Prospectus

2022 / 2023 PROSPECTUS

A Pathway to Excellence

Statement from the Head Our aim is that all the children who come to Waddesdon Village Primary School will be happy and successful.

We believe that children’s educational development is enhanced if we all work in a co-operative and positive partnership together. We recognise that each child is unique and that developing their talents and abilities as well as their self esteem is the best way to prepare children for success in the future. All our staff work together as a team creating a most valuable asset.

The quality of educational experience that we provide is directly attributable to their individual contribution in creating a school community which aims to provide a rich educational experience.

We are extremely proud of the varied opportunities that are offered to our pupils across the curriculum and as extra-curricular activities. There is a shared drive to constantly review, improve and enrich our curriculum to ensure learning is relevant, exciting and engaging for all our pupils.

Head Teacher Miss Laura Forchione

Waddesdon Village Primary School aims to provide excellence in teaching, learning and teamwork to ensure children are given the best opportunities to excel on their ‘Pathway to Excellence’.

Welcome to Waddesdon Village Primary School, a Community school of Buckinghamshire County Council which serves the village of Waddesdon and surrounding area. We are a Primary school taking children from the ages of 4 to 11.

Miss Laura Forchione Headteacher

We are an open and friendly school welcoming and valuing the partnership we have with parents and governors and sharing a common purpose which is to make our school a stimulating and successful educational experience for all our pupils. We had a January 2019 OFSTED Inspection and we are proud of the fact that OFSTED recognised that:

Waddesdon Village Primary School School Lane, Waddesdon, Aylesbury, Buckinghamshire HP18 0LQ

“The School has an extremely positive culture and is exceptionally harmonious. The staff work very well together as a team. Parents are very complimentary about changes introduced by the new headteacher.

Personal development, behaviour and welfare are outstanding. Pupils are very well cared for, and their safety is given high priority, including in early years.

Pupils’ and children’s behaviour is excellent in class and around school. They are keen to learn and take pride in their work. The headteacher and leaders have high standards.”

Tel: 01296 651237 E-mail: office@waddesdonprimary.com www.waddesdonprimary.com

OFSTED January 2019

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Contents OUR AIMS, VISION AND VALUES............................................................................................................. 4 STAFF LIST................................................................................................................................................. 5 GOVERNORS.............................................................................................................................................. 6 ADMISSION AND TRANSFER.................................................................................................................... 7 PARENTS AT WADDESDON (PAWS)......................................................................................................... 9 CURRICULUM........................................................................................................................................... 10 Foundation Stage................................................................. 10 Key Stages 1 and 2................................................................. 11 Special Educational Needs................................................................. 15 Most Able, Gifted and Talented................................................................. 15 Emotional Literacy Support and Well-being Support (ELSA)................................................................. 16 EXTRA CURRICULAR ACTIVITIES.......................................................................................................... 16 Educational Visits................................................................. 16 THE SCHOOL DAY................................................................................................................................... 17 Lunch and Snacks................................................................. 17 Attendance................................................................. 18 Communication with Parents................................................................. 18 Health and Welfare................................................................. 19 School Security and Health and Safety................................................................. 19 Safeguarding of Children................................................................. 19 Children Looked After................................................................. 20 POLICIES.................................................................................................................................................. 21 Charges for Educational Activities................................................................. 21 Equipment................................................................. 21 Personal Possessions................................................................. 21 Photograph/Website Policy................................................................. 21 Uniform Policy................................................................. 22 Homework Policy................................................................. 22 Behaviour Policy................................................................. 23 Anti-Bullying Policy................................................................. 23 Administration of Medicines Policy................................................................. 23 Use of the Internet Policy................................................................. 24 Pastoral Care and Discipline................................................................. 24 School Rules................................................................. 24 Complaints Procedure................................................................. 25 CLOSING THE SCHOOL IN AN EMERGENCY........................................................................................ 25 SCHOOL TERM AND HOLIDAY DATES................................................................................................... 26

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Our Aims, Vision and Values WADDESDON VILLAGE PRIMARY SCHOOL IS A PATHWAY TO EXCELLENCE

AIMS The aims of our school are:

At Waddesdon it is our aim to provide a happy caring and inclusive environment in which every individual can feel safe, supported and respected. Our broad stimulating curriculum acknowledges the different styles in which children learn and helps them fulfil their own academic, physical and social potential. We provide opportunities for children to become more motivated, independent, learners and prepare them for life in modern, technological and multi- cultural society.

• Excellence in teaching: engaging, inspiring and challenging lessons and meaningful, motivating feedback.

• Excellence in learning: children understand and strive to achieve their learning goals and have the confidence to challenge themselves.

• Excellence in teamwork: working together to create a safe, positive and purposeful learning environment in which children can succeed.

Our vision is centred on a commitment to excellence in learning and to high expectations. We aim to prepare every child for the challenges and changes of the future by giving them the opportunity to achieve the highest standards in their development. We will provide a learning environment where each individual is valued and encouraged to give of their best.

VALUES Our school values underpin all that we do at Waddesdon Village Primary School. These are: • Perseverance • Achieve

We recognise the importance of parents as partners in the learning process and nurture positive relationships between home, school and the wider community, ensuring healthy, happy and achieving learners.

• Tolerance • Honesty • Well-being • Aspire

Our vision is encapsulated in the following:A Pathway To Excellence

• Your pathway to excellence

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Staff List 2022/2023 Teaching Staff Laura Forchione Head Teacher Beth King

Pauline Cross

Jenny Bennett

Teacher Reception Class

Teacher Class 1

Teacher Class 2

Aimee Foster

Emily Smith

Sarah Leslie

Teacher Class 3

Teacher Class 4

Deputy Head Teacher Teacher Class 5 (3 days)

Charlotte Screech

Michelle Swanson

Jessica Morris

Teacher (Part Time)

Teacher Class 6

Teacher Class 5 (2 days) Teacher Class 4 (1 day)

David Mitchener

Charotte Stainer

Teacher (Part Time)

Teacher (Part Time)

Higher Level Teaching Assistants Julia Watkins Higher Level Teaching Assistant | Midday Supervisor

Teaching Assistants Tammy Saw

Charlotte Hillyard

Hayley Jones

Hayley Smith

Teaching Assistant / Midday Supervisor

Teaching Assistant / Midday Supervisor

Teaching Assistant / Midday Supervisor

ELSA

Sam Patel

Debbie Arnaud

Jane Parks

Maia Browne

Teaching Assistant / Midday Supervisor

Teaching Assistant / Midday Supervisor

Teaching Assistant / Midday Supervisor

Teaching Assistant / Midday Supervisor

Vikki Saunders Teaching Assistant / Midday Supervisor

Charotte Stainer Teaching Assistant (Part Time) / Midday Supervisor

Fred Worrell Teaching Assistant / Midday Supervisor

Finance, Administration and Facilities Management Michelle Meadows School Business Manager

Faye Thompson

Dean Hardiman

Administrator

Caretaker

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Governors CO-OPTED GOVERNORS

The Governing Body is one of the partners striving to ensure that the children in our school receive the best possible education. The other partners with whom the Governing Body works are the Head Teacher and staff, the Local Education Authority and most importantly the parents.

Sandra Mayer-Smith - Vice Chair Lucy Thompson PARENT GOVERNORS Sharon Mattheou - Chair of Governors Adam Atkinson John Spurgin

There is normally one meeting each half term of the full Governing Body; its two main committees all attend. The first of these committees has responsibility for Finance, Personnel, Premises, Health and Safety issues. The second has responsibility for Curriculum issues.

STAFF GOVERNORS Laura Forchione Sarah Leslie Sam Patel

Individual governors have responsibility for key areas such as literacy, numeracy and SEN. Governors attend training courses on a wide range of subjects. There are regular meetings held for SEN Governors and Link Governors and there are termly briefings by the LA for Chairs and Head Teachers.

CLERK TO GOVERNORS Katherine Richardson The Chair of Governors may be contacted at the school address or telephone number. Katherine Richardson, the Clerk to the Governors, may be contacted via email: krichardson@waddesdonprimary.com

LA GOVERNORS Rowan Moodie

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Admissions and Transfer PUPILS WITH DISABILITIES / EQUAL OPPORTUNITIES

ADMISSIONS POLICY This is a County Primary School taking children from the ages of 4 to 11 years. There is one point of entry: at 4 years old, children from the parishes of Waddesdon, Fleet Marston, Upper Winchendon.

The school has a policy of equality for the admission and teaching of all pupils including those with disabilities. The school does have access for wheelchairs and amenities for disabled pupils. In accordance with the Equalities Act 2010 and the Special Educational Needs and Disability Act 2001, the school has an accessibility plan in place.

An active Equal Opportunities Policy operates which tries to ensure that all children are treated equally, enjoy equal access to the curriculum and to any opportunities available at school.

However we are always pleased to welcome children from outside these designated areas providing places are available.

ADMISSIONS CRITERIA Places are allocated according to the following criteria, in order of priority:

It is the policy of the school to ensure that all of the pupils receive an appropriate and effective education. Class teachers are responsible for the educational, social and emotional development of the pupils in their care and are encouraged to ensure that equality of access is provided at all times and to all groups and individuals within the school regardless of culture, ethnic or gender considerations:-

1. Children living in the area normally served by the school.

2. Younger brothers and sisters of older children who will still be in attendance at the school on the date of admission.

3. Children with exceptional medical or social needs, supported by written evidence from a doctor, social worker, education welfare officer or other appropriate person.

• All children are expected to follow the same curriculum and to participate together in extracurricular activities.

• When organising the content of schemes of work within the curriculum, staff are asked to take into account the diversity of pupils’ cultural experience.

4. Children with exceptional educational needs, supported by written evidence from an appropriate professional.

• Children with disabilities will be treated equally and any provision that the school can provide, dependant on their individual needs, will be provided.

5. In the event of oversubscription, once places have been allocated under criteria 1 to 4, the remaining places will be awarded according to the proximity of the child’s home to the school as measured by the nearest available route. This is from the front door of the child’s home to the school’s nearest entrance gate.

• Pupils are encouraged to explore and share the ideas, opinions and interests which can derive from their particular cultural experiences and backgrounds.

• The content of work offered in the school is provided from a wide range of sources and is selected so that it engages pupils’ feelings as well as giving them information and teaching them new skills.

SCHOOL FACILITIES The school is light and spacious with superb facilities.

We have well-equipped classrooms and shared areas including the library, ICT suite and hall. Our grounds include a courtyard, adventure play area, reading circle and playing fields. These are attractive and functional, providing many opportunities for learning and recreation.

• The curriculum aims to create an understanding of, and interest in, different environments, societies, systems and cultures across time and space.

Whenever possible pupils are encouraged to recognise that each society has its own values, traditions and styles of every day living which they should consider in the context of that society as well as in their own.

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RECEPTION CHILDREN

All pupils, teaching, and non teaching staff, and parents assisting in school are expected to show respect for all people of all races, creeds and cultures. The school will not tolerate racist actions which are clearly hurtful to others and which contravene the Race Relations Act (1976). Appropriate disciplinary action will be taken against any person who participates in racist actions such as:-

Buckinghamshire County Council issue a ‘Guide for Parents’ booklet and application forms for all parents living in Buckinghamshire. If you live outside Buckinghamshire, you need to contact your own local authority for their application form and information even if you wish to apply for a Buckinghamshire school.

Children are admitted to full time education during the academic year in which they are 5. We arrange a series of visits in the summer term prior to entry for all the new reception children as part of our induction programme.

Plus the reception teacher arranges to meet all new parents on an individual basis prior to your child starting school. This is an opportunity to share information about your child and allows us all to be fully prepared for a smooth transition into school.

• Physical assault against a person or group because of colour or ethnicity.

• Derogatory name calling, insults or racist jokes, racist graffiti or any other written insults.

• Provocative behaviour such as wearing racist badges or insignia.

• Bringing racist material such as leaflets, comics or magazines into the school.

• Making threats against a person or group because of colour or ethnicity.

ARRANGEMENTS FOR NEW ENTRANTS In July all our new pupils come and spend an induction morning, known as ‘Transition Day’, at Waddesdon Village Primary School. They will spend time in their new class meeting their new teacher and their class mates. This is a good preparation for starting the new academic year in September and serves to dispel any worries or concerns your child may have so that they can look forward confidently to life in their new school.

• Racist comment in the course of discussion in lessons attempts to recruit other pupils or adults to racist organisations or groups.

Any pupil, parent or member of staff witnessing a racist incident, whether directed to them personally or towards others should report the matter immediately to the Headteacher or to the School Governors. The policy has been agreed by the Governors and Staff of the school and will be reviewed annually.

In the summer term all parents of new children are invited to a meeting at the school when you can talk to your child’s class teacher, see their new classroom and discuss any concerns or worries you may have.

VISITS Parents who wish to visit the school prior to sending their children are welcome to do so. Please contact the school to make an appointment with the Head Teacher who will be pleased to show parents around, answer questions and give any other help that may be required.

TRANSFER TO SECONDARY SCHOOLING Each year, the year 6 children are involved in the County’s secondary allocation procedure. This is a selective process to determine the most appropriate secondary school for the children involved. Some children will move on to the Grammar and High schools in Aylesbury, others will transfer to an Upper School.

Full details of the process are explained to the parents of the children involved during the summer term in the year before they take the test.

Parents may withdraw their children from the selection process if they notify the school in writing.

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Parents at Waddesdon (PAWS) Links

The purpose of PAWS is to encourage teachers, parents and children to meet together for social and fundraising activities. This is a valuable asset and support for the school. The main aim is to support the work of the school and to develop home-school links thereby enabling your child to receive the best from their education.

• Pre-School • Parish Council • School Travel Plan • Aylesbury WhizzFizz Festival • PCSOs

As a parent you are welcome to attend informal meetings during the year and each September a committee is elected. The committee organises a variety of functions throughout the year, which help to raise funds for extra resources for the school. PAWS has provided a huge range of valuable resources over the years including books, our school pond, iPads, Maths resources, STEM week, the list goes on. They have organised discos, quiz nights, summer fetes, film nights, Christmas bazaars and raffles.

• Waddesdon Church of England School • Sports Partnership (Bucks schools) • Local Church • Wednesday Club

PAWS needs your support to continue this valuable contribution to your child’s education.

PARTNERSHIP WITH PARENTS AND THE LOCAL COMMUNITY We see education as a partnership, and greatly value parental help and support. Parents and friends are encouraged to come into school and there are many different events which are shared with the whole school community.

Parents are always welcome in school to find out about their child. We also have systems in place to ensure parents are kept up to date with their child’s progress with written reports produced at the end of each term, as well as an opportunity to meet with the teacher in the Autumn and Spring terms.

The school also has international links with the Mason School in the Gambia, and national links with a school in Aylesbury.

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Curriculum achieve by the end of their year in Reception. The early learning goals are a series of aims within seven areas of development and learning. These areas are:-

Prime Areas Personal, Social and Emotional Children are encouraged to become confident and independent while learning to concentrate and to enjoy sharing in a group. They develop awareness of ways to keep healthy and safe.

Communication and Language Children communicate with one another and develop skills in talking.

Physical Development Children improve control and co-ordination of their bodies while learning to move and to handle equipment.

Specific Areas Literacy Using their phonics in their reading and writing and demonstrating their understanding of what has been read.

Mathematics Ideas about number, quantity, measurement, shape and space are explored.

CURRICULUM We believe all children are entitled to an exciting, broad and balanced curriculum. Through detailed planning based on our thorough assessments we endeavour to create a learning environment that motivates all children and inspires them to achieve their best.

Understanding of the World Children talk about the lives of themselves and others around them, drawing on different cultures. They make observations on how the natural world changes.

Our curriculum is enhanced by specialised visitors to the school as well as trips.

Expressive Arts and Design Children explore ways of using their imagination and of communicating by using colour, shape and a variety of different materials and techniques.

The school organisation is as follows:Foundation Stage - Reception

During the first term the curriculum is very similar to that which your child will have experienced in nursery or play group; play based, hands-on and active. Social and communication skills are fostered encouraging children to build bonds with their peers and become familiar with their environment. The second term introduces more teacher led activities - still practically based - building concentration and fine motor skills. During the final term concentration skills continue to be developed further and literacy and numeracy lessons, still with an active and practical focus, become a regular event in preparation for Year 1.

Key Stage 1 - Years 1 and 2 Key Stage 2 - Years 3, 4, 5 and 6 Teaching time for Reception and Key Stage 1 - 22 hours 30 minutes per week Teaching time for Key Stage 2 - 23 hours 45 minutes per week FOUNDATION STAGE The Foundation Stage has its own curriculum with early learning goals which most children should be able to

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KEY STAGES 1 AND 2 Our view of the curriculum is that it should provide opportunities for all our pupils to learn and achieve and prepare them for the challenges, responsibilities and experiences of life.

• to create flexible attitudes towards reading to enable a child to respond to literature in all its richness; • to develop confident use of a range of strategies to derive meaning from reading;

We achieve this through teaching all the subjects in the National Curriculum; Religious Education; Personal, Social and Health Education and Citizenship; and extra curricular activities; and by systematic planning of the curriculum; by assessing and recording pupils’ progress and attainment; and planning to meet the individual needs of each pupil.

• to develop in each child the ability to write for a range of purposes and to express their ideas in extended writing.

READING AT HOME All children are expected to take a book home to read at least once a week and we recommend they read daily with an adult at home. We value the contribution of parents to reading and encourage parents to be involved in the development of their child’s reading and give guidance through curriculum evenings and information leaflets on ways to do this. Our Reading Rocket Challenge encourages all children to read a range of books for pleasure. Children who lose or return damaged books that cannot be used again may be asked to contribute towards the cost of a replacement.

We teach in mixed ability classes organised by age.

Within these classes we use a variety of methods to achieve the planned learning objectives and to meet the needs of each pupil; this includes whole class teaching, group and individual work.

ENGLISH The school now follows the new National Curriculum in years R, 1, 2, 3, 4, 5 & 6. The school uses Essential Letters and Sounds as its basis for a rigorous daily phonics programme in Years R, 1 and 2. Spelling, Punctuation and Grammar are also highly valued and are taught in line with the new national curriculum appendices throughout the school.

LIBRARY The school has a well stocked online computerised library. All the children are encouraged to be regular users, and all classes have a weekly library period time-tabled to enable children to choose books. Books are loaned free for up to two weeks at a time. Children who lose their library books may be asked to contribute towards the cost of replacement.

We also aim: • to develop a child’s ability to speak with clarity, confidence and fluency; • to develop a child’s capacity to listen attentively;

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HANDWRITING

focus is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value; pupils also develop efficient mental and written methods of calculation, with increasingly large whole numbers and apply their understanding in problem solving. In upper KS2 this is extended further and pupils develop connections between multiplication and division with fractions, percentages and ratio. Pupils also develop their ability to use efficient written and mental methods of calculation and are introduced to algebra as a means of solving a variety of problems.

There is a standard style, which is taught throughout the school. We teach cursive handwriting from Class 1.

Regular opportunities for practice are given and children are encouraged to take a pride in the presentation of their work.

COMPUTING We believe that a high quality computing education is vital in preparing children to understand and participate in a rapidly changing world. Computing encompasses computer science, which helps children understand how technology works and teaches children how to program, as well as digital literacy, which supports children in understanding and creating their own digital content.

At all stages pupils are encouraged to: • develop the ability to recall and apply knowledge rapidly and accurately

In Key Stage 1, children will learn how to program and control devices such as Beebots and have a basic introduction to block coding. Additionally, they will learn how to research and develop their presentation skills through using a variety of software and applications.

• reason mathematically • persevere in solving problems by breaking them down into a series of simpler steps.

SCIENCE

In Key Stage 2, children will extend their programming skills and develop their ability in creating more complex programs as well as being able to debug effectively. In upper Key Stage 2, these coding skills will be applied to a physical system that requires a program to control it.

Across the Key Stage children will explore spreadsheets, networks, email, 3D modelling and make choices about how best to present their work.

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity. All pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about national phenomena.

Throughout these units, links to other subjects across the curriculum will be made. eSafety is a priority and is taught each half term in addition to the computing units; often, further discussions and assemblies are held that relate to being safe and respectful online.

We follow the topics outlined in the new national curriculum together with an emphasis on working “Like Scientists” and working scientifically. Through this pupils are also encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

MATHS A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. Although the maths curriculum is organised into distinct strands, pupils are encouraged to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Wherever possible, they should also apply their mathematical knowledge to science and other subjects.

HISTORY Our aim is to fire children’s curiosity about the past in Britain and in the wider world and, through finding evidence, weighing it up and reaching their own conclusions, to ensure that they begin to develop the skills to research, sift through evidence and argue from a point of view.

We follow the topics outlined in the new national curriculum for history using any cross-curricular links.

The children also learn about the history of our local area which is rich in interest. The children are encouraged to learn from historical sources and artefacts, drama and visits.

The main focus in Key Stage 1 is to ensure children develop confidence and mental fluency with whole numbers, counting and place value. The support of parents in reinforcing their child’s learning by playing simple maths games is invaluable. In lower KS2, the 12

GEOGRAPHY Through the study of geography we aim to develop the children’s understanding of our environment and how human beings use and affect it. We use the topics outlined in the new national curriculum to study the local environment and contrasting places in Britain, Europe and the rest of the world using cross-curricular links where possible. The children develop their knowledge of places and environments and they encounter different societies and cultures.

The local area is used for geographical study allowing an investigative approach through fieldwork. This is valuable experience for developing and using the skills of geographical enquiry during field weeks.

PERSONAL, SOCIAL AND HEALTH EDUCATION (PSHE) AND CITIZENSHIP We recognise that PSHE and Citizenship is an important part of the curriculum. It is taught as a separate subject but is also incorporated into all areas of the curriculum when appropriate. Social, moral, spiritual and cultural development is promoted throughout the school, through all areas of the curriculum.

• Personal Development. The children develop personal qualities which will include honesty, politeness, good manners, good appearance and punctuality. They should respect the views of others and be able to reason and make personal choices, recognising the difference between right and wrong.

requirement. It is taught as part of a topic concerned with the development of children as whole individuals, incorporating their physical, spiritual, mental and social growth.

• Social Development. The children should develop respect for other people, the family and the community.

A large part of this is taught through Circle Time.

They should show respect to all people irrespective of differences in their way of life. They should value religion in its different forms and they should develop ways of managing personal relationships.

A copy of the policy is available to parents via the school office or website. Parents who wish to exercise their right to withdraw their child from this area of the school’s curriculum should speak to the headteacher.

MUSIC

• Health. We are a Healthy School. Health Education is made up of several important components including; safety, nutrition, personal hygiene, exercise, sex education, substance use and misuse and environmental aspects of health education. We promote healthy eating through our healthy cooking club.

Children are given opportunities to develop their understanding and enjoyment of music through performing and composing, listening to and appraising music. Through the teaching of music we aim to introduce the children to a wide variety of music across a range of historical periods, genres, styles and traditions. We encourage their active involvement in music making.

• The Pupil Voice. We have a School Council ‘Pupil Parliament’ composed of representatives from each year group who report back to their own Class. We encourage and value the contribution children can make through participation and consultation on a range of issues which matter to them. Pupil Parliament also has a budget and raises money for the school e.g. through Supporting PAWS with cake sales.

Instrumental lessons are provided through the Buckinghamshire Music Centre and offer tuition on all orchestral instruments, guitar, voice and drums - most offered in school or at the centre. Playaway Music offer individual tuition - piano and ukulele club.

Children also enjoy the opportunity to sing and the school productions in KS1 and KS2 each year provide a lovely opportunity for performance to an audience.

Sex and Relationships Education is a statutory 13

DESIGN AND TECHNOLOGY

and we use display to highlight the quality and content of children’s work.

Technology encompasses craft, design, home economics and economic awareness. It helps to develop creative thinking, practical and evaluative skills and can demand perseverance and tolerance. Children will design and make purposeful, functional, appealing products for themselves and others based on design criteria. They will use a variety of tools and equipment and use a wide range of materials and components, including construction materials and textiles. Children will develop their evaluation skills and technical knowledge (e.g. of mechanisms, structures and electrical components).

Throughout the school, children will learn about how key events and individuals in design and technology have shaped the world. Children will also use the basic principles of a healthy and varied diet to prepare dishes from a variety of cultures, thinking about sustainability.

PHYSICAL EDUCATION We aim to promote positive attitudes to physical activity with a competitive element and a healthy lifestyle by teaching children to improve their natural abilities through the participation and enjoyment of a range of physical activities and the development of skill, confidence and self esteem.

Children attend lessons at the Aqua Vale Swimming and Fitness Centre where they are taught swimming, water safety and survival skills.

If your child is unwell and you want him/her excused from a physical activity please contact the school, either by telephone or with a note.

PE specialists are used throughout the school, to promote the delivery of high quality PE.

ART AND DESIGN Art and design stimulates creativity and imagination. It provides children with the ability to communicate ideas and feelings in a visual and tactile form. We give the children the opportunity to use colour, form, texture, pattern and different materials and processes. We introduce them to the work of artists, craft workers and designers in the locality as well as from a variety of periods and cultures in order to develop their appreciation of the richness of our diverse and cultural heritage. Areas such as drawing, painting, collage, printing, textiles and sculpture are covered throughout key stages. We use art to support and enhance work in other curriculum areas

RELIGIOUS EDUCATION This is a County school, which is not linked with any religious denomination. Our aims are that children should know and understand the nature, role and influence of religion in the world and through this challenge our pupils to question and explore their own and others’ understanding of the world. We believe that R.E. helps pupils with their literacy, creativity, personal development and critical thinking.

We follow the requirements of the Buckinghamshire Agreed Syllabus.

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Parents have a right to withdraw their child from RE lessons. Parents wishing to exercise this right should speak to the Head Teacher and discuss this issue. In the process of this discussion, the parent should be shown the policy and the Agreed Syllabus to show the educational value of RE. Whilst it is neither the school’s practice nor wish to exclude any child, if it is the parents’ wish then alternative activities will be arranged.

Stage Profile will no longer be compulsory.

Nationally, assessment using levels has now stopped.

Instead, learning without levels has generated age related expectations that children within a particular year group are intended to reach. New, more challenging KS1 and KS2 tests (SATS) are taken by children in year 2 and 6.

In the academic year 2015-16, an absolute measure of progress (i.e two levels of progress required between KS1 and KS2) was replaced by a relative measure. KS2 test outcomes are now reported as a scaled score, where the expected score is 100. Pupil progress will be determined in relation to the average progress made by pupils with the same baseline.

COLLECTIVE WORSHIP Assemblies promote the ethos of the school and children’s social, moral, spiritual and cultural development. They are based on weekly themes which raise awareness of and appreciation for other faiths and beliefs as well as Christianity; and promote the school’s values.

Assessing a child’s progress is an integral part of the learning process and enables the teacher to plan their pupil’s next steps. We believe that children thrive on high expectations and clear aims; targets are therefore set with the children. All children are continually assessed by their class teacher. Whole school assessment weeks are no longer carried out, with teachers doing more formal assessments when appropriate.

Parents are invited to class assemblies and special assemblies held to celebrate festivals such as harvest.

Parents who wish to exercise their right to withdraw their child from assemblies should approach the Head Teacher.

There is a school policy for the sampling and assessment of children’s work and a school marking policy to ensure a consistency of approach. Any records, reports and test results we have are available for parents to see.

FRENCH At present French is taught to Year 3, 4, 5 and 6 pupils.

We value the partnership which we have with parents and an evening is set aside at the beginning of the autumn term for them to meet with their child’s new teacher.

Further Parents’ Evenings are held in the Autumn and Spring terms and a full written report is sent out at the end of the school year. This also includes any formal assessments made.

TEACHING AND LEARNING At Waddesdon Village Primary School, teachers work hard to deliver exciting learning opportunities for all the children to be engaged with. Children enjoy the challenges set by the teachers and with discussion decide on how learning is developing and are used as lead learners to support their peers.

We believe that assessment is at the heart of effective teaching and learning; this is used when planning to inform future teaching and learning and therefore standards are raised.

SPECIAL EDUCATION NEEDS AND DISABILITY - including the most able children.

We believe every pupil has an entitlement to develop their full potential. Educational experiences are provided which develop pupils’ achievements and recognise their individuality. Diversity is valued as a rich resource, which supports the learning of all. In this school, we recognise a child’s right to a broad, balanced, relevant and challenging curriculum, which is appropriate to their individual abilities, talents and personal qualities.

In our assessment procedures we recognise the individuality of all children, taking a positive view and recognising that praise and success are great motivators in the learning process.

ASSESSMENT AND REPORTING

Our Special Educational Needs Co-ordinator (SENCo) is responsible for ensuring that provision is made for special attention to be given to children who experience learning difficulties. Provision varies according to the needs of the individual child. There is an agreed procedure that is standard throughout the county. Parents are kept informed and are consulted at every stage. If we feel your child would benefit from having some form of extra support a meeting will be arranged with you, and an Special Educational Needs Support Plan (SSP) will be

Throughout your child’s time at Waddesdon Village Primary School, we will carefully monitor their progress to ensure they reach their full potential.

At the beginning of their time at Waddesdon, reception children are assessed against the knowledge and understanding typical for children at the start of reception year to capture a starting point. As previously, teachers will continue to undertake on-going assessment during reception, but from 2016, the Early Years Foundation 15

set up to ensure your child receives focused support.

The SSP sets out targets in small achievable steps and is written and reviewed by the class teacher and parents with advice from the SENCo. Teaching assistants work on a ‘one to one’ or small group basis, under the direction of the class teacher, with those children who have been identified as needing extra support. A copy of the SEN policy is available from the school office or from the website, as well as the school’s local offer and information report.

to children who are experiencing temporary or longer term additional emotional needs.

We liaise closely with members of the Council Specialist Teaching Service, Educational Psychology Service, Pupil Referral Unit and colleagues from the Vale of Aylesbury Primary Care Trust and other relevant support services.

The sessions are fun and are planned for on a personal basis with each child in mind, they are normally one to one sessions but occasionally small group work is more beneficial especially when working on friendships and social skills. The sessions normally have a duration of approximately 6 weeks but in some cases can be longer.

At Waddesdon Village Primary School we aim to establish a warm, respectful relationship with a pupil and to provide a reflective space where children are able to share honestly their thoughts and feelings.

We have a dedicated ‘ELSA Room’ where the sessions take place, this has been designed to be a calm, safe space where the children feel supported and nurtured.

At Waddesdon Village Primary School we aim to create a culture of high expectation in which ability can flourish and be recognised. We aim to motivate and enable all children to reach their potential and to provide an appropriate basis on which the more able child can progress with enjoyment and confidence. This is achieved by providing a high challenge and low stress environment. Planning includes enrichment and extension through high order questioning and critical and creative thinking.

In ELSA we aim to provide support for a wide range of emotional needs: • Recognising, understanding and regulating emotions • Anxiety • Building Self-Esteem • Social Skills • Friendship Skills

We strive to provide challenges for all children to enable them to master the curriculum, develop their thinking skills and become comfortable with taking risks.

• Anger Management • Loss and bereavement We do this within a range of interventions such as Lego Therapy, Drawing and Talking, Friendship groups, anger management, bereavement support, social stories, puppet shows and anxiety support.

Our Most Able Co-ordinator is responsible for monitoring those children who have been identified as most able.

EMOTIONAL LITERACY SUPPORT AND WELL-BEING SUPPORT (ELSA)

For children with complex or long term needs it is unrealistic to expect ELSA intervention to resolve all of their difficulties, however support will be designed to target specific aspects of a child’s need. Mrs Smith may discuss referring a child with parents for further support, through either CAMHs, the school nursing team or other external support.

We as a school recognise that children learn better and are happier in school if their emotional needs are met. We have a member of staff, Mrs H Smith, who has been trained and regularly supervised by educational psychologists to plan and deliver programmes of support

Extra Curricular Activities Children benefit from the rich variety of experiences we can give them. Activities and clubs may include cricket, football, tag rugby, hockey, netball, gardening, drama, choir and ICT. Children may have the opportunity to represent the school in a range of team games.

planned to extend and enhance the curriculum. Children in Year 4 also have the opportunity to go on a residential visit to Woodrow High House and children in Year 6 go to Wales for a week in the summer term. Members of the wider community are frequently invited and welcomed into our school. These may include our local vicar, musicians, authors and players.

Dance, football skills, and mini athletics are offered by outside providers for which a fee has to be paid.

Parents are asked to make a voluntary contribution to support these activities, if there are any problems with this please contact the school. Without these contributions such activities cannot take place.

EDUCATIONAL VISITS AND SPECIAL EVENTS Day visits take place in each year group. These are 16

The School Day KS1 AND KS2 SCHOOL:

We have two playgrounds surrounded by grassy areas and a field which the children can play on in good weather. For their comfort and safety the children in Reception and Key Stage 1 have a separate playground.

Morning session 08.50 to 11:30 (KS1) | 08.50 to 12:30 (KS2) (Children may come into the school from 08.30) Afternoon session 12:30 to 15:20 (KS1) | 13:30 to 15:20 (KS2)

LUNCH ARRANGEMENTS AND SNACKS / SCHOOL CATERING SERVICE

There is a morning break for both departments 15 minutes.

We actively promote a healthy and balanced diet.

Children may bring a fruit or vegetable snack to eat at playtime.

The KS1 department has a 15-minute break during the afternoon session.

A selection of hot and cold lunches are available and are ordered in advance from Fresh Start Catering.

Menus and ordering information is available at www.freshstartcatering.uk. A small charge is made for these meals for Key Stage 2 children whilst all Key Stage 1 children are entitled to free meals. For those children bringing a packed lunch, wide necked flasks of hot food are allowed but for safety reasons we do not allow glass containers, glass lined flasks or pointed sharp knives or cans of fizzy drinks. We request that chocolate bars and sweets are not included in packed lunches.

THE DAILY ROUTINE 8:50 am

Registration

9:00 am

English and Maths & Phonics KS1

10:00 am

Assembly

10:15 am

Teaching Session

10:45 am

Playtime

11:15 am

English and Maths

12:00 pm

(KS1) Lunchtime

(KS2)11:00 - 11:15

Children who have their lunch at school remain on the premises. At the discretion of the Head Teacher and Governors, in a case of serious or repeated misbehaviour or lack of respect for the staff on duty, parents may be required to make temporary or permanent arrangements for their child to go home for lunch.

(KS2) 12:15 pm

1:00 pm

(KS1) Reading Activities (KS2) 1:15 pm

1:40 pm

Teaching Session

2:15 pm

Playtime - KS1 Only

3.20 pm

School Ends

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Some parents may prefer their children to have lunch at home. Please notify us in writing or by telephone if you would like your child to go home for lunch.

We should also be notified as soon as possible if your child has an infectious disease (chickenpox, measles, mumps, etc.).

Information about free school meals for Key Stage 2 pupils can be requested from the School Office where current information is available about which benefits entitle parents and carers to claim free school meals for their children. All such requests for information are treated in confidence.

Parents are asked not to take pupils out of school for reasons other than illness or medical treatment during term time, in the interests of their education and progress.

The DCSF recommend that no term time holidays are granted and therefore as a rule requests for term time holidays will not be approved. Governors will only consider exceptional applications for leave of absence for holidays which are submitted in advance and have strong compassionate grounds (see Attendance Policy on school website). Parents may be fined for taking children out of school during term time.

ATTENDANCE Regular and punctual attendance is obviously important and as parents your co-operation to ensure this for your child will be much appreciated. School starts at 8.50 a.m. and all children should try to arrive on time. Children who are late for school and have missed registration should report to the school office. The registers close at 9.10 a.m.

COMMUNICATIONS WITH PARENTS Parents are kept informed of events and activities on a regular basis through newsletters, ParentMail and the school website. Information about dates, fund raising and parent consultation evenings are also included.

We should be notified as soon as possible if your child is going to be absent. A telephone call to explain your child’s absence should be made to the school by 9.00 a.m. of the first day of sickness. This should be followed up daily by either a telephone call or a note of explanation. This information is required by the school in order for us to authorise the absence (as we are required to do by law). It is also important from a health and safety point of view especially if your child walks to school.

Each half-term our class teachers send a curriculum newsletter out to parents summarising the key areas your child will be learning about and including a timetable giving details of PE, homework, library etc. for that term.

This is also available on the school website, www.waddesdonprimary.com 18

In cases where parents who live separately wish to receive additional copies of newsletters or other correspondence to be posted to an address that is different from the child’s usual home, we ask that you let us have 10 A4 stamped, addressed envelopes each year for this purpose, or sign up to ParentMail.

the admission clerk as soon as they occur. Please ensure the information regarding allergies is kept up to date.

In the interests of the safety of all children and adults, no cars are allowed within the school grounds. Parents are requested not to park at the front of the school at the beginning and end of each day until the school buses have cleared the area. Parents of children with mobility difficulties may be issued with a permit to bring their cars onto the premises. Dogs are not allowed on the premises at any time.

HEALTH AND WELFARE All children have a class teacher to whom they can relate directly. They will also have contact with other members of the staff. Every effort is made to accommodate individual problems.

If your child is in our Reception class or Key Stage 1 then we must receive a note explaining if another adult is to collect your child at the end of the day.

Minor accidents and ailments are dealt with by teachers or teaching assistants and during lunchtime by lunchtime supervisors. The school has ensured that there are sufficient staff qualified to administer first aid. If more specialised treatment is needed, children are referred to hospital and parents informed immediately.

Each term the school holds an emergency drill for the evacuation of the building in the event of a problem such as fire. Lockdown procedures are also practised.

The Governing Body is responsible for the day to day maintenance of the school. There is a programme of regular maintenance tasks which is followed to ensure that the building and grounds are kept in a good state of repair.

School is essentially a working environment where children are expected to give their best. This cannot be the case if they are ill. Children with severe colds or stomach upsets should not be sent to school and the school must be notified of any infectious diseases. If your child is taken ill at school you will be contacted and asked to make arrangements for their collection.

The school is a very secure site. We ask all parents to enter the school by the front entrance and to help us keep the children safe by reporting any incidents which may affect the safety of the children to the Head Teacher.

On advice from the school medical service we cannot administer medicines to children. However if it is essential that medicine needs to be given to a child then we require the parents to come to school to administer it. In exceptional circumstances the school nurse will train the staff in the emergency administration of medicines or how to deal with long term illness.

All personnel working in the school, including regular parent volunteers, are checked by the Disclosure and Barring Service. On occasions, other volunteers may be allowed to accompany trips or work in school on a one off basis.

We recognise that it is important that children have access to drinking water when they need it. Children are encouraged to bring a bottle of water, clearly named, into the classroom. Suitable containers can be purchased from the office. Milk is available for children in the Reception class and Classes 1 and 2 should you request it.

SAFEGUARDING OF CHILDREN STATEMENT

SCHOOL SECURITY AND HEALTH AND SAFETY The security of the school is reviewed each term as part of the Health and Safety inspection. The safety of the children is paramount whilst they are on school premises.

Parents are asked to use the school booking in and out system when visiting the school.

To promote a safe environment for pupils, our selection and recruitment policy includes all checks on staff and regular volunteers’ suitability, including Disclosure and Barring Service checks, as recommended by Buckinghamshire Council in accordance with current legislation.

A telephone number or point of contact for use in an emergency must be left at the school office and all parents should complete medical forms. Alterations to such details must be given in writing for the attention of

In accordance with our responsibilities under section 175/157 of the Education Act 2002, we have a Designated Person for Child Protection (Alison Vicentijevic) who is a member of the senior management team, and has

At this school, the health, safety and well-being of every child are our paramount concern. We listen to our pupils and take seriously what they tell us. Our aim is for children to enjoy their time as pupils in this school. We want to work in partnership with you to help your child achieve their full potential and make a positive contribution.

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CHILDREN LOOKED AFTER (CLA)

received appropriate training for this role. It is their responsibility to ensure that all staff in contact with children receive child protection awareness training on a regular basis.

Children become looked after if they have been taken into care by the local authority, or have been accommodated by the local authority (a voluntary care arrangement).

Most CLA live with foster parents but a smaller number may be in children’s residential units, living with a relative or even placed at home with their birth parents.

There are occasions that our concern about a child may mean that we have to consult other agencies. Whilst we would always aim to work in partnership with parents there may be exceptions to this when concerns are raised for the protection of a child.

We are committed to providing quality education for all our pupils, based on equality of access, opportunities and outcomes. We fully subscribe to the Every Child Matters outcomes, therefore we fulfil the Government’s aim for every child, whatever their background or their circumstances, to have the support they need in order to:

On very rare occasions Social Care, whilst undertaking an investigation under s47 of the Children Act 1989, may want to speak to a child without parents’ knowledge. This would be a decision made in collaboration with partner agencies and would only be done in situations where a child might be at immediate risk. To gain consent at this point may increase the level of risk to the child or cause evidence of a crime to be lost.

• Ensure that CLA take as full a part as possible in school activities; • Ensure that carers and social workers of CLA are kept fully informed of their child’s progress and attainment;

The procedures, which we follow, have been laid down by the Local Safeguarding Children’s Board, and the school has adopted a Child Protection Policy in line with this for the safety of all. If you want to know more about procedures, please speak to the Headteacher, Laura Forchione or your child’s class teacher: the Policy can be found on the school website.

• Ensure that CLA are involved, where practical, in decisions affecting their future provision.

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Policies CHARGES FOR EDUCATIONAL ACTIVITIES

EQUIPMENT

POLICY STATEMENT

The younger children require a book bag which can be purchased from the office. All children need a school bag and pencil case and it is very helpful if parents would provide their children who are in Key Stages 1 and 2 with the following and encourage them to look after their own possessions: pencils; writing pen (blue ink) - fountain or fibre tip pens are preferred (biro type pens are not allowed); eraser; pencil sharpener; 30cm ruler; coloured pencils; glue stick.

The Government Body keep under review a changing and revised policy The following school policy is based on that recommended by the Education Department of Bucks County Council. a) That where activities take place in school session time, such as an educational visit, external experience or visiting speaker or groups, parents will be invited to make voluntary contributions towards the cost of the activity on a pro rata basis, but that a pupil will not be debarred from taking part in that activity because his/ her parents cannot, or will not, contribute. This does not affect the rights of parents to withdraw pupils from such activity, from personal choice or reasons.

However some activities can happen only if the total level of voluntary contribution covers the cost.

Each child is issued with a reading diary, a homework exercise book and other exercise books. Loss or damage to any of these items will result in parents being charged for a replacement. Likewise parents will be charged for any lost or damaged library or reading books.

PERSONAL POSSESSIONS The children are encouraged to look after and be responsible for all their personal belongings. As far as is practicable, all children’s belongings should be clearly named. The school does not accept any responsibility for the loss of or damage to any personal property or money.

Any money, which is brought to school, should be in a clearly marked envelope. Money envelopes are available for purchase from the school office.

NOTE - The Governing Body of Waddesdon Village Primary School will, at the start of the school year, decide: • an acceptable level of parents’ voluntary contributions which should allow planned educational activities to take place, and • the extent to which school financial resources or other available funds may be used to meet the balance of costs not covered by parents’ voluntary contributions.

Children in Reception and Key Stage 1 are asked to leave their toys at home for safe-keeping. Toys and equipment are available for the children to use at playtime.

b) That where activities take place outside school session time, charges continue to be levied, where appropriate. c) That any application for a full or partial remission of charges be considered by the Headteacher.

PHOTOGRAPH / WEBSITE POLICY We often take photographs and videos of our pupils on different occasions - whilst working in classrooms or in the computer suite; on sports days; at special events; at school productions; and on school trips. These photographs are used on displays around the school, in portfolios, on the website and in school publications.

Photographs may also be used by the local media to publicise events and to celebrate the successes of the pupils.

d) That appropriate charges will be made for ingredients and materials where parents have indicated in advance that they wish to own their child’s finished work. e) Those parents may be required to meet the cost of breakage and damage where this is the result of their child’s behaviour. f) A charge will be made for music tuition.

On joining the school you will be asked to complete a consent form to indicate if you prefer your child not to feature in photographs or videos.

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UNIFORM POLICY

Physical Education

The Governors, Head Teacher and Staff believe that a school uniform fosters a sense of identity, belonging and pride, and sets a high standard of appearance for all.

• Black PE shorts • White T shirt - plain or school logo • Black plimsolls or trainers (outdoor games only)

A school uniform policy only works well if everyone knows what is acceptable and what is unacceptable. It is worth stating the key principles we insist upon:

• Plain tracksuits may be worn outdoors for games during cold weather

• No jewellery except small, plain studs for pierced ears and wrist watches - both of which must be removed for PE.

Summer Options

• Skirt length no shorter than just above the knee.

• Smart grey tailored shorts

• No high-heeled shoes over 3cm.

• Royal blue baseball hats or plain white or royal blue brimmed hats (optional)

• Blue gingham dresses

• Trainers only as sports shoes.

• No fashion items, e.g. boot leg trousers, mini skirts or designer sportswear.

All uniform items are available to purchase from either www.schooltrends.co.uk or Tesco at https://waddesdon-village-pri.schoople.com/uniformeasy

• Socks and tights should be plain coloured, no patterns or cartoons.

• All clothing, including coats and shoes must be labelled with the pupil’s name.

Water bottles are available from the school office.

We encourage our children to take responsibility for their own appearance, to look clean, smart and tidy at all times. It is the responsibility of parents to ensure their child is properly attired for school. Members of the school staff have responsibility for promoting the school’s uniform policy by reminding children about the rules relating to appropriate dress.

HOMEWORK POLICY We believe in the importance of homework as an extension or reinforcement of work done in the classroom.

It is also an opportunity for children to develop the skills and practice of independent study.

A Home-School Agreement has been set up whereby the school and parents undertake to work with one another to give the children the best possible support with all aspects of their work, especially homework.

If a problem arises the Head Teacher or Deputy will, in the first instance, contact parents. However we anticipate all parents will fully support the uniform policy.

Homework is set on a regular basis by the teachers, the amount and type varying according to the age of the children. Details are given out, by the teachers, at the beginning of each term.

Year-round, Whole School Uniform (Ages 4-11) • White shirt, polo shirt or blouse (not T-shirt) available with school logo.

We ask parents to support the school by making sure that homework is done carefully and in the best possible conditions. There are many ways that parents can help children with homework: working with the children, giving positive encouragement and support; checking presentation, handwriting and spelling; listening to them reading; asking them to go through and explain what they have been studying.

• Grey trousers • Grey skirt/pinafores • Royal blue jumper, cardigan or sweatshirt (sweatshirts and cardigans with school logo available) • Royal blue zip up fleece (available with school logo), for wearing outside

Children will of course work at different speeds and so homework will take longer for some than for others. If there is a problem over homework, parents are asked to get in touch with the class teacher. Similarly, we will contact parents if we think that there are frequent problems over homework which parents could help to resolve.

• Plain black school shoes with low heels • Black/navy/grey/white plain coloured socks • Black/navy/grey plain coloured tights

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ADMINISTRATION OF MEDICINES TO PUPILS POLICY

BEHAVIOUR POLICY At Waddesdon Village Primary School we have a clear policy on behaviour which is understood and implemented by all staff and pupils. We believe that children learn best when they are in a safe and happy environment where they are expected to behave well towards each other, their teacher, the other adults who work here and their parents. We prefer to co-operate with parents in order to encourage children to develop as fully as possible and we expect parents to support us in promoting the highest standards of good manners, respect and care to help our children grow socially, emotionally and spiritually as well as academically.

This policy has been produced by Waddesdon Village Primary School as a response to the Administration of Medicines to Pupils - Code of Practice as well as the Code of Practice for Asthma dated July 2001. It is designed to ensure that the standards required by the codes are met and that all staff, governors and parents/ carers are aware of their responsibilities.

Each Code describes the school’s duties under the law and the recommended safe working procedures.

It should be recognised that the school is under no obligation to administer medicines. Parents/carers can be requested to attend in order to see to their child’s needs.

Employees involved in the administration of medicines are covered by the Authority’s employer’s liability insurance provided that they have acted in accordance with this policy and the Codes of Practice.

We believe that good behaviour needs to be carefully developed as it is too important to be left to chance. At our school we think that children learn best where there are clear expectations and a consistent framework and where adults model the highest standards of behaviour.

Parents and their children are requested to sign the Home School Agreement to reinforce this.

In order to comply with the Codes of Practice our policy is as follows:• Only medicines prescribed by a doctor will be administered in school. In most cases, for instance where three doses are needed per day, medicine can be administered at home outside school hours, (before school, after school and bedtime). If in doubt please check with your doctor.

ANTI-BULLYING POLICY Bullying can be described as being ‘a deliberate act done to cause distress solely in order to give a feeling of power, status or other gratification to the person bullying. It can range from ostracising, name-calling, teasing, threats and extortion, through to physical assault on persons and/or their property. It can be an unresolved single frightening incident which casts a shadow over a child’s life, or a series of such incidents.’

• The Headteacher has the final responsibility for agreeing to requests to administer medication and it is often delegated to a Qualified First Aider or a Teaching Assistant.

At Waddesdon Village Primary School staff, parents and children work together to create a happy, caring, learning environment. Bullying - verbal, physical or indirect - will not be tolerated. It is everyone’s responsibility to aim to prevent occurrences of bullying and to deal with any incidents quickly and effectively. Consequently, the governors have approved this policy.

• Medicines can only be administered with written consent of the parent/carer. When a parent requests that the school should administer or supervise the administration of a medicine prescribed by a doctor, they should provide the following: • A signed form available from the school office.

Bullying can be brought to the attention of staff by the person being bullied their friend(s) and their parent(s) or by other interested people.

• The School will only accept prescribed medicines that are in-date, labelled, provided in the original container as dispensed by a pharmacist and include instructions for administration, dosage and storage.

“Circle Time” is held on a regular basis and forms a crucial part of the school’s curriculum planning. During these sessions issues concerning bullying may be highlighted. This time provides a structured opportunity for dealing with these, or any similar problems.

• No variations may be made to the instructions printed on the label of prescribed medicines.

The full policy document outlines procedures to be followed once bullying is reported and possible sanctions to apply depending on the severity of the bullying. These include the possibility of permanent exclusion from school for the most serious persistent bullying.

• The dose given will be entered into a Medicines Record Book kept in the Office.

• All medicines will be stored in the first aid cupboard or the fridge in the staff room.

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Asthma

PASTORAL CARE AND DISCIPLINE

There is a separate Code of Practice for Asthma, which specifies the following responsibilities of the parents and the school:-

The care and development of the children is the concern of all members of staff. Each teacher is responsible for giving the security of pastoral care for each individual child within the class. Teaching Assistants and the Head Teacher support the teachers in this. In all our considerations, the health, safety and welfare of the child are of paramount importance.

Parents/carers are requested to: • Inform the school if their child suffers from asthma, however mildly.

• Inform the school in writing, using the request form, stating how and when the inhaler(s)/volumiser should be used.

Older children are encouraged to take on extra responsibilities and to set a good example to younger children. Children in Years 5 and 6 meet with children in Year R and 1 for friendship Partners. The activities they do together foster strong bonds between the older and younger children and actively encourages responsibility and friendship.

• Inform the staff if their child is particularly wheezy at any time and is likely to use their inhaler more frequently than usual.

• Mark asthma inhalers/volumisers clearly with the child’s name if, taken into school.

At no time do we consider fighting, swearing, racial abuse, rough behaviour or bullying to be at all acceptable and this includes when travelling to and from school.

• Take responsibility for checking that the inhalers are working and not empty.

It is the aim of this school to have zero tolerance of bullying of any kind. The school recognises that all children at some point are susceptible to bullying and as such all children should be taught, and given guidance, as to how to deal with bullying. This also requires that children do not tolerate bullying and that they too play an active part in reducing the incidents of bullying. Parents need to be actively supporting these aims too, for them to be effective.

It is the responsibility of the school: • To make arrangements as necessary for the children to have easy access to their inhalers and volumisers.

• To arrange for the inhalers of children in the school to be kept safely in the classroom. The class teacher will look after them where they will be ready for immediate use.

• To inform parents/carers when a pupil is observed to be using his/her inhaler/volumiser more frequently than usual.

Parents who think that their child may be a victim of bullying should contact the Head Teacher immediately so that the matter can be investigated and firm action taken, if necessary.

USE OF THE INTERNET

In very rare cases it may be necessary to exclude a child from school, either temporarily or permanently. This will only ever be done after all other possible ways have been considered and tried. Very careful arrangements will be made to make sure that any child who is allowed to return to this school after a period of exclusion is helped to behave appropriately.

As part of the curriculum children in the school are taught how to use the Internet and to use email. All the computers within the school are protected by virus and firewall security systems to prevent children accessing unsuitable material. Children are not permitted to use the Internet within school without adult supervision. We cannot guarantee that a child who deliberately attempts to circumvent the normal security procedures would not be able to view unsuitable or offensive material. We therefore require children to adhere to appropriate use of the Internet. Websites visited are logged in the history. Parents will be informed if any pupil is found to be using the Internet inappropriately. Parents are requested to ensure that suitable child safety protection exists on any home computer that your child accesses. E-safety is of primary importance and the children are taught about the dangers of using the Internet and how to deal with any issues.

SCHOOL RULES Rules are made known to the children on entry to the school and are reinforced periodically by reference to and discussion of specified points as they arise.

Each class agrees rules at the start of the school year and all the children are expected to adhere to them.

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COMPLAINTS PROCEDURE

dissatisfied after contact with the school, they do have the right to complain formally, through the ‘Complaints Procedure’. Any parent requiring information about this should contact the school for details.

Although we work hard with parents in order to provide a high quality education for their children, there may be occasions when parents wish to make some form of complaint.

Copies of all DCSF documents and guidance on the curriculum, schemes of work, school policies and the School Plan are kept in the school and are available for parents to view on request.

In most cases we can resolve the matter quickly and at the same time maintain a good relationship between home and school. If parents are still worried or

Closing the School in an Emergency After consultation with the Local Authority and the Governors, we now have a procedure for those rare occasions when the school has to be closed down with little or no notice.

e) Children who travel to school unaccompanied and are told on the way, by an adult known to them that the school is closed, should return home only if they are absolutely certain that there is an adult there to look after them. In all other cases please emphasise to your child that they should continue the journey to school, where they will be looked after (see paragraph d) above).

1. Closure due to weather conditions prevailing before school starts a) If the weather has been bad overnight, e.g. heavy snowfall, listen to the local radio stations early in the morning before school is due to start (Mix 96).

They have public service announcements at regular intervals.

f) If you are in doubt about whether or not school is open please telephone the school. A recorded message will state the situation at that time if the phone is not answered in person.

b) Parents can also access a list of schools closed in the Parent Zone area of SchoolsWeb, accessible from the Bucks County Council Learning home page at (buckscc.gov.uk/education/schools/closures).

There will be information posted on the school website www.waddesdonprimary.com, and be sent via text messaging as part of ParentMail.

2. Emergency conditions, which have occurred either overnight or during the day, but are unknown to you, e.g. boiler breakdown a) The above conditions apply. b) We would also try to get local radio to put out an announcement.

c There will be a notice at the school entrance to let you know that the school is closed.

We hope that this is clear. The important things to stress are firstly, that these events happen rarely and secondly, that your children will be looked after.

d) Children who arrive at school unaccompanied by an adult will be looked after until parents or an emergency contact can be reached.

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School Term and Holiday Dates 2022 - 2023 Term

Autumn 2022

Spring 2023

Summer 2023

Open on morning of:

Close at end of afternoon of:

Monday th 5 September

Friday st 21 October

Tuesday 1st November

Tuesday 20th December

Thursday 5th January

Friday 10th February

Monday 20th February

Friday 31st March

Tuesday 18th April

Friday 26th May

Tuesday 6th June

Friday 21st July

Please note, the school will be closed on Early May Bank Holiday 2023: Monday 1st May INSET (Staff Training Days) are:2022: 2nd September & 31st October 2023: 4th January, 17th April & 5th June

FURTHER INFORMATION Further information on policies and other information can be found on our website www.waddesdonprimary.com Information about our latest OFSTED inspection can be found at www.ofsted.gov.uk.ofsted-home/inspection-reports

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Ln Waddesdon CofE Secondary School

Little Oaks Pre-school

Waddesdon Village Primary School School Lane, Waddesdon, Aylesbury, Buckinghamshire HP18 0LQ t: 01296 651237 e: office@waddesdonprimary.com www.waddesdonprimary.com

Designed and printed by

01296 489998 www.freshdps.co.uk