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Our aim is to help the children to reach their full potential, to develop their social awareness and encourage each child to take part in a variety of school activities.


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whiteheath junior school Whiteheath is situated in a very pleasant area of

Our aim is to help the children to reach their full potential, to

Ruislip. The school is close to shops, the library,

develop their social awareness and encourage each child

churches, the Lido and much open woodland.

to take part in a variety of school activities.

We are fortunate to have our own playing field, two netball courts, Sports Hall, astroturf playing area,

We hope to educate the children for life, not only for their school days.

basketball court, adventure play area and plenty of green areas in and around the school. We have

One of the most important features within Whiteheath

our own pond and wild growing hedgerow.

Junior School is the importance of relationships. It is through the development of good relationships between

We are a three form of entry school with a maximum of 90 children being allocated to any particular year group. Our approach enables us to cover all of the requirements of the National Curriculum in a stimulating and exciting way. The school adopts a ‘setting’ system, which is based on ability, when English and Mathematics are taught on a daily basis. The school is superbly equipped to teach the three core subjects of English, Mathematics and Science. Resources are also plentiful in all other subject areas.

staff, children and parents that a positive caring and cooperative approach will flourish. Therefore, the supportive attitude of parents to their child’s school and their involvement and interest in school activities, both

·

educational and social, are essential. Each child is

encouraged to gain the maximum enjoyment and

educational development from their Key Stage Two

experience; we all want this experience to be a memorable and rewarding one.

We have a very supportive PTA, which has helped considerably in making Whiteheath such an impressively

Generally, each teacher is responsible for the sound

resourced school.

development of all skills at each level. We encourage each child to develop a good understanding of the basic skills

Our close links with our infant school emphasize our belief in the importance of continuity of educational

and, most important, an enjoyment in learning. We may also ask for your assistance where practice is essential.

development. Staff from both schools meet to discuss and plan carefully for the transitionary process and there is

We hope that the information in this booklet will give you

a lot of sharing of ideas and planning in both the short and

some insight into the amenities and ethos of Whiteheath

the long term. Continuity is encouraged. We also have

Junior School; also that it will help you to become involved

very good links with several of our local secondary schools.

in the school more easily. Co-operation between school

I think it’s fair to say that our secondary schools look

and home is the best foundation for your child's education.

forward to receiving children from the ‘Whiteheath family’.

Please feel part of the school - together we will do

our best to give your child every opportunity to use his/her talents fully.

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general information

The involvement of parents in school is very

valuable. Many come into school on a regular basis to assist with the library, helping with reading, class trips, cookery and other activities. Our curriculum would be very restricted without their willing help. Parents who regularly help within the school environment must have CRB clearance.

Parents moving into our area are welcome to visit

the school and talk to the Head Teacher about the curriculum and ethos of the school. As the school day is busy and first visits need to be leisurely,

appointments made by telephone, before the visit, are appreciated.

PASTORAL CARE

Relationships within the school are of prime importance.

It is imperative that relationships between the adults within the school are seen to be one of respect and of a caring nature. Each teacher knows the importance of good

relationships with his or her own class and with each child's parents. I try to know each child in the school and I am

constantly in touch with my colleagues should any problem need greater attention. It is for this reason that I ask

parents to inform me if any family problem has occurred

that may upset their child; for example, a death in the family or a parent going into hospital, perhaps a new baby

expected in the family, etc., all of which may change the behaviour of a child. Therefore, with our understanding

and care, we are able to give your child extra help when

he/she needs it. There are some occasions when advice may be useful, for example free school meals, should the need arise. Our aim is to be helpful and not curious.

During the school day the Welfare Assistant attends any

child who is feeling ill or who is in need of medical attention. Advice, guidance and understanding are part of the

primary school method of working. Children receive help from teaching and non-teaching members of staff promptly and problems are referred to our Senior

Management Team. We will sometimes consult parents, having discussed a problem with the pupil and, when necessary, the class teacher.

ATTENDANCE

Children should not arrive in school before 8.30am. The

morning session is from 8.50am until 12.10pm. There is a

morning break from 10.45-11.05am. The afternoon session

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is from 1.15pm until 3.30pm.


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h

Unavoidable absences may occur. If your child is absent from school please telephone in the morning to inform us of this. A note of explanation to the class teacher, brought by the child when returning to school, will be required. All absences have to be accounted for, as laid down by Department for Education guidelines, and classified as either authorised or unauthorised. If we receive no note we have no alternative but to record any absence as unauthorised.

Children who learn to be punctual gain an essential life-long

SCHOOL UNIFORM We encourage our children to wear school uniform as it removes competition about what to wear, it reminds the children that they are dressed for school (work), and finally it gives our children an identity and pride in their school. Uniform can be bought from any of the large shops. Ties and T-shirts for games with the Whiteheath badge on the front can be purchased from the school. Second hand items can be purchased at our Summer Fayre.

Girls' Uniform

habit and we ask that all children be in school by 8.50am. We do not encourage parents to take their children on holiday during the school term and a copy of the school’s attendance policy is available upon request.

MEDICAL AND DENTAL APPOINTMENTS

• Cardigan or V- necked pullover – bottle green (available from school) • Grey tunic or skirt • White shirt with tie • Summer dress - any style in green and white check • Grey trousers • White T-shirts/vests and shorts for PE

If a child needs to leave school during school hours, a prior

• Plimsolls for PE

written request is required to satisfy the legal position

• Shoes for ordinary wear, not boots, sling backs, open

arising from the early dismissal of a pupil. Please collect your child on these occasions from outside the Head Teacher's office. Before a child returns after an infectious

toes, high heels or platforms.

Boys' Uniform

disease, please check with the school. We have a list from

• V-necked pullover – bottle green (available from school)

our Medical Officer stating the length of time children must

• Grey trousers

be excluded from school after certain diseases. Should the

• White shirt with tie

need arise for medicine to be given at lunchtime, please

• White T-shirts and shorts for PE

see the Welfare Assistant or Head Teacher before sending

• Plimsolls for PE

medication into school. Medicines should be clearly

• Shoes for ordinary wear, not boots

marked with the child's name, class and the dosage required and given to the Welfare Assistant for safety. Medicines and cough sweets, which are not prescribed by a doctor, are not allowed in school. This is a ruling given by

¹

For Games lessons outside, particularly in winter, children should be well wrapped up and football shirts and

tracksuits can be worn. Children who play football are expected to wear football boots.

the Hillingdon Primary Healthcare Trust.

A class of Year 5 children attend Highgrove swimming pool every week. A swimming costume and a towel and cap (for long hair) are required.

HEALTH Children's clean healthy hair is a pleasure to see, but long fringes or long hair hanging in front of their faces is

LUNCH

not suitable for working. Long hair should be tied back

Children can buy a hot meal on a daily basis from the

for school. Nits do like clean hair - anyone's - so do

catering company ‘SIS’ who are situated in the school

not hesitate to inform the school quickly if you do have

kitchen. A menu can be provided on request. Alternatively,

a concern.

they may bring their own packed lunch to school. If this is the case we ask that children do not bring with them hot

Advice, guidance and understanding are part of the primary school method of working.

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drinks, fizzy drinks or glass bottles.

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general information cont.

PERSONAL ACCIDENT INSURANCE COVER

the school grounds, internal decoration and repairs to buildings. This sum of money, the "delegated budget" is

The London Borough of Hillingdon (LBH) in common with every other local authority in the country provides standard third party insurance cover. This means that if an accident was to befall a pupil then a successful claim could be made if negligence were to be proven on the part of the Council

under the control of the school Governing Body. This means that the Governors, Headteacher and other staff at the school all have to work closely together in order to ensure that the school provides the best possible education for the children in its care.

or any of its employees.

‘

The LEA does not have a personal accident insurance policy which relates to children in its schools. Parents if they wish may, of course, make their own arrangements either by taking out a separate policy or by modifying any existing insurance policy.

Âş VALUABLES

However, the school Governing Body is not concerned only with money. It also has an overall responsibility for all aspects of the life of the school. Governors are elected every four years to serve on the Governing Body. Any parent has the right to approach any Governor if they feel that there is a general issue regarding the running of the school that needs consideration. Any specific issues, involving individual pupils and/or members of staff, must always be addressed to the Headteacher in the first

Jewellery and valuables, mobile phones and money

instance. In practice, the Chairperson of The Governing

(except for dinner money), are not encouraged in school.

Body is the day to day link between the Headteacher and

Unfortunately, losses can occur and time is often wasted in

the Governing Body.

searching in vain. The school and the LEA are not liable for any losses that do occur. Rings in pierced ears are very dangerous - if your child has pierced ears, please use the stud type in school.

THE ROLE OF THE GOVERNORS

THE EDUCATION WELFARE SERVICE Education Welfare Officers are employed by the LBH to visit schools and discuss issues about attendance. They offer support and advice to pupils and families for whom regular attendance at school seems to be a problem.

Whiteheath Junior School was one of the first schools in

Their aim is to ensure that all children benefit from the

the LBH to be run by its own Headteacher and the school

education to which they are entitled.

Governing Body under "Local Management of Schools" (LMS). This is now common practice. Each school has a fixed sum of money allocated to it for each financial year from which it has to pay for all of the costs of its teaching and non-teaching staff, all of the resources required for teaching and learning, as well as provision for maintaining

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Guidance and advice may also be offered about free meals, uniform and clothing grants, employment of children, children in entertainments, the possibility of benefits, Special Needs education and Child Protection.


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Education Welfare Officers work closely with other agencies, including school nurses, Educational Psychologists, Child Guidance, Social Services, Young Persons Justice, the police and voluntary agencies.

POLICY DOCUMENTS AND PUPIL RECORDS Copies of all current documents relating to LBH, Governing Body or school policies on the curriculum, religious education, sex education, charging for school activities,

There are close links between this school and our EWO,

complaints procedures, etc. are available on request for

who is based with the other members of the service at the

you to read at the school.

Civic Centre, 2E/07, Uxbridge, Middlesex, UB8 1UW, Tel No. 01895 250858.

Parents may also read their own child/children's school records. To help with organisation it would be appreciated if parents made an appointment if they wish to read their

ADMISSION PROCEDURE

son/daughter's records. A copy of a child's school record may be obtained by parents only on receipt of a written

Children leaving their infant school automatically transfer to

application and the school reserves the right to make a

their linked junior school when they reach the right age (i.e.

charge for this copy not exceeding the cost of its supply.

after their seventh birthday). The Year 2 to Year 3 transition period begins at the beginning of each summer term and information is provided to parents and their children at the appropriate time.

»

COMPLAINTS (CURRICULUM) PROCEDURE A common procedure exists throughout the LBH for

Occasionally, after the transfer process has taken place,

handling any complaints that a parent may have

there are more applications than places available. When

concerning what is being taught in school. Please discuss

this occurs applications are put in order of priority. The

any problems directly with your child’s teacher. If this does

LBH booklet, which explains all of the processes

not resolve the problem the Headteacher will be happy to

mentioned above, is available from school should you

discuss the problem further,

require a copy.

OFSTED Inspection SECULAR CURRICULUM POLICY

aims and content of this policy and endorse the school's objective of encouraging the children to develop to their full potential. A copy of the school's curriculum review is available for inspection at the school.

To date the school has received four full inspection visits. 1997

outstanding grade awarded

2003

outstanding grade awarded

2007

good with many outstanding features grade awarded

2009

outstanding grade awarded

The school Governing Body is in full agreement with the

every parent has the right to approach any governor if they feel that there is a general issue regarding the running of the school that needs consideration

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national curriculum CORE SUBJECTS ENGLISH

! English plays a vital and significant part in the

learning process and development of every child. We aim to provide children at Whiteheath Junior

School with opportunities in language development, which will enable them to clarify ideas, extend

knowledge and understanding and communicate with others through talking, reading and writing.

Speaking and Listening

Children are given a wide range of contexts for speaking

and listening to develop effective oral communication skills and purposeful listening.

Reading

Reading is developed in a range of ways both in literacy lessons and across the curriculum. We also have a

structured reading scheme and an extensive library graded to match the development in the main scheme. Children

have a weekly target from the scheme but are encouraged to read widely beyond that. They have a class reader

chosen from the library and a book to take home changed weekly. Group reading sessions also develop basic skills.

Writing

Children are given the opportunity of experiencing writing for a range of purposes across the curriculum, as composers, communicators and secretaries.

Spelling

The school has a structured spelling scheme based on the government’s approved model. It aims to develop an

accurate use of varied vocabulary by focussing on patterns and rules. Our first task is to ensure that the basic common words are accurately spelt and to build from there.

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INCLUSION (Including Special Needs)

Mathematics has a very positive image at Whiteheath.

Our school policy aims to ensure that all individuals develop

Throughout the Junior School mathematical understanding

at their own pace, and each child, whatever their ability, is

is developed within a structured framework. Careful

recognised as being of value to the life of the school.

attention is paid to the ability to handle number and we

T

expect children to learn their tables as directed once

understanding has been established. Confidence about investigative work is developed through regular maths

challenges and an awareness of the relevance of maths to everyday life is fostered through topic related work.

SCIENCE

The general aim of our teaching is to equip each child with the skills and attitudes that will enable him or her to function as effectively as possible within the community. Our curriculum provides a wide range of learning experiences but some children need additional help to be able to benefit from these. Our aim is to provide for those with temporary difficulties, as well as those with longer-term problems. We take into account that the term "special educational needs" covers not only those whose difficulties

Children are encouraged to develop investigative skills and

are academic but also children with physical, social and

an understanding of scientific concepts through practical

emotional difficulties.

activities.

We also bear in mind those gifted children for whom

Working generally in groups, they learn to observe carefully,

we make special provision, through extra activities

to discuss what they have seen with the other children and

and projects.

their teacher and begin to ask questions such as how? why? what if?

FOUNDATION SUBJECTS

As the children develop their ability to explore the environment, they gain the qualitative and quantitative

All the foundation subjects are taught in accordance with

information that enables them to formulate hypotheses

National Curriculum guidelines. Therefore, Art, Geography,

and then to plan and carry out investigations.

History, Music, Technology, Physical Education and Spanish

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are taught in each year group either through the class topic or as a separate, individual subject.

INFORMATION AND COMMUNICATION TECHNOLOGY We are well equipped with computers and have

RELIGIOUS EDUCATION

½

established an ICT computer room with interactive

There is a daily assembly when we consider modern and

whiteboard and visualisers. Each classroom has its own

past deeds, consideration of our fellow man and our own

interactive whiteboard and visualiser. A wide range of

way of life. Continuing with the development from infant

computer activities in a structured progression is integrated

school level, the children are encouraged to search for self-

into the weekly classroom timetable. The children are

awareness, both as individuals and in the social setting,

encouraged to see ICT as an exciting and useful tool. The

along with the discovery of how other people live and work

entire school is networked. This proves easy access to the

together. Experiences of, and reflections on, the world of

internet.

nature are deepened by learning how people through the

our school policy aims to ensure that all “individuals develop at their own pace, and each

!

MATHEMATICS

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child, whatever their ability, is recognised as being of value to the life of the school.

ages have interpreted natural phenomena, often in religious terms. Explicit religious material is studied in relation to

people and their life commitments. Themes will include work about Harvest, Food, Hunger, Light and Dark,

Festivals and other Religions and Jesus as a Leader.

Parents do have a legal right to withdraw their children from Religious Education and School Assemblies if they wish,

due to their own religious following. If you wish your child to be excluded from all religious education, I would be grateful if you would write and inform us of the reason for this decision.

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national curriculum cont.

PERSONAL SOCIAL HEALTH CITIZENSHIP EDUCATION We adopt a whole school approach to PSHCE which

Other activities include a Pyramid club, art club, drama club

includes sex education. We believe it is an on-going

and chess club. We encourage the development of music

process and is included in the curriculum for each year

through recorder groups, an orchestra, choir and

group.

keyboard. Children also learn to speak Spanish.

Sex Education is introduced in Year 3 as part of the topic

Owing to the popularity of all of these clubs, numbers have

'Ourselves', when pets and the family are looked at. In

sometimes to be limited to particular year groups. You will

Year 4 the approach is similar. In the upper school it is

appreciate the tremendous effort of the staff in providing

discussed in more detail. These discussions are open and

these extra-curricular activities and if a child cannot attend

frank and a series of videos are used. Parents are given

a session, it is expected that the teacher in charge be

the option of viewing and discussing the programmes

informed of the reason.

before they are presented to the children.

As a significant contribution to the hidden curriculum, many school clubs are organised and run by the staff at Whiteheath Junior School, varying on the time of year. The school enters in all inter-school sporting competitions; netball, football, cross country, athletics, cricket, rounders, swimming and chess. There are two netball courts and football facilities include two pitches and five-a-side practice area. In the summer term there is an eight lane 80metre sprinting track and a 200metre circular track. The school also has facilities for the main field events of long jump, high jump and throwing.

Throughout the year the school invites coaches in to school. These specialist sessions usually take place after school and involve, at the moment, football, cricket, tennis, cheerleading and gymnastics.

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¾

EXTRA CURRICULAR ACTIVITIES

teachers’ new uniform code “wasThenot met with universal approval...


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main class topics covered over the year involving all foundation subjects YEAR THREE Autumn term •

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A study of the Roman invasion of Britain, to be followed

YEAR FOUR Autumn term •

A detailed study of the Tudor period, including some major events and the lives and influences of

by an investigation in to the Roman way of life. •

4

important people.

A geographical study of the weather. A scientific study of our teeth and what constitutes

Improving the environment.

a healthy diet. This is followed by a study of rocks

A scientific investigation of different habitats. This is followed by a study of moving and growing.

and soils. Spring term

Spring term

A study of the Anglo Saxon way of life in Britain.

A village in India.

A local geographical study of Ruislip.

A scientific investigation into solids, liquids and how they

A scientific investigation of the characteristics of

can be separated. This is followed by a study of

materials. This is followed by a study of magnets

‘keeping warm’

and springs. Summer term

Summer term •

A detailed study of the ancient Greeks, their beliefs and achievements and how their society has influenced

A study of the Ancient Egyptians.

A geographical study of the school environment.

A scientific investigation into the life of plants, how they

A study of settlements.

grow and die. This is followed by an investigation into

A scientific investigation of circuits and conductors.

light and how shadows are created.

our own.

This is followed by a study of forces.

The school enters in all inter-school sporting competitions

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mail class topics cont.

YEAR FIVE Autumn term •

5

An analysis of the Roanoaks and their settlement in the New World, as part of the Tudor exploration study.

A geographical study of High Wycombe and its comparison with Ruislip.

A scientific study of the Earth, Sun and Moon. This is followed by an investigation into the gases that are around us.

Spring term •

A study of the Aztecs, everyday lives of men and women, their beliefs and their society and how they coped with European intrusions.

A scientific study of sound. This is followed by an investigation into evaporation and condensation.

Summer term •

A study of the lives of Victorian children, how attitudes towards children changed and the people who are remembered for their part in these changes.

A geographical study of water supply, from around the world, and its importance.

A scientific study of the many aspects to keeping healthy. This is followed by an investigation into the life cycles of plants.

YEAR SIX Autumn term •

6

A study of our locality and its historic development over the centuries, with particular reference to the Great Plague and the Great Fire of London.

A geographical study of the largest mountain ranges, rivers, cities, deserts and oceans around the world.

Scientific investigations of interdependence and adaptation, micro-organisms, how we see things.

Spring term •

A study of the life and times of John Lennon

A geographical study of world of maps.

Scientific studies of forces in action, dissolving and reversible/irreversible.

Summer term After completing the Key Stage 2 SATS the children become involved in various activities which may include the following: •

A continuation of the geographical study of maps from around the world.

10 10

A study of various aspects of the Second World War, concentrating on the ‘Home Front’.

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school rules

☺Á

This information contains contributions from everyone

BULLYING

associated with Whiteheath Junior School - our governors, teachers and associate staff, our school meal supervisory assistants, our parents and most important of all, our children.

We believe that by listening to the views of all interested

parties, we have laid the basis of a truly uniform behavioural

The cruellest form of bad behaviour is bullying. There are

many definitions of bullying but most have three things in common:

a) It is deliberately hurtful behaviour, b) It is difficult for

those being bullied to defend themselves, c) it is repeated often over a period of time.

code, acceptable to all and implemented by all.

Our Code of Conduct has 4 Golden Rules: - to show

Both physical and verbal bullying (constant name-calling) are not tolerated. The class teacher and or the

respect for learning, to show respect for myself, to show

Headteacher record incidents and immediate action is

respect for others and to show respect for the school.

taken to stop it by listening and talking to the children

These rules are made to help, to indicate to the children

involved. Depending on the seriousness of any one

what is right and what is wrong.

incident, parents of all children involved would be notified

1. Look after our school - its building and grounds. 2. Only run outside our school building, not inside. Please keep to the left-hand side of corridors

by letter and invited to come into school to discuss and solve any problems.

DISCRIMINATION

and stairs.

3. Sweets and toys are to be kept at home, except on special occasions.

4. Do not fight.

5. Swearing is not allowed.

6. Swapping is not allowed.

All forms of racial discrimination and harassment will not be tolerated. Any incidents will be recorded in the school

Sanction Book and as with bullying, depending on the

seriousness of any one incident, parents of all children

involved would be notified by letter and invited to come into school to discuss the matter.

7. Spitting is not allowed. 8. Kicking is not allowed

POSITIVE PRAISE

9. Only wear studded earpieces, no other jewellery. 10. Be responsible for your own possessions and show respect for other people’s property.

11. Obey requests, like being quiet when told, and

always speak courteously to adults and to each other in school.

Children are rewarded for good work, concentrated effort and responsible behaviour. Praise from adults is given

verbally and through house points. Every term certificates of gold (100 hp), silver (60 hp) and bronze (30 hp) are

awarded to children in each class. (A very special award is given for any child who achieves 200 housepoints per

12. Never become a bully.

term). These are presented to the children during the

Good behaviour and respect for others and their beliefs

weekly Achievement Assembly. Merit badges are also

requires self-discipline. We expect the older children to look after our youngest and set examples of good behaviour.

This is typified by the use of prefects from Year 6, whose responsibilities are to monitor and act as role models for the other children.

awarded each week, to a deserving child, for a special

piece of work or consistent good attitude. Every week one of our classes is awarded the title ‘class of the week’, which incorporates a real team spirit as it is linked to

behaviour in the playground and involves our School Meal Supervisory Assistants.

Finally, in Years 3,4 and 5 there are two prizes awarded per class, on an annual basis, at the discretion of the class

teacher. In Year 6, the Linley Cup is awarded to the girl

considered to be the most consistent ‘all-rounder’ while

the Cox Cup is awarded to the boy. There are also annual

prizes in Year 6 for Maths, English, Science, Art, Music and Physical Education.

To be positive, to be forward thinking and to have the desire to succeed are vital qualities that we want our children to develop.

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school rules cont.

SANCTIONS 1. Children who do not finish work in lesson time, when expected to, will be asked to complete the set task at break-time or lunchtime. If still unfinished children will be expected to complete the task at home. 2. Children who purposefully break school rules, either in the classroom or in the playground, will lose their free time, over the course of a day or two. Such incidents are recorded by the class teacher or teacher on duty in the school Sanction Book. 3. If any unacceptable behaviour continues and a second written recording is necessary, the child’s parents will be informed, either by letter or telephone call, of the problem. During this process there will be an indication of the next course of action. Depending on the severity of the incident, some of the following will be adopted:

a) a meeting being arranged to discuss the matter b) a detention being issued (which will last for 1 hour, after school, on a mutually agreed day) c) the child being excluded from the school during the lunch break. 4. Deliberate, wilful kicking or hitting will result in an immediate detention. 5. Any children who are asked to serve more than three detentions over the course of any one term of the academic school year will be temporarily excluded from school. Exclusion procedures of a temporary and permanent nature would be explained in more detail to any parents, should the need ever arise.

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One of the most important features within Whiteheath Junior School is the importance of relationships. It is through relationships between teaching staff, children and parents that caring and co-operation takes place.

“

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Whiteheath Junior School Whiteheath Avenue Ruislip, Middlesex, HA4 7PR Te l e p h o n e : 0 1 8 9 5 6 3 4 9 6 4 W e b : w w w. w h i t e h e a t h - j u n . h i l l i n g d o n . s c h . u k

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Whiteheath brochure  

prospectus whiteheath