary school that is still growing to meet its full capacity. This means that we should have 21 classroom spaces, adjoining corridors and resource areas, a library, an assembly hall with kitchen. Outside we have two playgrounds, a playing field and a Forest School area. We are fortunate to also have a secure outdoor play area for our Reception and Year 1 children. The school covers
“The Foundation Stage", "Key Stage One" and
"Key Stage Two”, that is from ages 4 to 11. We expect to have
approximately 550 children on
roll in September 2020, housed in 18 classrooms.
Reception Classes x 3 Year 1 Classes x 3 Year 2 Classes x 3 Year 3 Classes x 3 Year 4 Classes x 2 Year 5 Classes x 2 Year 6 Classes x 2 The teaching team consists of class teachers, 1 assistant headteacher, the deputy headteacher and 2 heads of school. We offer further support through our dedicated team of teaching assistants, our higher level teaching assistants, our sport coaches, our Pastoral Support Leader, our Family Liaison Officer and a superb team of office staff. We have many parents who regularly help in class. Our office is open every morning from 8.00am and closes at 4.30pm each afternoon. If you have any queries about school or need to arrange to visit the school, please contact our office and they will be pleased to assist you. Parents are very welcome in school. We hold regular parent consultations and open evenings during the year where you can come and find out how your child is progressing. We also hold celebration events such as: class assemblies, reading events, art exhibitions and events which show case our pupils’ learning and actively encourage parental support and participation. We have an open-door policy if you have any concerns outside these times about your child then please contact us. It helps if an appointment can be made but we understand that sometimes this is not possible. Parents are also welcome to email our class teachers to ensure regular contact is maintained. We are also more than pleased to welcome adults into school to help in various ways during the school day and with trips out. Please let us know if you would be interested in helping.
This year our class groups are organised as follows:
Foundation Stage:
Reception Classes
Key Stage One:
Year One Classes Year Two Classes
Key Stage Two:
Year Three Classes Year Four Classes Year Five Classes Year Six Classes
Our group structure and good differentiation of tasks ensures that the needs of all our children are catered for.
In common with most primary schools we do not “stream” children in a permanent way. However, we do group children of similar ability into teaching groups for Numeracy and Literacy. In this ability group teaching context the children receive concentrated direct teaching, allowing the teacher to attend to the specific needs of each child in the group. In addition to group teaching, there is whole class teaching and mixed ability groupings for some activities. We keep our the activity.
teaching approach flexible to ensure it best suits the need of the child and
Chair of Governors
Mrs Davina Savage dsavage@tiltrust.org
CEO DCEO CFO
Mrs Debbie Wheeler Mr Ryan Driver Mrs Jeanette Read
Senior Leadership Team
Heads Of School: Mrs L Lewis & Mrs M Jeffery Deputy Headteacher/SENDCo: Mrs L Dunn Assistant Headteacher: Mr T Pye
Teaching Team
Teachers
Teaching Assistants
Robin
Michelle Bennett (YL) Charlotte Garlick
Maria Ashworth, Tasha Butt
Hummingbird
Emily Ashworth
Sharon Walder, Linda Enticknap
Wagtail
Annabel Foord Annalisa Woodford
Mandy Long, Gill Hoddinott
Year 1
Nightingale
Anne Pleace (YL)
Kelly O’Connell
1:1/Additional Adults Lucy Kistruck
Kingfisher
Georgie Ryder
Marnie Durnford
Goldfinch
Fay Griffiths
Sandra Tollett Linda Deacon
Year 2
Woodpecker
Claire Phillips (YL)
Diane Holloway
Flamingo
Karen Underdown
Janine Rayfield
Dove
Claire Blackwell
Kay Foord
Year 3
Puffin
Hayley Mills (YL)
Keely Coetzer
1:1/Additional Adults Gaynor Faulkner
Blackbird
Kelsey White
Jo Jefferies
Swan
Charlotte Pattison
Sam Fantetti
Year 4
Macaw
Shauney Wyatt
Louise Pratt
Peacock
Megan Coates
Jackie Johnson
Eagle
Lindsay Bruce (YL)
Tara Dyer
Penguin
Caitlin Bullsworthy
Sarah Walker
Year 6
Falcon
Louise Payne (YL)
Shelley James
1:1/Additional Adults Claire Watson
Kookaburra
Oliver Jeffery
Angela Whitton
EYFS
Year 5
Donna Brett Reading, Chelsea St. Pierre: 1:1 and group intervention
Middle Leadership Team
Mr L Payne Mrs L Bruce Mrs H Mills Mrs C Phillips Mrs A Pleace Mrs M Bennett
HLTAs
Mrs J Morgan Lead TA Ms E Aspinall Mrs L Joseph Miss M Cruickshanks Miss N Ward (Sports Coach) Mr J Mitchell (Sports Coach)
Bookworker Assistant Librarian
Mrs F Russon Mrs J Martyn
Support Staff Lead Family Liaison Officer:
Miss K Forster
Pastoral Support Leader:
Miss S Roach
School Secretary:
Mrs S Bishop
Attendance Officer:
Mrs B Halsey
PA to SLT/Network manager
Mrs K Nixon
Caretaker: Assistant Caretaker
Mr B Stallon Mr J Watts
Starting At
Minster School
For all admissions we follow Kent
County Council policy and apply their admission criteria. Full
details are available from the School Office and on our website. In common with all Kent Schools, we have a policy of 'early admission'. This means that we offer a place in our Reception Class at the start of the academic year in which a child attains the age of five.
During Term 1, it is our practice to admit all children on a part-time basis, (mornings
for 2 weeks, mornings including lunchtimes for a week, then stepping up to full time). Following this period, all reception pupils enter full time.
For September 2021 Kent County Council Admissions Department co-ordinates primary admissions and all procedures will be undertaken by the Council Admissions Department, following Government admissions criteria. We will need to see your child's
birth certificate before they start with us.
Children moving from other schools are sensitively introduced to our systems. Parents moving into the area are encouraged to come and look around the school.
At the age of 11, children transfer to local secondary schools: the Oasis Isle of Sheppey Academy, Fulston Manor, The Westlands Trust, Sittingbourne Community College, Highsted Grammar or Borden Grammar. We maintain close links with all local secondary schools, with discussions held between staff prior to the transfer. Children also spend between a day and a fortnight at their chosen school, to begin their
transition to their new school. There are also open evenings to enable parents to
visit the schools and meet staff. We recognise secondary transfer is a big step for all children, so it is our policy to prepare
and support them as far as we are able.
Minster Primary School has a joint Governing Body with our sister School Halfway Houses Primary School.
Our Governing Body consists of: Parent, Staff and Trust appointed Governors. Our Governors have a range of experience including: Education, Health and Safety, Finance and Personnel.
In recent years, the responsibility of the School Governors has been considerably increased. Governors overall responsibilities include:
curriculum issues, including: standards of teaching and learning,
monitoring special
educational needs provision; relationships education.
finances; premises; health and safety; and personnel
matters.
The Governors meet as a whole group each term and may form working parties to manage and review relevant issues more efficiently.
The Governing body review school effectiveness, approve the school improvement plan and monitor its implementation. Please see the Governor section on our website for more details.
Minster Muscles At Minster we believe that all of us continually develop our capacity to learn throughout our lives. We have created our own learning muscles which provide a shared language enabling all members of our community to talk about the process of learning. Our aim is to make our pupils more responsible for organising and evaluating their own learning by giving them opportunities to exercise
independence and self-discipline. These muscles are outlined below and are woven across our curriculum. Lessons will focus on particular learning muscles, encouraging pupils to consider and develop these skills, however; pupils will be encouraged to consider other may develop personally at the same time.
Minster Pledge Our Pledge is 10 activities which are be embedded across our curriculum and all pupils will have opportunity to experience. Some activities pupils may experience more than once whereas others may only happen in a particular year group. Each pupil will have a Minster Pledge card to capture each pledge they achieve.
learning muscles they
Growth Mindset At Minster growth mindsets is a key concept which shapes the ethos of our school. Each classroom has a growth mindset display and its principles underpin all learning activities. We believe that success can be achieved through the application of: TIME INPUT PRACTISE EFFORT We ensure that we regularly celebrate: LEARNING CHALLENGE BRAVE CHOICES MISTAKES
Values Education We have a two yearly cycle of monthly values which form the basis of our assembly content. We have also taken time to link these to our own Minster
Learning
Muscles. These monthly values help create a strong learning environment that enhances
academic achievement and develops pupils’ social and relationship skills that last throughout their lives. These values are displayed around the school and in classrooms and are referred to regularly.
Pupil participation is about developing a culture in schools where all children and young people have a voice and have the opportunity to play an active role in decisions that affect their learning and wellbeing. At Minster Primary School we are committed to opportunities to support this. Our
empowering our pupils and actively develop
Minster Parliament is a key aspect of this but not the only
one.
Why have a Minster Parliament?
Possible Outcomes Better attendance and motivation
Promotes positive school ethos
Enhanced teacherpupil relationships
Impact on teaching and learning Improved policies and environment
What is our Minster Parliament? Our Minster Parliament is a democratically elected group of pupils to become partners in their own education, making a positive contribution to our school’s environment and
ethos.
How do we form our Parliament? Assemblies are held across the school and the expectations of each role is shared. To be considered for a role in our Minster Magic Parliament’s, pupils need to be comfortable speaking in front of others and being a leader. If interested, they need to complete an application process and are voted in by pupils and for some roles, by staff .Our Parliament is made up of Year 5 and 6 pupils but the whole school vote to elect them and the whole school are involved in every event delivered and championed by our Parliament. Whatever their role, they need to listen to others opinions and have ideas about what they would want to do to improve our school community and suggest ways to reach out to our wider community by promoting fund raising and charitable events.
Pupil-staff link Each Ambassador role has a member of staff supporting. Between this pupil-staff link, they will decide which events they would like to promote in school and then call a Parliament meeting in order to discuss their suggestions. For example: If it is
‘Anti bullying week’ approaching, then the
‘Well-being Ambassador will call and lead the meeting and the Parliament members would all help advertise and drive each event. The Well-being Ambassador, supported by their lead teacher, would hold an assembly (often a ppt to share across the school) so all stakeholders are aware of the Parliaments intent and outcome.
Whole school ideas In order to encapsulate and champion the thoughts of all pupils at Minster Primary School, it would be an expectation of the Parliament to canvas ideas and discuss them at a meeting each term. Ideas for events, hopes of improving our school environment and ways to fund raise and support charities.
Role models We value pupil voice and fully support the pupils who hold responsibility on our Minster Parliament. Our Parliament members wear a different coloured tie in order to be recognised around the school. Badges of their office is proudly worn on their ties. Each member is considered to be a role model within the whole school community. Each member represents themselves, their position and our school. They showcase our school by creating powerpoints to share on our website, assemblies to share in school and on our website and they are involved in showing parents around our school in order to give a pupil’s viewpoint. We are all tremendously proud of our Minster Parliament Ambassadors and we believe they personify the values we promote as pupil’s journey through our school. We encourage and support pupils to believe in themselves, to demonstrate independence yet also understand the importance of being part of a team. To show empathy for others, both inside and outside our school community. To be risk takers, stand up and have the confidence to lead. To show passion and
commitment for things they feel are important and to try their best at all times and to make a difference where they can.
Positive, productive learning environments are key to our pupils’ academic, emotional and social success in school. We recognise that the classroom environment is often considered as the silent teacher enticing our children to learn and have high aspirations. However we believe that learning environments extend beyond the classroom walls and we are committed to using and developing our
outside spaces to provide interesting, challenging spaces to enrich our curriculum but also provide safe and secure environments for all pupils to confidently play and learn. Effective and stimulating use of our own school environment is made as well as the local area to help pupils to appreciate
nature and the outdoors, promote communication, teamwork
and problem-solving. Use of outdoor spaces enables our pupils to direct and shape their own learning with minimal support being required from adults.
Our Animals: Our School environment is home to arrange of animals including: our school dog Magic, Sheep, Chickens, Ducks, Rabbits and tortoises. Enabling our pupils to have first-hand experiences of animals supports the development empathy, care, love, compassion, understanding, commitment and
building confidence.
Our EYFS Environment: Our Early Years Team are continually developing their outside learning area to create a safe
space, which promotes, exploration and creativity whilst also allowing positive social interaction to be fostered. Our responsive approach means that our environment reflects pupils’ emerging needs and interests.
Forest School Forest school provides a rich and stimulating natural environment with activities that are carefully managed to include an element of challenge and help children develop awareness of risk and the skills and confidence to manage risks. Forest School provides opportunities for pupils of all ages and abilities to develop
self-esteem
and
self-confidence.
Regular Forest School enables pupils to form
positive relationships, develop emotional intelligence and improve their resilience and concentration skills. Pupils learn to cooperate with their peers and adults and develop a sense of responsibility. The open and free environment of Forest School fosters the development of children’s natural intelligence.
problem solve and become more independent, confident and creative learners It provides activities which enable them to
Beach School We are keen to use the local environment beyond our school grounds and are ideally situated close to Minster Leas. Alongside our Forest School approach we also incorporate Beach School into our curriculum. Beach school promotes an understanding of the natural world and encourages our pupils to connect with their local environment. Beach school provides an opportunity for our pupils to develop their
interest and curiosity about the world around them, promoting cross curricular learning. The beach creates a positive outdoor learning classroom which enables our pupils to engage in holistic first-hand
experience.
Beach school provides all our pupils
with the opportunity to grow and develop selfesteem, creativity, teamwork.
ask questions, enabling them to
At Minster Primary School, our curriculum has been designed to help every child be
‘the best they can be’ The best learner, friend, citizen of the school and indeed the wider community, now and for the future. Our curriculum has been designed around the unique needs of our learners, to overcome their barriers to learning and to widen their understanding of their place in the local, national and global community. At Minster Primary school careful analysis and discussion about our pupils’ backgrounds, life experiences and culture has helped us to design a curriculum with three key priorities underpinning every subject area. We believe that by focusing on the following key priorities our children will be ready to successfully meet the challenges of the next stage of their education and their lives. The aim of our curriculum is to develop: Successful learners with aspirations Confident children who are independent and resourceful learners. Responsible citizens, pupils who value their environment and understand their responsibilities towards sustaining their local and global environment. In order to be successfully prepared for the future our learners need to acquire a range of knowledge, personal skills, qualities and dispositions. Our curriculum, ethos, values and pedagogical approaches have been designed to provide the full range of experiences to support our young people to develop a positive sense of self, a growth mindset, aspirations for the future and a sense of responsibility for self, others, the community and wider world. Our students also leave us with a welldeveloped sense of moral and social responsibility, an absolute appreciation and acceptance of diversity, culture, sport, the arts. We aim to support students to attain highly so that they are very well prepared for the next stage of their learning journey; they are aspirational, motivated, capable, curious and resilient learners. Learners at Minster Primary often enter with low levels of literacy, speaking and listening skills. Thinking and speaking are inextricably linked as such, every area of our curriculum places an emphasis on language acquisition: talk for learning is a cornerstone of our pedagogical approach to the curriculum. Furthermore, we prioritise the teaching of reading: reading is the window to all areas of learning. We pride ourselves on our tangible reading culture, driven by our Accelerated Reading programme and is evident in every area of our school environment. Reading supports pupils to improve vocabulary, become more articulate, develop higher order reasoning, promote critical thinking and is a necessary vehicle for all learners to access every area of the curriculum with increased confidence, enjoyment, reflection and success.
We have designed the curriculum to ensure our learners experience an education that is broad, rich, deep, inspiring and exciting. We have moved away from the traditional blocked model of curriculum design. At Minster Primary school our definition of progress is; the widening and deepening of essential knowledge, skills, understanding and learning behaviours. We design, organise and plan our curriculum to ensure that children are not merely covering content but achieving a depth to their learning, which enables them to use their skills, and understanding in all areas of the curriculum. We plan and design our curriculum to allow time for children to think, discuss, practise and explore but most importantly to embed. Our curriculum design allows for teaching, practice and repetition so that our learners know and remember more over time. Using the principles of Bruner’s spiral curriculum our curriculum is planned both vertically and horizontally, with key thematic units being revisited across our learners’ time at school. This ensures that children are able to revisit previous learning, which allows them to gradually develop a deeper understanding of the skills and processes within subjects, at their own pace and in the best possible way for each individual child. Our approach also recognises the importance of making connections between different experiences in learning and in essence developing children’s understanding of the fundamental principles of each subject and the links between them. Our curriculum is meticulously designed and planned to move the nature of children’s thinking to a higher order deep level of understanding rather than just acquiring new facts and knowledge. At Minster Primary School it is our underlying belief that children will not be successful learners unless they are emotionally secure, therefore we carefully design our curriculum and adopt a flexible approach to timetabling to ensure that we can meet and respond to any issues which may arise. Children’s physical and mental wellbeing are as valued and important as academic development. We carefully monitor children’s progress with their personal development and our well planned and thoughtful approach to SMSC helps to ensure that every child is well cared for and supported. Minster values, Minster Learning muscles and Growth mind-set under pin our curriculum to make us a positive, successful community of learners. Our Minster Pledge has been designed alongside stakeholders to further promote a range of broad experiences we support our young learners to achieve during their time at Minster Primary School, with many of these being achieved multiple times. Our balanced approach to the curriculum is not at the expense of high standards in core subject areas. High standards and enabling children to reach national expectations and above is of vital importance if they are to succeed at the next stage of their education and go on to achieve full and happy lives and careers. We have designed and planned our curriculum to offer a range of experiences which contribute to every child receiving a full and rich curriculum. The range of experiences we offer support and champion our culture and ensures that our children benefit from a full range of academic, spiritual, moral, social and cultural activities. These activities enrich their lives and those of our whole school community and make them proud of their British values and the diverse society to which we belong and play an active part. We are proud that our curriculum gives our children the skills, confidence and self-belief to lead a happy and fulfilled life by encouraging them to aim high and work towards their goals and dreams in life.
Young children are eager to find out about the world and are trying to make sense of it. They want to
explore and investigate. Our aim is to welcome the children into a warm, caring and secure atmosphere where they will have the opportunity to explore and discover in order to understand. Children are given opportunities to talk about and listen to, real, meaningful and imaginative situations in order to sequence and develop their thoughts. They are encouraged to think about what they are saying and to listen to others. The curriculum in our Reception Class follows the government's ‘Foundation Stage Guidance’, designed to develop skills in the 3 prime areas of learning. 1. Personal, social and emotional development 2. Communication and language 3. Physical development A further four specific areas of leaning are also prioritised: Literacy Mathematics Understanding the World Expressive arts and Design Early reading skills are developed as children listen to and discuss stories, rhymes or information books on a daily basis. We teach the sounds that letters make both individually and when combined through the document ‘Letters and Sounds’ and a structured phonic programme called ’Jolly Phonics’. The children are taught a basic sight vocabulary of high frequency words that they need to recognise. Many of the skills to support reading also aid writing. We support the writing process by demonstrating and modelling writing, focusing on both structure and content. The children have regular opportunity to practice forming letters correctly. We have writing activities, using everyday situations where the children can behave like a writer and 'write' for a purpose. We are sensitive to the needs of all our pupils and their varying abilities. Some children are quick to grasp new concepts, where others need more time and help. What all our children need is
positive
encouragement and support. During the early years practical work, painting and drawing, construction play, sand, water and role play form a vital part of the curriculum. This essential exploratory and practical work provides a sound basis for later learning and more formal language and numerical skills, ensuring that our children are ready to enter Key Stage 1 as confident and keen learners.
English
As one of the core foundations to a child’s education, we place a
strong
emphasis on our English work. We aim to provide a language-rich environment in
which all children may become confident communicators in the spoken, printed and written word. All children pursue a planned curriculum designed to develop skills in reading,
written and verbal
communication and listening. independent, successful and enthusiastic readers, as early as possible. We aim to develop the children as
Reading
In order to encourage them to read for a variety of purposes and to become lifelong readers, we provide a wide range of attractive and stimulating books, covering a variety of styles, subject matter and levels of difficulty. All children follow a programme of reading activities. Once they have mastered the basics and learned how to read (which most have by the end of Year 2) they begin a course designed to extend their reading ability so that they become competent at reading to learn. The emphasis then becomes reading for is on reading
for
understanding. The children undertake activities with fiction and non-fiction books, which aim to help them: follow the author’s meaning. make reasoned judgments and statements about the books they read. use reference books effectively. For most of their reading activities, the children are ability grouped. We find this the best way of catering for each child’s needs. We also place great value on personal reading for enjoyment and information.
Writing
Children are engaged in a wide range of activities intended to provide the opportunity to express their ideas, feelings and knowledge and to help them develop the skills necessary to achieve this. Over their primary years the
children read, experience and write in the variety of shapes, styles and forms that our written language is contained in. They are introduced to the mechanics of writing, such as punctuation and grammar, in a scheme that allows for continuity and progression. Our National Curriculum now places an increased emphasis on grammar and Standard English and this is taught and expected to be used throughout all areas of the curriculum. To develop and consolidate children’s understanding of grammar, daily lessons are now taught across the school. Rigorous attention is given to spelling, phonics, spelling patterns the presentation of work and handwriting. At present, for all work, we have a policy of ‘only
your best will do’. We use a cursive, leading line style of handwriting from the
reception year upwards. The children are encouraged to ‘join’ their writing as soon as they become competent at forming all the letters and feel confident enough to do so. An example of the script we teach is provided below:
Speaking and Listening The National Curriculum recognises the value of actively teaching and fostering speaking and listening skills. A wide variety of activities, formal and informal, are introduced to enable children to listen with understanding and speak with clear meaning. As the principal means of communicating, speaking and listening skills are practiced constantly and are developed through conversation, discussion, message giving and receiving and drama, so as to serve as a key skill throughout all school activities.
Maths A significant amount of time is spent developing the skills of mathematical thinking and the understanding of mathematical knowledge in each child. We aim to help our children acquire computational skills based upon the development of conceptual understanding and procedural fluency. We strive to give children a thorough understanding of what they are doing in maths, by providing them with lots of opportunity to explore mathematics practically using concrete apparatus before proceeding to the use of pictorial and then abstract representations. We feel it is important that children see how different areas of mathematics link together and that an understanding of the relevance of mathematics in relation to everyday life is developed. A great emphasis is placed upon the value of promoting talk rich learning environments, enabling children to express their mathematical understanding using mathematical language accurately. We teach a single maths topic at the time to our classes, ensuring that logic,
reasoning and
problem-solving skills are encouraged daily with a range of varying contexts provided to enable pupils to use and apply their skills. A strong focus is placed on mental mathematics which includes knowledge of number bonds, times tables and understanding of the inverse operations, encouraging speedy recall through regular practice. We aim to develop positive attitudes and foster a ‘growth
mindset’ attitude to the subject so that every child feels that they have the confidence and ability to succeed.
Science In their Science work, the children discover how the world about them works. We encourage them to
experimental and investigative work. A scientific approach is encouraged where questioning, predicting and examining are develop an enquiring mind, with a strong emphasis placed on essential tools of the young scientist. We follow the National Curriculum Programmes of Study. The children study materials, living things, and physical processes, including light, sound and the forces of the earth and beyond. We teach most of our scientific work in themes, which enables us to make the work more meaningful for the children, and allows us to offer a reasonable depth of study.
Computing
Considerable opportunity is provided for pupils to develop the
skills and
confidence to cope with the ever-changing world of computers. Our wireless networked learn pads and interactive whiteboards ensure that
computing practice is provided across the curriculum, in individual, group and class organisations, using a wide variety of educational software. The children also have safe and controlled
access
to the Internet. Our children make use of computers to retrieve information, organise data, and process their own material.
R.E.
At Minster Primary our policy is in line with the Kent Agreed Syllabus for Religious
Education. The curriculum for RE aims to ensure that all pupils: Know about and understand a range of religions and worldviews. Express ideas and insights about the nature, significance and impact of religions and worldviews Gain and deploy the skills needed to encourage seriously with religions and worldviews All pupils learn from Christianity in each Key Stage in addition pupils learn from the principal religions that are represented in the UK, in line with the law. These are: Islam, Hinduism, Sikhism, Buddhism and Judaism. Furthermore, children from families where non-religious views are held are represented in all our classrooms. These worldviews, including for example, humanism, will also be the focus for study. Parents have the right to withdraw their children from Religious Education, including the Daily
Act
of Worship, after consultation with the Head of School.
History & Geography
In their historical and geographical work the children study the lives of people past and present, key
events in history, and attain a sense of
order in which history unfolds. They investigate the features of their own locality and the wider
environment. They develop an understanding of
how people live and work, where places are situated and the means by which they communicate, use the environment and take their place in society. Once again we organise most of our work in
themes. To add to the children’s understanding and stimulation we use visits to
places like museums, both local and further afield. We also invite experts into school to add to the children’s first-hand knowledge.
Art
Children experience the Arts by looking at
artists from the past and present
and across a variety of cultures to enrich their understanding and knowledge. They have lessons that focus on exploration of
technique and skill progression
within each module. Our children are encouraged to be reflective throughout the entire process by commenting on pieces of existing artwork, discussing their explorations as well as evaluating any outcomes. We like to share our Artwork with members of our community to celebrate our learning. Minster is an Artsmark School and have achieve the platinum award.
As part of our ongoing Artsmark journey we are striving to further develop the arts and cultural provision for all pupils,
Music
with our music provision being a priority. We recognise that many of our pupils attend school having had limited musical and associated cultural experiences and therefore we have developed an enriched curriculum, with a strong emphasis placed on developing creativity and cultivating a real enjoyment
of music. All children are taught to play melodic
and percussion instruments, in addition to singing. We work alongside Kent Music School, who provide whole class instrumental provision to ensure that all our pupils experience working alongside and with a professional musician. Kent Music School also offers arrange of peripatetic music lessons for pupils. Following the National Curriculum guidelines, our music curriculum includes opportunities for children to perform, compose and listen to different styles of music. We are a Music
Mark School and our ambition where possible is to share the enjoyment that music evokes by staging musical performances for parents and other community members.
P.E. It is our aim at Minster Primary to provide an opportunity for our children to experience a wide range of sporting activities for their fun and enjoyment. Through carefully planned PE and sports activities, we aim to ensure that all children are happy and enjoy PE, thus raising participation levels both in and
healthy lifestyle. We strive to high quality PE and sports teaching in both curriculum
out of school, in turn promoting a provide
and after school clubs. We aim to ensure that within their own level of ability all children can achieve and experience success, thereby enabling them to reach their full potential. We value the benefits of PE and sport to build children’s
self-confidence, self-esteem and self-
worth, which is essential for our pupil’s development.
We aim to provide
opportunities for all children to experience competition at various levels, both individually and as part of a team.
School Games Mark The School Games Mark is a Government led awards scheme launched in 2012 to reward schools for their commitment to the development of competition across their school and into the community. Schools in England are able to assess themselves across bronze, silver and gold levels. Schools are assessed on the following: how they
increase engagement in school sport, how they develop
competitive opportunities, how they broaden the opportunities for sport in their school and how they increase and sustain participation. Once a school has achieved gold for 4 consecutive years they can apply for a Platinum award. For the past 4 years, Minster Primary has achieved the Gold award putting them in good stead to achieve Platinum in the near future.
Design and Technology Children work individually and in groups to take a proposal through from the design stage to the finished item. On the way they learn to design, to evaluate and modify their ideas, choose the best materials for the job and handle tools in a proper and safe manner. Finished items range from instruments to cakes!
Modern Foreign Language (MFL) At Minster-in- Sheppey Primary School we aim to teach children another language in order to provide them with a broader understanding of the world around them. Being exposed to a Modern Foreign Language provides a vehicle for us to immerse the children in the multicultural society in which they live, developing their understanding of other cultures and languages. We strive to encourage their curiosity about other cultures and endeavour to make language learning a fun and enjoyable experience, with links across other curriculum subjects, so that our children will go on to develop further at secondary school with an
enhanced awareness of their diverse world.
PHSE At Minster Primary
School health
and
well-being
is paramount. We strive to ensure all our
children make well-informed choices through promoting our
Minster Muscles, Value of the
Months and through delivering a broad and balanced Personal Social and Health Education curriculum. We place emphasis on developing, healthy respectful relationships whilst supporting them in developing their resilience and character. We use a comprehensive spiral teaching approach in PSHE building on children’s understanding year after year visiting termly topics; ‘Me and My Relationships’, ‘Valuing Difference’, ‘Keeping Myself Safe’, ‘Rights and Responsibilities’, ‘Being my Best’ and ‘Growing and Changing’.
Sex and Relationship Education Sex and Relationships Education (SRE) or Relationship Education (RE) is a key part of Personal, Social and Health Education at Minster. It is more than the biology of reproduction and is taught in the context of caring relationships. The Relationships Education provided forms a foundation for further work in secondary schools and the skills and attitudes developed will enable the children to lead happy,
society.
healthy lives where they are successful and productive members of
In Years 5 and 6 children are taught about the changes that they will go through as they grow up. We use established health education programs. The girls are given more detailed information about menstruation. All parents are given the opportunity to view any materials prior to their use in the classroom and are informed when sex education is planned to take place. Parents have the right, after discussion with the Head of School, to withdraw their child from planned Relationship and Sex education lessons.
Our Homework Guidance is designed so that we strike a balance between reinforcement and extension of work undertaken in class, whilst also ensuring that the children have free “after school” time to develop all of their other important out of school interests. Each week every child will have homework to complete; this will include reading, spellings, tables and Mathletics. We encourage our children to read as widely as possible and to try to research into specific work being undertaken in the classroom. Our termly passports to learning projects support children in enriching the curriculum, with a range of selfselected activities centred around a topic. We do ask for your assistance and support when the children bring work home. If we all work together and take a real interest in your child’s work, then we give them the important message of how much we value their education and care about their progress. All children have a Home School Contact Book/Diary. This is used to outline the homework tasks set, to enable you to give us feedback on how your child has completed the tasks set and their motivation levels while working.
Extra curricular
We offer a range of extra-curricular clubs organised by staff and volunteers either at lunchtime or after school. These provide an
Activities
and interests. Clubs we have offered have included the following:
opportunity for the children to follow up and develop their
skills
Football, Yoga, Hockey, Athletics, Gymnastics, Eco-schools Club, Art Club, Choir, Rugby Club and Dodgeball Club.
Assessment
Children are regularly assessed across the whole curriculum, throughout their time at Minster, to ensure that we deliver a curriculum matched to their needs. This means our teachers are well informed about the individual child’s capabilities and aptitudes, and
can plan future work accordingly. Class teachers will share the outcomes of ongoing assessments with parents in the Parents’ Consultation Evenings. During these meetings, teachers will also share targets for your child in reading, writing and numeracy. In addition to constant teacher assessment, we use more formal tests, where appropriate, both for diagnostic purposes and as a further tool for us to study a child’s progress and academic potential.
Recording and Reporting Year 2 and Year 6 children all undergo the Statutory Assessment Tests/Tasks (SATs). These are government-designed tests in English (Reading and Grammar, Spelling and Punctuation) Mathematics and Science (if the school is selected as a sample school –Year 6 only) that are administered nationally to all children at the ages of 7 and 11. The results of these and ongoing teacher assessments will be reported to parents in the Annual Records of Achievement along with the results of Minster pupils, as whole and national results. Year 1 pupils undergo Phonic screening and the outcomes of these are reported to parents and Year 4 pupils will undertake the new Times Table Check. An annual report or Record of Achievement is written for each child and sent out during the Summer Term. This details their progress and achievements over the year. A mini report is also produced for the end of Term 1 focusing upon how well each child has settled into their new class and a further report is written prior to the Spring Term’s Parents’ Evenings. Parents are of course welcome to make contact with their child’s Class Teacher at any in point in the year to discuss progress or any other concerns or worries.
School Visits We regard school visits, both short and extended as an important part of school life. Each year the children go on a number of day visits to extend their knowledge and understanding of the work they are doing. In addition to these visits, we periodically organise longer residential visits for our older children. We also take opportunity to host a range of in-school experiences to enrich
our curriculum.
authors, musicians and artists, theatre productions range sporting experiences. These have included: visiting
and a
The needs that individual children bring to school will all be slightly different. We aim as far as possible to ensure that these are met appropriately. Sometimes it becomes apparent that a child has specific needs. They may have a learning difficulty or be gifted in certain curriculum areas. In such cases we work closely in partnership with you to assess those needs so that we can offer the support necessary. It is important that support or special programs of work are appropriately designed, monitored and evaluated. Sometimes a Pastoral Support Plan (PSP) will be drawn up to address specific behavioural needs or a Personalised Provision Plan will be written by teachers which now accompanies an EHCP. In some cases children require more support than we alone can offer. We then seek to obtain the provision of extra support. We are helped in this by the Specialist Learning Support Team (STLS), whose lead is Clare Bridgewater. Her team include specialists in the different areas of need addressing the Mainstream Core Standards of Cognition and Learning, Communication and Interaction, Social and Emotional Mental Health and Physical, Visual and Hearing Impaired Needs. Early Help is also available to help manage families with children presenting with any of these needs. Our FLO (Family Liaison Officer) leads on Early Help referrals. The Educational Psychology Service will become involved when an Education and Healthcare Plan is applied for. Sometimes this will mean specific learning programs are drawn up when needed; sometimes it might mean a child having a Teaching Assistant to work with them. In all cases. our teachers apply the Mainstream Core Standards for Teaching and Learning, as outlined above and the class teacher is the first person that you need to liaise with, if you have an issue with your child or their progress. At all times, our aim is to maximize the potential of all our children, whatever their needs. We work closely with you as parents to ensure this happens. If you feel this close liaison has not worked, or you feel that we have not dealt with an Additional Needs issue thoroughly enough, we have an official Complaints Procedure. This is outlined in our SEN Policy and Guidance, available from the School Office. Our Special Educational Needs (SEN) lead, who works closely with the FLO, Kate Forster and the PSL, Sam Roach, is Mrs Lynsey Dunn. The Governing Body also has a Governor responsible for SEN: Jonathan Smeeton The school has a policy for supporting children with special educational needs which is revised and implemented every year by the staff and governors. The implementation of this policy is monitored by the Governor responsible for SEN. The SEN policy, together with the SEN information repost is available on our website to read and is updated each year to reflect current practice.
Minster-in-Sheppey Primary School is committed to safeguarding and promoting the welfare of all children entrusted to our care. Safeguarding arrangements at Minster-in-Sheppey are underpinned by the following principles: Safeguarding is everyone’s responsibility: all Staff, Governors and Volunteers should play their full part in keeping children safe. That all Staff, Governors and Volunteers have a clear understanding regarding abuse and neglect in all forms; including how to identify, respond and report. This also includes knowledge in the process for allegations against professionals. Staff, Governors and Volunteers should feel confident that they can report all matters of safeguarding children in the school where the information will be dealt with swiftly and securely, following the correct procedures with safety and wellbeing of the children in mind at all times. We recognise that because of their day-to-day contact with children, school staff are ideally placed to observe outward signs of abuse. Staff in school will therefore: Report any inappropriate behaviour/activities to designated staff. Establish and maintain an environment where children feel secure, are encouraged to talk and are listened to. Establish that children know that they can approach any adult in school if they are worried and they receive a consistent, supportive response. Staff will promote a flexible and relevant curriculum which promotes safeguarding and provides pupils with the opportunity to develop skills they need to stay safe, protect themselves and take responsibility for their own and others’ safety.
All adults who work in the school have a responsibility to read and understand our Child Protection Policy. All adults are also expected to read the DfE guidance: Keeping children safe in education guidance. Sometimes we may need to share information and work in partnership with other agencies when there are concerns about a child’s welfare. We will ensure that our concerns about pupils are discussed with his/her parents/carers first unless we have reason to believe that such a move would be contrary to the child’s welfare.
Our Designated Safeguarding Lead (DSL) and Deputy Designated Safeguarding Leads (DDSL) are: Lynne Lewis (HoS) DSL. Michelle Jeffery (AHT) DDSL. Lynsey Dunn (DHT) DDSL Tim Pye (AHT) DDSL Sam Roach (PSL) DDSL. Kate Forster (FLO) DDSL.
If you become concerned about the welfare of a child in the school, please contact either the DSL or a DDSL on: 01795 872138. If you have an urgent concern about a child in the community linked to something you have seen or heard please do not wait to contact a member of school staff but contact Children’s social care on: 03000 411111, out of hours 03000 419419. The NSPCC can also be contacted on 0808 800 5000 to offer advice on reporting a concern about a child. If you think a child is in immediate danger, don’t delay and contact the police on: 999.
Our school aims to be an inclusive school. We hope to make all our children welcome and feel happy to look forward to their school day. Every child is different and we view differences as an opportunity for adults and children alike to learn more about themselves.
If your child has a disability he or she will be treated no less favourably than other applicants for admission. We make reasonable adjustments to ensure that pupils with disabilities are not placed at a substantial disadvantage. Our accessibility plan (available from the school office) describes the arrangements we have already made and the further proposals planned, to improve physical access to the school, access to the curriculum and access to written information.
The school has a policy for supporting children with special educational needs which is revised every year. This policy is available from the school office. Our aim is for all children to have access to all aspects of school life, as far as is reasonable and practical. We aim to prevent disabled pupils in our school being placed at a substantial disadvantage. We will take all reasonable steps to ensure people with a disability are not treated differently without lawful justification. We will make reasonable adjustments for disabled pupils and we will know we have succeeded when disabled pupils are participating fully in school life.
In order for effective partnership working between home and school to take place, we anticipate that parents will want to:
Inform the school at the earliest opportunity if their child has a disability and the exact nature of it; Provide the information school needs to plan effectively for the child to be a full member of the school community; Acknowledge that when deciding whether an adjustment is reasonable, one of the factors the Head of School must consider is the effect of the proposed change on all members of the school community; Recognise the importance of school and home working in partnership.
Communication between school and home is vital if we are to maximise the potential of our children at Minster Primary School. We are always available to discuss any problems or anxieties concerning your child. We try to deal with matters as they arise, rather than wait for problems to grow. In non-urgent cases teacher-parent meetings usually take place by appointments through the School Secretary or Pastoral Support Leader (PSL). Parents can also email the school office: office@minster-sheppey.kent.sch.uk Any messages will be forwarded to your child’s class teacher. The Head of School or PSL can usually be found in the reception area before school starts in the morning, and are always willing to discuss any concerns you may have. During the school year we hold Parent Consultation Evenings where parents can discuss their child’s progress with the class teacher. At the end of the Summer Term we send home an Annual Report which describes the progress your child has made. There are regular newsletters which keep you updated with developments within the school and keep you informed about the school news. These letters are also available on our school website: www.minster-sheppey.kent.sch.uk We also encourage parents to participate in school life where they can and host regular school/class events which celebrate our school, community and pupils’ learning. As a school we are extremely proud of our working relationships with parents and carers and have recently achieved the LPPA (Leading
Parent Partnership Award)
This award looked at how well we work with parents and carers; how welcoming the school is; and, how we support parents/ carers in helping their child to learn. Recognising the impact that parent/carer
partnerships
have on a child’s learning, we are always
looking at further ways to develop aspects of our home-school partnership and welcome feedback and suggestions from our parent body.
Our school ethos at Minster Primary School is built upon the practice of caring for, and showing
courtesy and concern toward others. It is our aim that everyone in the school treats each other with respect and consideration. As a first principle we take a positive approach by valuing the good we see in school. This might be work or behaviour. Every opportunity is taken to give praise to children where it is deserved. Selfdiscipline is encouraged and self-esteem nurtured.
We have 3 very simple rules: we work and play hard we work and play fairly we work and play safely In school we have routines to enable us to work happily and safely together. Each class agrees their own classroom code of conduct and sees them enforced fairly and consistently. Once a week we gather together for an
Achievement Assembly where we share the good things
that have occurred in school that week. Occasionally problems will occur. These will often be dealt with by staff using a restorative justice approach. If a child displays persistent behavioural issues, a consultation will be arranged between the teacher, PSL and/or Headteacher and parents so that strategies can be implemented to understand the child’s needs and support them. A consequence that fits the misdemeanour will be actioned if appropriate. The Nurturing Relationship and Best Behaviour Policy is upheld rigorously, in rare cases of serious and persistent unacceptable behaviour can lead to the possibility of fixed term or permanent exclusion.
A nurturing school environment is of vital importance. It is important for staff to identify with the individual needs of our children by developing good relationships with them, helping to create an
atmosphere of security. We try to help the children come to terms with the complex issues of growing up and hope that they see school staff as adults who care for them and with whom they can share their problems and achievements.
At Minster Primary School, we encourage our children and adults in school to look after their
physical, emotional, social and mental health. Research shows that resilience and strength
directly impacts on academic progress and attainment and that children, who are able to
express their emotions and seek help when things are tough are able to take these skills into their adult life. At Minster Primary School we are equipped to help our families and staff.
Our Wellbeing Offer: Families: Parental engagement – open door policy. Family Liaison Officer. Pastoral Support Leader. Effective relationships. PTA – Parent Teacher Association Range of communication – Facebook, Parent Mail, Website, Newsletters. Parent workshops. Signposting to a range of relevant services.
Children: Nurturing relationships at all levels. Broad and balanced curriculum. Worry Box Pupil Ambassadors – Anti-bullying, Wellbeing and Buddies. Event days: Safer Internet Day, Anti-bullying week. Attendance monitoring and awards. Mindfulness. Yoga. Positive feedback and Marking. Pupil conferencing. Pupil mentors. Referrals made to external agencies. Celebration assemblies Pupils workshop SEMH (Social, Emotional, Mental Health) interventions
At Minster-in-Sheppey Primary School we know that good attendance is the key to successful schooling and we believe our pupils can be amongst the best! Good attendance at school is not just beneficial, it’s essential. Statistics show a direct link between under-achievement and absence below 97%. Children that attend regularly make better progress; both socially and academically, they find school routines, schoolwork and friendships easier to cope with and find learning more satisfying. As well as this, going to school helps to develop:
Punctuality It is important that your child attends school every day and on time. Arriving late to school is unsettling for children and means they miss key information and important input at the beginning of lessons. Reporting Absence It is a parents/carers responsibility to notify school if their child is absent. A reason must be provided and for prolonged periods of absence medical evidence may be requested. Medical Appointments Where possible all appointments should be booked outside of school hours. Where this is not possible, the amount of school time missed must be kept to a minimum. To authorise this absence medical evidence must be provided.
Too ill to attend school? We understand that when children first start school they can be susceptible to childhood illnesses such as chickenpox etc, children can attend school with minor ailments (toothache, headache, stomach ache, cold, sore throat) over the counter medicines can be given before school and then if required, administered during school. We will call you should your child become too ill to remain in school. Unauthorised Leave in Term Time (Holidays) Children are not entitled to holidays in term time. Family holidays should be taken during school holiday periods. There are 175 non-school days for day trips and holidays. Requests for leave due to exceptional circumstances preventing the period of leave being taken during school holidays must be made in writing on a Holiday Request Form available at Reception. Fines of £120 per parent/carer may be issued where unauthorised leave has been taken during term time. We expect all children to achieve a minimum of 97% attendance and we are vigorous in following up absences with first day calling. We routinely monitor all pupils falling below 97%. Parents may be invited to meet with the attendance officer, PSL, FLO, HoS or governors to explore reasons for poor attendance. Equally we routinely expect to see medical evidence for pupils below 97% before we authorise absences. We are required to record all occasions of absence. If your child’s absence level appears excessive, we are required to alert the School Liaison Officer, who will work with you and us in order to improve attendance levels. The Educational Welfare Service also monitors lateness. Pupils arriving between 9 – 9.15 a.m. are recorded as late. Our registers close at 9.15 a.m. and after this time late pupils are recorded as having an unauthorised absence. Parents have a legal duty to ensure that their child(ren) attend school regularly and arrive on time. It is the parent’s responsibility to contact the school on the first day their child is absent. If parents have not phoned in, the school will be in contact to investigate why the child is not in school. This is a safeguarding issue so that all parties know that your child is safe. Parents should regularly update the school and inform when their child is returning.
Children are expected to be suitably dressed for the variety of indoor and outdoor activities that they will be pursuing during the school day. We encourage all our children to wear our uniform and to be proud of their appearance at all times.
The Governing Body recommends the following dress code: White shirt, blouse or polo shirt Royal blue cardigan/jumper or school fleece Grey trousers (long or short), skirt or pinafore or blue and white check dress White socks, black socks, grey socks or Grey tights Flat black shoes (this does not include sport trainers or leisure shoes) Royal blue tie (Year 5 and 6 only)
Whilst any dress code can only be voluntary in a primary school, we do hope for your co-operation to ensure that the children are suitably dressed. We discourage any clothing that could be dangerous (e.g. high heeled shoes) or unsuitable (e.g. bare-midriff tops, etc.). Lost property can be a real problem in school. Please ensure that your child’s clothes are
labelled.
That way we can return them easily if mislaid.
Children will require alternative clothing for Games and PE. They will need: White t-shirt, blue shorts Plimsolls & trainers
A warm sweatshirt or tracksuit is recommended for games lessons during cold weather. Children with pierced ears are asked for safety reasons only to wear stud earrings. All types of physical education will require the removal of any earrings. This cannot be undertaken by the teachers. No other forms of jewellery except for a watch (this excludes Smart watches) may be worn.
Break & Lunchtime Arrangements At morning break, our Foundation and Key Stage 1 children are provided with
fresh fruit or
vegetables as part of our involvement with the ‘Fruit & Vegetable Scheme’. All children are able to purchase milk to drink with their morning snack. Our children are also encouraged to bring their own healthy snacks from home to eat at break time, therefore, no crisps, chocolate or fizzy drinks are allowed in school for break time. Cooked meals are prepared on the premises. They are very good value. Parents are asked to send dinner money on a Monday if possible, as this helps our financial administration. Once your child has started school, you will be set up with an online ParentPay account, details will be sent to you, providing information, username and password. Ideally, every parent should be in a position to use ParentPay, if this will be a difficulty for you, please call in to the office. Children who do not have a cooked meal can bring a healthy packed lunch to school. We have
Healthy School Status
and we encourage parents to provide a balanced and healthy lunch, again
no chocolate bars are allowed. For health and safety reasons we do not allow children to bring canned drinks, glass containers or nuts or nut-based products such as: Nutella, to school. Please ensure packed lunch boxes are secure and labelled on the outside where possible.
Minster Primary PTA All parents automatically belong to Minster Primary Parent and Teacher and Association. This thriving organisation exists to promote social events and raise funds for the school. We hope that you will not only support events but also become actively involved in helping to organise them.
School Holidays A list of the school holiday dates is available on our website. Our School policy strongly discourages holidays during school time. Indeed permission for term time holiday will only be granted to parents who’s circumstances match those outlined in law as ‘exceptional circumstances’. A copy of our Leave of Absence policy can be obtained from the school office.
First Aid If your child is ill or hurt whilst at school we shall make every effort to contact you or your named representative via a medical note or by telephone.
Sickness Absence If your child is absent from school due to illness please contact us on the first day of absence and each subsequent day of absence. Please also send a note when they return to school. Basic first aid is applied in school. We have a number of staff with current first aid training qualifications. If an accident requires hospital attention, we will try to contact you first. It is essential that we have an up to date address and contact number of who to contact if necessary. In the event that we are unable to contact you we will act on your behalf. All children are expected to achieve 96% attendance and routinely we monitor those who fall below this threshold. Parents may be asked to provide medical evidence if their children are showing up with high levels of absence. Unauthorized absences will mean a possible penalty fine will be issued.
Medicines
The school follows the Kent Code of Practice for the Administration of Medicines to Pupils'. This means that normally medicines will not be administered to children in school. However, there are circumstances where children require regular medication
(e.g. asthma/sore throats/allergies) and in these cases an Administration of Medicines Form must be completed and returned to the school office, giving permission to staff to administer the medication. All medicines must be in their original containers with dosage instructions. Only medicines supplied on prescription will be administered.
Charging and Remissions Policy The School Governing Body is required to observe Government legislation on charging and remission (1988 Education Reform Act). Therefore, no mandatory charges will be made for curriculum activities with the possible exception of: Individual music tuition or sports clubs provided by external facilitators. Board and lodging on residential trips. Some finished products (e.g. some models, etc.) Where approved charges are to be made parents will be notified in advance of the activity and those charges will be waived for those who have an entitlement to remission of fees. The way in which the school manages to maintain any additional enrichment activities is through voluntary contributions from parents. All children eligible to take part in such activities are included, whether or not their parents have elected to make a voluntary contribution. However, the school may have to cancel an activity if there is not enough financial support from parents.
Complaints Procedure In an ideal world complaints would not exist. We do not, however, live in an ideal world and complaints arise from time to time despite our best efforts. This is as true in schools as anywhere else. Parents may appreciate guidance on how to approach this matter. Parents are encouraged to discuss all complaints with the class teacher in the first instance, as we believe that the great majority of complaints can be resolved in this way. The head of school is always available if you feel the situation warrants it. However, if you are still dissatisfied you can refer your complaint in writing to the Clerk to the Governors who will arrange for a governor to receive the complaint. There are also further appeal stages, to the Local Education Authority, and finally to the Secretary of State should the need arise.
We hope you find our prospectus informative and useful.
All the information in this booklet is correct at the time of publication, but may be subject to change as the year proceeds.
If you ever require any further information, then please don’t hesitate to contact us.
We look forward to welcoming you to our school Community
Telephone: 01795 872138 e-mail: office@minster-sheppey.kent.sch.uk Website: www.minster-sheppey.kent.sch.uk