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Henham and Ugley Primary and Nursery School

Prospectus 2013-2014


Contents: Letter from the Headteacher & Chair of Governors

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Staff List

3

School Aims and School Council

4

A Brief History and School Facilities

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School Organisation

6

Admissions

7

Starting School and Positive Behaviour

8

Attendance

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School Uniform

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School Lunches and Food

11

Curriculum Details

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Special Educational Needs and Provision for Gifted and Talented Children

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Homework

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Monitoring and Reporting and Term Dates

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School Events and our Parent School Association

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The Governing Body and Health and Safety Voluntary Payments Complaints Procedure

25-26 27 28-30

Moving On- transfer to Secondary

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SATs Results 2010-11

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Henham & Ugley Primary and Nursery School School Lane Henham Bishop’s Stortford Herts CM22 6BP Tel: 01279 850213 Email: admin@henhamugley.essex.sch.uk Website: www.henhamugley.essex.sch.uk

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Letter from the Headteacher & Chair of Governors Dear Parents and Carers, Welcome to our busy, happy school in the heart of the Essex countryside. This prospectus offers a broad introduction, but we would be delighted if you came to visit us to see how we are working together to ensure that learning is enjoyable, challenging and rewarding: with a keen focus on enabling all of our children to achieve their very best. We build a consistent caring ethos and are proud to combine an excitement for learning with high standards of attainment, increasingly strong individual progress and a lively range of extra-curricular activities. Throughout our school children show a confidence in taking responsibility, learning together with mutual respect. Children’s spiritual and moral development is a superb strength of the school. This is because all staff give children a committed and effective level of care, guidance and support. This guidance results in children who are ‘engaging, sociable, articulate and self assured’ (George Logan, Ofsted Inspector September 2013) See our full report at www.ofsted.gov.uk.) We appreciate the vital role that you play in your child’s education. We therefore seek to work closely with you, to keep you well informed and to be receptive to your needs and concerns. We look forward to working with you in the future.

Sue Giles & Charlie Martineau Headteacher & Chair of Governors

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Staff List Mrs Sue Giles Mr Peter Burt Mrs Kate Barford Mrs Audrey Barton Mrs Carol Elson Mrs Suzie Espie Mrs Jane Evans Mrs Catherine Hogg Miss Louise Jameson Miss Rosanna Kennard Mr Steve Mackenzie Mrs Laura Mitson

Teaching Support Staff Mrs Sharon Cooper Mrs Kate Dane Miss Shana Dellows Mrs Jan Fox Mrs Jo Hampton Mrs Catherine Inkley Mrs Janet Pascoe Mrs Linda Peake Mrs Caroline Sweeney Mrs Mandy Waterman Miss Emma Wood Mrs Marion Young

Headteacher Deputy Headteacher & Year 6 Classteacher Nursery Teacher Year 5 Classteacher Special Educational Needs Coordinator (SENCO) KS1 & FS Co-ordinator & Year 2 Classteacher Reception Classteacher Year 2 Classteacher Year 4 Classteacher Year 1 Classteacher Year 3 Classteacher Year 5 Classteacher

Year 3 Teaching Assistant Year 6 Teaching Assistant & Cover Supervisor Teaching Assistant Year 4 Teaching Assistant Year 5 Teaching Assistant Year 1 Teaching Assistant Reception Teaching Assistant Year 4 Teaching Assistant Year 1 Teaching Assistant Year 2 Teaching Assistant & Cover Supervisor Teaching Assistant Nursery Nurse

Support Staff Mrs Rachel Hipperson Mrs Joanne Nicholls Mr Michael Lambe Mrs Claire Reed Ms Belinda Potter Mrs Lee de Howes Mrs Sue Hancill Mrs Andrea Harvey Miss Kate Prout Mrs Wendy Smith Mrs Jane Selby Ms Hannah Fuller-Lewis Mrs Alison Tunnock

School Office Manager Administrative Assistant Site Manager Catering Manager Assistant Cook Mid-day Supervisor Mid-day Assistant Mid-day Assistant Mid-day Assistant Mid-day Assistant Mid-day Assistant Mid-day Assistant Mid-day Assistant

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School Aims Together: We Care, We Learn, We Grow We nurture and share the best in each other so that everyone enjoys learning and achieving together. Principles: 

We respect each other and enjoy our differences

We are all responsible for making our school a better place

We look for solutions

Small steps lead us forward to our goal

Don’t be afraid to make a mistake, have a go

We celebrate success

A Message from the School Council School Council are a vital voice in our school: ‘I’ve loved being an active part of making real changes’ ‘We asked if we could do another Enterprise Week and the teachers said, ‘Yes!’’ ‘Helping to choose school meals – more children eat them now!’ ‘I like to help to decide what is going to happen in things in school’ ‘We have supported different charities – we help to choose them and agree the activities.’

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A Brief History There was probably very little education for the children of Henham until 1835, when the Rev. George Glyn endowed a School for Educating Children of Poor Persons of this parish in the principles of the established church. By 1841, there was a National School for 106 children in the old Sunday School Room, an old lath and plaster building on the site of the current old school building, OSCA (Old School Community Association). In June 1874 Henham ratepayers formed a School Board and the new school of red brick and slate, with a bell tower at one end, was built at a cost of ÂŁ920. The Board School opened in 1876 with 138 pupils, two teachers and two monitors. In 1975, the school moved into its new building on School Lane, and in 2004, the new School and Community Sports Hall was built.

School Facilities The school has six classrooms in the main building, one re-locatable classroom and a nursery unit. There is a library area, a large sports hall which is used for assemblies, P.E. and also as a dining hall, a music/ television/ drama hall and a music practice room. There are extensive grounds with a wildlife area, sports pitches, an outdoor classroom, an adventure trail and attractive landscaping. Every class has an interactive whiteboard, stand-alone computers and the use of a class set of laptops in a mobile lap safe. Our central library contains over 1,000 non-fiction books, and each class also has a selection of fiction and non-fiction as well as books for our structured reading programme. The children are taught to take pride in caring for their school and its grounds in order to gain an awareness of the importance of caring for the environment. We have a team of Eco-Warriors led by the School Council and we are proud of our Silver Eco-Award. The children have taken part in a Green Flag Conference and are keen to improve their learning environment. Recent examples include raised beds for the Gardening Club and a clearance of the pond and wildlife area.

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School Organisation We have seven, single-aged classes in the main school and a Nursery offering morning sessions in the Autumn Term. Afternoon sessions are introduced in the Spring and Summer if there is enough demand. School Times Morning session

8.55 am

to

12 noon

Afternoon session

1.00 pm

to

3.15 pm

Foundation Stage break

10.00 am

to

10.20 am

Morning break

10.20 am

to

10.35 am

Assembly

10.40 am

to

11.00 am

Afternoon break (KS1 and Foundation Stage)

2.15 pm

to

2.30 pm

Morning session

8.45 am

to

11.45am

Afternoon sessions (Mon, Wed, Thurs)

12.30am

to

3.30pm

Nursery Times

Children are allowed to enter the classroom from 8.45 a.m. where staff are ready to welcome them and to get their brains buzzing with motivating ‘start of the day’ activities. Alternatively, children can play outside until registration at 8.55am. We ask parents to ensure that children are always punctual for school, but not to arrive before 8.45 a.m. as there will not be an adult on playground duty before that time. At 3.15pm older children (KS2) and children whose classrooms open onto the ‘corridor’ between the school and Creaky Cottage walk into the playground to meet you, whilst we ask you to meet all younger children at the outside door to their classroom. All staff are more than happy to discuss any issues or concerns with you. If it is not a convenient time we will make a further appointment with you.

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Admission Arrangements Children are admitted to the Nursery in the term after their third birthday, giving priority to those who live in the villages of Henham and Ugley. Please contact the school if you require further information about admission to the nursery class. For admissions to our main school (from the Reception Year) please contact Essex County Council for an Essex Common Admissions Form. This can be completed online or in paper form and must be returned by January 15th in the year in which your child is due to start. Mid-year application forms are available for admissions during the school year. In the event of more applications being received than places available, Essex County Council will consider applications on the basis of the published admissions criteria as follows: 1. Children looked after by the Local Authority 2. Children living in the priority admissions area with a sibling attending the school 3. Other children living in the priority admissions area 4. Children living outside the priority admissions area with a sibling attending the school 5. Remaining applications In the event of over-subscription within any of the above criteria, priority will be determined by straight line distance from home to school, those living closest being given the highest priority. Exceptional medical circumstance (supported by medical evidence) may override the above.

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Starting School Children starting in our Nursery will be contacted by staff who will arrange an informal home visit. All aspects of support and daily communication will be explained to you to ensure that your child settles quickly and happily. You will be invited to a meeting with the class teacher, Foundation Stage staff and Headteacher in the summer term before your child starts in the main school and our careful staged induction and support programme will be explained to you. We share your desire for your child to settle happily and confidently. We place a high emphasis on active learning through play and respond to each child’s aptitudes and interests so that they are motivated to make progress and establish firm foundations for future learning.

Positive Behaviour and Anti-bullying Visitors to our school often remark upon the calm but positive buzz as they walk around: children fully engaged in their learning, being respectful of each other and of the adults with whom they are working. We believe that trusting relationships and positive behaviour are essential for learning progress. We therefore ensure that all children and adults understand and adhere to our simple but comprehensive ‘Code of Conduct’: Be Kind, Be Safe, Be Responsible We review and revise our behaviour and anti-bullying policies annually with everyone in the school community. We reinforce positive behaviour daily and we also have a collective weekly celebration through ‘Bee Awards’. Children are rewarded for particularly positive or consistent behaviour and also for ‘Bee Brilliant Work’ which represents personal triumphs in any aspect of learning. These successes are shared with you via displays in the entrance hall and our weekly newsletter.

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Attendance Please contact us before 9.30am to let us know why your child is absent. We also need to know in advance (ideally in writing) should your child need to attend an appointment such as for medical reasons. Please inform us in writing if you wish your child to go home for lunch on a regular basis (and in advance for any specific occasion). We can’t authorise leave within the school day without written permission or prior discussion. Taking your child out of school during term time could be detrimental to your child’s educational progress. A pupil who takes 10 days absence will only attain 94.7% attendance in the year. 10 days absence also means the pupil will miss 50 hours of education. There is no entitlement to parents to take their child out of school during term time, however, you may apply to the school for leave of absence if you believe there are exceptional circumstances. If the absence is not authorised and the holiday is taken, the case will be referred to the Education Welfare Service who may issue a Penalty Notice for £120 (or £60 if paid within 21 days) to each parent for each child taken out of school. We have a weekly Attendance Shield to acknowledge the class with the best attendance record.

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School Uniform We want your child to wear our uniform with pride. Please seek advice from the office where you can purchase items bearing our school logo: Winter uniform 

Navy sweatshirt or navy v-necked cardigan with logo*

Grey trousers, shorts, skirts or pinafores

Plain white shirt, blouse or polo shirt* (logo optional)

Socks or tights to match uniform colour – grey, white or navy

Shoes –black or navy with a flat heel; should have laces, Velcro or strap to hold the shoe firmly on the foot

Summer uniform 

White short-sleeved polo shirt* (logo optional)

Grey shorts or trousers

Navy sweatshirt or navy v-necked cardigan with logo *

Gingham blue and white dress

Lightweight shoes/ sensible sandals with closed toes (black, navy or white)

P.E. Kit 

Plain navy shorts

Plain white round-necked t-shirt

Plimsolls for indoor and (from Y2 upwards) trainers for outdoors

Plain navy tracksuit (from Year 2 upwards)

Optional - additional socks

* These items with our school logo can be purchased from the School Office, along with navy book bags and water bottles. Longer hair should be secured for smartness, hygiene and safety reasons. Please select blue accessories to match our uniform. Earrings cannot be worn in school.

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School Lunches and Food We are very fortunate to have our lunches freshly cooked on the premises in our own kitchen. The school meals are of a high quality, providing the children with a nutritionally balanced and tasty lunchtime meal. Children can choose from a hot meal, a vegetarian option or a filled baguette and selection from the salad bar. Menus are created in advance and shared with parents and the menus are regularly revised and reviewed in consultation with parents and children. Children sit in self-selected ‘family’ groupings and enjoy a calm sociable atmosphere in our lunch hall. We have regular themed lunches linked to the curriculum or to special events, for example French Cafe and Wimbledon Lunch. We offer opportunities for parents to join us for school lunch and taster sessions to sample menus. Lunches cost £2 per day, payable in advance for the day, week or half term. Money should be sent in a clearly labelled envelope and cheques made payable to Henham and Ugley Primary School. Free meals are available for children whose parents are on low incomes. Application forms and further information can be obtained from the school office.

Should you wish to provide your child with a packed lunch please use a named lunch-box. Please provide a paper napkin or kitchen towel to use as a disposable plate. Drinks should only be brought in plastic containers or flasks. Sweets and nut or seed products are not allowed. Mid-morning Break Fresh fruit or vegetables are provided for children in the Foundation Stage and Key Stage 1 (Nursery – Year 2). Children in Key Stage 2 may bring fruit, vegetables or healthy snack to eat during the break. Crisps, chocolate bars, biscuits and other snacks are not permitted. 11


Curriculum Our curriculum aims to: 

ensure that each child receives a broad and balanced curriculum appropriate to his/her age and ability

stimulate curiosity, imagination and creativity

teach our pupils to be independent learners

challenge them according to their needs and abilities During their primary school years, all children will cover aspects of Mathematics, Science, English, Information and Communication Technology (ICT), Design Technology, Creative Arts, Music, Drama, Dance, Physical Education, Personal, Social and Health Education (PSHE), Religious Education, History and Geography and French. School policies, National Curriculum documents and the most recent OFSTED report are available in school for parents to read.

Detailed planning ensures that we are able to respond to children’s capabilities and needs with appropriate levels of challenge and support. We focus strongly on the learning taking place and so foster an environment which enables children to be reflective and to understand their learning priorities. We take great care to build a stimulating environment and to teach children independence, problem-solving and a flexibility to persist and adapt in order to improve. We also ensure that children gain the necessary communication and social skills to further their learning. The curriculum is taught through a lively cross-curricular approach alongside direct teaching of discrete subjects as appropriate. We use a combination of teaching methods to suit the child and the task i.e. whole-class teaching, group or individual work. Educational sites on the internet, exciting visits and visitors are used regularly to enhance the curriculum. Details of long term planning and of our policies and procedures for any subject or phase can be sought via the office or on our virtual learning platform.

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English and Drama Our aim is to enable pupils to understand language, to use it with confidence and to foster a life-long enjoyment of literature, drama and poetry. We want children to become articulate and competent in a range of media (including visual and multi-media texts). Speaking and listening skills have a high priority and are developed from an early age. We immerse children in particular experiences and text types such as through role play, drama, art and music. Once new learning has been gained children are often put in positions where-by they become the ‘expert’ and so are motivated to apply and to extend their skills. Children are challenged and supported to express and to justify their opinions and, where useful, to adapt their approach in response to the ideas of others. Children gain confidence in presentation and production through termly class assemblies and productions: 

Christmas: Key Stage One and Foundation Stage productions

Easter: Years 3 & 4

Summer: Years 5 & 6

Reading is taught through a combination of approaches. Daily phonics sessions based on the ‘Letters and Sounds’ programme are taught from Nursery through to Year Two. This systematic, interactive approach promotes speaking and listening skills so that, by the end of Key Stage 1, children have developed fluent word reading skills and have a good foundation in spelling and letter writing. Children take books home to practise and to enjoy reading; parents are encouraged to become enthusiastic listeners and to discuss the ideas and issues raised to support comprehension. Many parents and members of the community also come in to hear children read during the school day. Our well-resourced library enables literacy skills such as research and comprehension to be given high priority, and these skills are constantly developed through all areas of the curriculum. Reading progress is assessed regularly and any children who are having difficulty in learning to read are given extra help. 13


From Nursery, children have many opportunities for writing in different genres. We use a range of kinaesthetic and sensory approaches to equip children as mark-makers and we review and adopt best practice to ensure young children gain early confidence as writers. Shared reading and shared writing also provide the context for developing pupils’ grammatical awareness and their understanding of sentence construction and punctuation. Children are supported in learning the discrete features of particular forms of writing before being offered motivating purposes for applying their skills independently. They are encouraged to appraise what they have written and, where necessary, to re-draft and improve it. Laptops and computers are often used for editing and printing their work. There is systematic, regular teaching of phonics, spelling and vocabulary throughout the school. The teaching of handwriting is also given a high priority and pupils are encouraged to develop a fluent, legible style. Attention is paid to the quality of appropriate ideas and to good presentation of all written work.

Mathematics Our aim is to help every child to become confident and competent in all aspects of mathematics and to enjoy mathematical activities. Children’s mathematical learning is planned as a steady progression linked to guidance from the Primary Strategy. We place a strong emphasis on basic numeracy skills, and children are expected to learn such facts as number bonds and multiplication tables at the appropriate time. Children are also presented with a variety of mathematical problem solving opportunities, sometimes topic led, relating to real life situations, which enable them to use and develop the mathematical skills and concepts which have been introduced. Investigative activities of an open-ended nature enable children to use basic skills in an enjoyable and challenging way. When appropriate, computers are used to aid understanding and develop numeracy and data handling skills. We offer regular numeracy workshops so that you can appreciate the rationale for our teaching approaches, can see the value of maths equipment used by the children and of the priority given to jottings, experimentation and active problem-solving.

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Science Children’s thirsty enquiring minds and past practical experiences form a starting point for science. We give them the opportunity to observe, explore, ask questions, discuss, evaluate and draw conclusions from situations that are real. As a result of this active engagement in learning experiences, they develop knowledge and understanding in the areas being explored and also their competence in ways of finding out. They are encouraged to use a variety of skills such as those required in using apparatus and measuring instruments, and where appropriate, in constructing tables and graphs to record results. Whilst we give sufficient time to teaching the factual knowledge base for science, we place emphasis on practical experimentation and to children adapting and justifying their approaches and conclusions. Computers are often used to extend and develop scientific learning.

ICT (Information Communication Technology) Throughout school every child has access to computers and laptops, and uses a variety of programs to develop and support a range of curriculum activities. From the time they start in Nursery, children learn to use a standard keyboard and mouse. They progress to word processing, data handling, control, and graphic and simulation packages to enable them to organise, develop and present their ideas in a variety of forms. They use the Internet for research, in particular a site called espresso which is specifically for primary pupils. Every classroom has an interactive whiteboard which is in constant use supporting the whole curriculum. Digital cameras and ‘flippi’ camcorders are also used on a regular basis to enhance learning. We are constantly developing our use of It’s Learning– a platform for children’s learning accessible from home as well as school. ICT is a tool for all areas of learning and it is through its application across the curriculum that children learn to make appropriate choices and to refine their ICT skills.

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Art and Design Technology Work is planned throughout the school to enable children to enjoy the experience of art whilst developing confidence and skill in the use of a wide range of tools and materials. The children explore colour, pattern, texture, shape, form and design at a level appropriate to their age, using a variety of techniques and media. Activities include drawing, painting, printing, dyeing, collage, working with clay, natural and man-made materials, model-making and design projects. They also study the work of artists, craftspeople and designers. Time is given to the subject in and outside the formal curriculum. In Design Technology, the children are provided with a variety of practical realistic experiences which enable them to plan, design, produce, modify and evaluate their projects. They are given opportunities to use the knowledge and skills they have learnt to solve practical problems, and are taught to select appropriate materials and use equipment safely.

Music Music enjoys a high profile at our school. There is a clearly structured policy and scheme of work linked to the National Curriculum to ensure that children enjoy a variety of experiences. In the early years, children are introduced to music mainly through singing and movement. They explore sounds and rhythms by listening, by moving to music and by playing percussion instruments. As they progress through the school, children have the opportunity to learn an instrument. Specialist peripatetic teachers provide tuition for violin, clarinet, flute, saxophone, trumpet, trombone, cornet, euphonium, French horn, guitar, piano and recorder. Parents are asked to contribute to the cost of this tuition and to provide an instrument for their child.

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The children listen to a range of live and recorded music, they are taught about different composers and styles, and they learn to compose their own music individually and in groups. All musicians and singers have the opportunity to take part in termly ‘showcases’ (including talented parents and staff). The school has its own orchestra which plays in termly assemblies as well as at special events. Older pupils take part in the Newport Music Festival each year and pupils have participated in the Barnado’s concerts at the Royal Albert Hall and ‘Young Voices’ at O2. For the past few years, members of the English and Brandenburg Sinfonia have worked with our pupils on projects linked to the Thaxted Music Festival. They have conducted music workshops over a 3-day period in the summer terms, culminating in a performance to parents and other pupils. Performances are also given by visiting professional musicians such as The Occasionals (string quartet) and Micheal Tyack who worked magic throughout the school with a range of unusual guitars.

Physical Education The promotion of healthy physical development is an important part of a child’s education,not only in terms of individual fitness but also through experience of teamwork, co-operation and endeavour. As part of our P.E. curriculum, activities such as gymnastics, dance, swimming, and athletics, as well as a variety of games including football, rugby, hockey, netball, cricket, basketball and rounders are taught regularly. Swimming takes place at Lord Butler Leisure Centre in Saffron Walden. During the autumn and spring terms we use the Astroturf pitch at Newport Free Grammar School as our hockey venue and in the summer we regularly use Henham’s tennis courts and also have access to facilities at the cricket pitch and the local golf club.

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Outside agencies such as Essex County Cricket Club, Uttlesford Sports Development Services, Essex Lawn Tennis Association and the P.E. staff and facilities of local secondary schools are used regularly to help with the coaching of particular sports. Children are given the opportunity to compete in sporting events with other schools throughout the year and join a variety of extra-curricular sports clubs. However, all children take part in physical education for health and fitness, and to develop an enthusiasm for regular exercise. The school has attractive facilities for physical education including a large sports hall and an extensive playing field capable of accommodating a 200 metre athletics track or two six-a-side football pitches. We also have a netball court and long jump pit, and are very well-equipped for the whole range of P.E. activities. We are pro-active within out Sports Partnership and we hold a current Activemark in recognition of our commitment to sport and the excellence of our provision. We also have Healthy School status.

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History Our aim is to stimulate and foster an interest in the past. Children are taught about how history has influenced our lives today. Books, artefacts, video material and drama are used to increase the pupils’ understanding of our past. Older friends from the community also come in occasionally to talk to the children about their daily lives and experiences during World War II, which brings history to life for our pupils. Classes often visit historic sites and museums. Studies may include ancient civilisations such as the Egyptians, Greeks, Aztecs, key periods of British history such as the Romans, Saxons and Vikings, the Tudors, the Victorians and aspects of local history. Visits and cross-curricular approaches ensure that history is engaging and relevant for all.

Geography Children are taught about their own locality, the British Isles and the wider world. Geographical knowledge and skills are gained through carefully planned topics which are also designed to make pupils more aware of their environment. The pupils learn how to use maps, atlases, globes and compasses, and how to identify features in the landscape. Visits may be made to contrasting localities and places of interest. We use a thematic and cross-curricular approach allowing for exciting events such as Katie Morag Day and Brazilian Carnival! There is an emphasis on experiencing fieldwork activities, culminating in a visit to Aylmerton Field Study Centre in Norfolk for pupils in Years 5 and 6, for a week-long residential trip.

French French is taught to pupils throughout our school and we make full use of local specialist expertise. We also aim to promote an interest in languages. We make links with Newport Free Grammar School (a specialist Language College) for example through a visiting French Teacher who teaches our children in Year Six. This gives our children a further opportunity to appreciate another culture and to broaden their outlook and experience. 19


Religious Education and Collective Worship We offer a thoughtful and responsive programme of collective worship. This time is used to explore topics of religious, moral and topical interest. Assembly time also allows us to reinforce our core values and code of conduct. Fridays are usually reserved for reviewing achievements and for children to see and appreciate the work of others. Parents are often invited to join us for these Class assemblies and to celebrate weekly Bee Awards (please refer to p 12 on Behaviour and Values). Collective worship during assembly time is predominantly of a Christian nature, but pupils are also introduced to other faiths, cultures and traditions. Our local church, St. Mary’s, is used occasionally for special services and the vicar takes an assembly each week. Other aspects of religious education are taught within the curriculum, linked where practicable to cross-curricular themes. As prescribed by the Education Act 1988, there is a written policy on the teaching of religious education, based on the agreed Essex syllabus, which parents may see on request. Parents who wish their child to be withdrawn from religious education or collective worship are asked to contact the Headteacher.

PSHCE (Personal, Social, Health, Citizenship Education) Through our P.S.H.C.E. scheme of work, we aim to enable children to become healthy, independent and responsible members of society. We encourage our pupils to play a positive role in contributing to the life of the school and the wider community and in so doing, we help to develop their sense of self worth. Children are helped to develop emotional literacy, empathy and social skills. We adapt SEAL (Social and Emotional Aspects of Learning) materials which helps us to promote self-confidence, resilience and independence.

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We teach about rights and responsibilities and ensure that they experience the process of democracy in school through our School Council. The School Council meets regularly to discuss issues raised by children or staff. They are elected by their peers, with two representatives from each class (from Reception onwards). Class Councils led by these representatives are held weekly to address class and school issues. We celebrate and develop children’s awareness of living in a global, multicultural age. We never tolerate racism or prejudice and we are proactive in promoting tolerance and mutual respect.

Sex and Relationship Education Sex education and health education are taught in ways appropriate to the age and maturity of the children. The questions that they ask as a natural consequence of their curiosity will be answered appropriately and in the context in which they arise. We have developed a progressive and considered programme based on best practice (a copy of our policy is available upon request.) This aspect of the curriculum is very much a shared responsibility between parents and teachers. We therefore welcome your involvement through responding to explanations regarding the planned content of our programme. To this end you are always invited to review material before it is used with the children. This enables you to anticipate possible questions and to exercise your right to withdraw your child from all or part of these sessions unless they form part of the Science curriculum.

Extra-Curricular Clubs We are particularly proud of the large range of extra-curricular activities on offer at Henham & Ugley School during the lunch break or after school. These activities are organised and supervised voluntarily by staff, parents or friends of the school and we are very grateful to them for giving of their time so generously. At various times of the year we offer cookery, football, rugby, netball, rounders, cricket, tennis, golf, hockey, athletics, gymnastics, art, Bible club, choir, drama, science, orienteering, country dancing, cross-country, reading club, chess and board games. Children are encouraged to maintain their interest rather than attending casually. 21


Special Educational Needs A programme of structured support is provided for children identified as having special educational needs. These may be physical, social, emotional or academic and may be for a short or extended period of time. Special needs support may be given to the very able child as well as those with learning difficulties. In these circumstances early contact with parents is important because close collaboration between school and parents is essential to the success of any special programme of work. Our Special Educational Needs Coordinator (SENCO) supports staff in identifying additional needs and planning appropriate intervention. We maintain close links with the County learning support service and other outside agencies such as the Schools’ Psychological Service.

Provision for Gifted and Talented Children We are an aspirational school wanting all children to make strong progress both academically and in wider aspects of learning. We therefore identify, support and challenge children with a particular gift or talent. We work with you to ensure that your child is stimulated through appropriate differentiation and resourcing within class. We also work closely with near-by schools to promote special events and competitions for children who share a particular gift or challenge such as annual Maths Challenge events. Our experienced SENCO also currently leads staff in identifying and planning appropriate provision for children who have the potential to excel.

Homework We welcome your support and involvement in your child’s learning. As they move through the school, children may be asked to undertake specific tasks and research at home on a regular basis. These will include maths, reading, spellings or learning tables. You can help by regularly sharing reading with your child at home. Older children may also be set tasks related to cross-curricular projects to encourage them to develop research skills and to use a range of presentation methods including ICT, artwork and photographs or models (developing their project over a number of weeks). Teachers are happy to discuss any aspect of homework with you.

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Monitoring and Reporting Your Child’s Progress Teachers use on-going assessments to inform their planned provision and to monitor children’s progress. It is a legal requirement that children are formally assessed at the end of years 2 and 6 and we use national ‘optional’ assessment materials to help standardise our internal assessments from Years 3-5. During a child’s time in the Foundation Stage, a Foundation Stage Profile is compiled and these assessments are shared, in narrative form, with parents at the end of the Reception year. We use a range of other assessment methods to gain a secure picture of each child’s learning progress and ‘next steps’ targets. This information is shared with you through termly meetings, an interim report for ‘core’ subjects in March (Years 1-6) and a summative report at the end of the year. We also offer a ‘celebration evening’ in the summer term. We also warmly encourage you to visit the classroom periodically to share your own child’s individual successes.

Term Dates: 2013/14 Autumn Term 2013 Tuesday 3rd September 2013 – Friday 20th December 2013 Half Term Monday 28th October 2013 – Friday 31st October 2013 Spring Term 2014 Monday 6th January 2014 – Friday 4th April 2014 Half Term Monday 17th February 2014 – Friday 21st February 2014 Summer Term 2014 Tuesday 22nd April 2014 – Friday 18th July 2014 Half Term Monday 26th May 2014 – Friday 30th t May 2014 INSET  2nd September 2013  4th November 2014  14th March 2014  21st & 22nd July 2014 23


School Events There are many occasions during the school year when parents are invited to join us. There are annual events in which every child takes part such as termly productions and musical concerts, the Harvest Festival and the Carol Service. Every term each class has its own Class Assembly to which parents of the class are invited. We also ensure that there are special whole school events each term, such as fund-raising events for Comic Relief, Science Week and Outdoor Learning Week. On Sports Day, in July, parents are welcome to bring a picnic and stay for the whole day, watching the field events in the morning and the ‘Fun Sports’ in the afternoon. During the year, visits to places of interest are arranged for every class and there are frequent visitors to the school – musicians, theatre groups, writers etc.

Parent School Association (PSA) The school has a thriving Association which supports the school by raising funds. This is done in a variety of ways such as the school fetes, bazaars, quiz nights, jumble sales, auction of promises, Bingo afternoons, sponsored events and even Ice Skating! They also provide treats for the children such as discos and parties, and have subsidised whole school trips. All parents with a child at the school are automatically members of the PSA. Your support is greatly needed and appreciated at these events, either as a helper or as a participant.

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The Governing Body The Governing Body of the school consists of five elected parents, three Local Authority nominees, three Community governors and an elected teacher representative. The governors meet twice a term and have general responsibility for the effective management of the school. They work within the framework set both by national legislation and the policies of the Local Authority. In practice, the day to day running of the school is delegated to the headteacher by the governors. Parents can raise any concern with a governor at any time, although it is usually more appropriate to contact the headteacher in the first instance. The Governing Body is committed to safeguarding and promoting the welfare of children. All staff and volunteers share this commitment to safeguarding.

Health and Safety The safety of your child is our primary duty at all times and everyone at school works to ensure that our buildings and routines are safe. Therefore our site is secure during school hours and visitors are required to sign in and out.

Medicines If a child is fit to attend school but has to take medication during the school day, please see the Office Manager to make these arrangements by completing the ‘Authorisation to administer medicine’ form. Medicines must be in the original container and labelled with the child’s name and clear instructions. Parents are welcome to come in to school themselves to administer the medicine if they so wish. Asthma medication is kept in the classrooms so that children have ready access to it. If your child is taken ill or has a serious accident at school, we will contact you. It is therefore essential that we have up-to-date information on home and work telephone numbers. If a child needs hospital treatment, they will be accompanied by a member of staff until a parent arrives. Our school nurse visits regularly and offers routine checks at various stages of a child’s school career.

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Child Protection Our first priority is to every child’s welfare and wellbeing and so it may be necessary to inform the Local Authority if any child is thought to be suffering significant harm. Such harm includes non-accidental injuries, physical neglect and sexual abuse. When assessing the need for such action, the child’s best interests will be paramount. We follow procedures laid down by the Safeguarding Team at Essex County Council and all staff receive induction in this area. The designated officer for Child Protection is the headteacher, Mrs Sue Giles. Please speak with the headteacher should you require further information about our safeguarding procedures.

Parking We would encourage you to walk, cycle or scooter to school if at all possible. Many parents transport their children to and from school by car and parking frequently becomes a problem. Please park on Crow St or at OSCA and walk for part of the way to alleviate this problem. PARENTS’ CARS ARE NOT PERMITTED WITHIN THE SCHOOL GROUNDS, unless specific permission has been given because of a disability. Irresponsible or inconsiderate parking in adjacent streets can create DANGER for your children as they enter or leave school. The police regularly check parking and will issue on-the –spot fines for those who park illegally.

Valuables and Lost Property Occasionally, children may be asked by their teacher to bring items of interest to school. Parents are asked on such occasions not to send in items of great sentimental or monetary value. The school cannot accept responsibility for valuable items brought into school. Lost property may be recovered from a box kept in the corridor to the sports hall. Parents are welcome to come at the beginning or end of the school day to retrieve their children’s belongings.

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Voluntary Payments Regular outside visits are organised throughout the year and we aim to provide all children in Years 5 and 6 with the opportunity to take part in an extended residential trip during their time at Henham & Ugley Primary School. Other activities such as visiting theatre groups, musicians and artists all help to develop and enrich the school curriculum. It is the school’s policy to follow Essex County Council guidelines and to request voluntary payments for these activities as we are unable to meet the cost through our school budget and so may not be able to run them without parental support. We are confident that parents recognise the value of these activities and with their full cooperation hope to continue to provide a varied and interesting programme of events. The Governors agree that the school may charge for activities which take place outside the school day and ask for voluntary donations to help with transport and entry costs up to the actual cost of the activity. Please have a word in confidence with the headteacher should you have difficulty making a contribution.

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Complaints Procedure Compliments These are always welcome and very encouraging to teachers and staff. The school encourages feedback or opinions from pupils and parents. In practice this dialogue is continuous, sometimes directly and also indirectly, for example, through the Parents and Friends Association. Ofsted are always pleased to hear how well schools are doing so please feedback to them on http://parentview.ofsted.gov.uk/ Concerns It is natural that parents may, occasionally, be concerned about an aspect of their child's education or welfare at school. This could include issues concerning the school's approach to aspects of the curriculum, homework, behavioural problems or any other issue. The school welcomes enquiries from parents about any matter. Teachers and staff will explain the school practices, policies, and how they affect the pupils. The vast majority of concerns will be handled by the class teacher or by the subject co-ordinator if this is more helpful. If in doubt, keep asking until completely satisfied as all staff are eager to help. The usual format is to speak to the child's class teacher in the first instance or contact the school office to arrange an appointment with the headteacher to discuss your concern. At all times the staff will try to resolve a problem. If occasionally parents feel they must state their concern formally, this too is not a problem. The school has defined procedures for handling complaints so don't be embarrassed if you feel an issue warrants more attention. Complaints The procedure is again to speak to the child's class teacher in the first instance, or contact the school office to arrange an appointment to discuss your complaint with for example the Subject Coordinator, SENCO or Headteacher. All staff will make every effort to resolve you problem informally. They will make sure that they understand what you feel went wrong and they will explain their actions to you. They will ask you what you would like the school to do to put things right. Of course this does not mean that in every case it will be possible to achieve a satisfactory outcome, but it will help both you and the school to understand both sides of the issue. It may also prevent a similar problem arising again. 28


If you are still concerned: The school's policy is to follow the Local Authority guidelines when handling concerns and complaints. The full procedures are filed in the school office. Just ask if you would like advice or a copy of it. It would be unusual to deviate from these procedures, but the school always retains discretion in these matters. In summary, the nationally accepted procedure is divided into three stages: Stage 1 aims to resolve the concern through informal contact at the appropriate level in school. Stage 2 is the first formal stage where written complaints are considered by the headteacher or a designated governor, who has responsibility for dealing with complaints. Stage 3 is the next step once Stage 2 is complete. It involves a complaints review panel of governors. Such a panel may be offered at the discretion of the Chair of Governors. If you are unhappy with the outcome or your complaint, or the way it has been handled at school level, you can contact the Secretary of State at the following address: The Secretary of State Department for Education Sanctuary Buildings Great Smith Street LONDON SW1P 3BT You should enclose a copy of any correspondence with the school or governing body so that the Department for Education (DfE) can see how they have responded. You can contact Ofsted to feedback formal complaints that have not been resolved following the above procedures, via their helpdesk, 8am to 8pm, Monday to Friday. Phone 0300 1234 234, or email enquiries@ofsted.gov.uk. Enquiries National Business Unit Ofsted 5th, 6th and 7th Floors Piccadilly Gate Store Street Manchester M1 2WD 29


Staff on the helpdesk will discuss your concerns with you, advise you about whether to put your complaint in writing to us or suggest other ways to deal with your concerns. Or you can fill in an online complaints form at http://live.ofsted.gov.uk/onlinecomplaints.

Availability of Information All relevant documents of interest to parents – school and County policy documents, National Curriculum files, inspection copies of agendas and minutes of Governors’ Meetings, Charging and remissions policy and uniform details, most recent OFSTED inspection report, are available in the school office and may be seen on request.

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Moving On – Transfer to Secondary School Our children have a great deal of choice with regard to successful secondary schools in the area. Formal and informal visits and discussion with parents and children already attending a particular school should support you and your child in making this important decision together. Most of our children go to either Mountfitchet Mathematics and Computing College in Stansted or Newport Free Grammar School as these are the closest schools to their homes. In recent years children have chosen to go to many different state schools in the Essex and Hertfordshire authorities. These have included Hertfordshire and Essex Girls School, Bishops Stortford High School for boys, Birchwood High School Hockerill Anglo European School, St Mary’s Catholic School and Saffron Walden County High School. Each year children pass entrance exams to private schools in the locality recently including The Perse Cambridge, Felsted, St Marys Cambridge and Bishops Stortford College . We maintain effective liaison with secondary schools through developing mutually supportive transfer arrangements with Year Seven and through additional curricular activities such as Science challenges and IT projects. We are also fortunate that our ex-pupils frequently choose to come and visit us so we can see first-hand how happily and successfully they have ‘grown’ into the much bigger environment of a secondary school. In fact, newsletters, productions, sporting events and prize ceremonies also confirm that our children remain confident, successful and eager to learn. Letters explaining transfer procedures are sent out to the parents of children in Year 6 during the autumn term of each year. Children are encouraged to attend open days or visit secondary schools in the summer term. Our Year 6 class teacher, SEN-Co and headteacher will try to help with any questions you may have. The SEN-Co may also be involved to ensure that supportive arrangements are made for children with special or additional learning needs. Ex-pupils are the best ambassadors for the future and actively demonstrate how enthusiastically and confidently our children can take their next important steps as life-long successful learners. 31


Key Stage One Results 2013 (22 children) Figures may not total 100 per cent because of rounding. Level

Level

2+

3

Speaking and listening

100%

43%

Reading

96%

35%

Writing

96%

30%

Mathematics

96%

26%

Science

100%

48%

Key Stage Two Results 2013 (25 children) Figures may not total 100 per cent because of rounding. Teacher assessment using test materials to support the teacher’s judgements. Teacher

Below

Assessment

Level 3

Reading

4%

0%

Writing

4%

Maths

Level 3

Level 4+

Level 5

Level 6

96%

60%

0

0%

96%

44%

0

4%

0%

96%

40%

8%

Science

0%

4%

96%

44%

0

Tests

Level 3

Expected for Y6

Level 4+

Level 5

Level 6

Expected for Y6

Pupils not entered

Reading

0%

96%

52%

0%

4%

Writing (Teacher Assessed ) Maths

4%

96%

44%

0%

0%

8%

92%

36%

16%

0%

Science (Teacher Assessed )

4%

96%

44%

0

0%

32

2013 14prospectus 2 14  
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