Prospectus 2018 19

Aberford C of E Primary School Prospectus 2018/2019

Dear Parents and Carers On behalf of our pupils, staff, governors and friends of the school, may I wish you a very warm welcome to Aberford C of E (VC) Primary School.

At Aberford we are committed to ensuring a caring, inclusive and welcoming school where every person feels valued. We work hard to create an atmosphere where children are happy, safe and secure so that they can thrive in everything that they do.

At Aberford we are a family. The staff at our school work hard to provide rich, stimulating and accessible learning opportunities for every child. We feel that learning should not only be exciting and rewarding, but should also encourage and challenge so that our children have high aspirations.

A successful education relies on a strong partnership between school and parents, and is an essential factor to success. We look forward to working with you and welcoming you and your child/children to our school.

When you visit us we hope you will feel the same happy, caring and nurturing environment that we strive to promote.

Our prospectus is designed to introduce our school to you, providing you with information regarding our vision, administration and general organisation. We hope that you find it helpful and that it provides you with all the information you will need. If you require any further information and would like to visit school, please do not hesitate to contact us.

Yours sincerely, Philippa Boulding

Telephone: 0113 281 3302 Email: office@aberfordceprimary.org.uk

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Aberford Church of England Primary School

Our Location Aberford C of E Primary School is situated in the picturesque village of Aberford on the eastern outskirts of Leeds.

❖ Our school is tucked away behind St. Ricarius church towards the top of School Lane. ❖ Most of our families walk to school and, as we don’t have parking spaces for parents outside school (unless you have a disabled badge), we would respectfully ask that any cars are parked on the main road. ❖ We have bike racks in school so that the children can cycle to school or come on their scooters. Please ensure that they wear a helmet.

Our Grounds and Building ❖ Our school has lots of character. The main building houses our Reception classroom, Year 1/2 classroom, our library, ICT suite and a school hall which is used for many activities including collective worship, indoor PE and theme activities as well as doubling up as our dining room. ❖ Across from the main building we have our Year 3/4 and Year 5/6 classrooms. ❖ Our breakfast and after school clubs are housed in the building behind the main school. This also offers an extra space for additional learning activities throughout the day and now also houses our wonderful new library. ❖ We have a playground with a quiet seating area around our tree, a bouldering wall and an all purpose surface. ❖ We also have a field at the back of the playground which, thanks to the whole school set of waterproofs and wellies purchased by the PTA, can be used all year round!

The School Staff Our staff team work together to ensure that all our children are ‘confident, caring and capable’ in an ever changing world. We love working at Aberford and support our school aims and values: We respect each other and are proud of each other’s achievements. We foster a love of learning and a determination to embrace new challenges. We are creative and enthusiastic in all our teaching and learning and work together in a safe and happy environment, where Christian values are placed at the heart of all we do. We are a family.

Staff 2016/2017 Philippa Boulding

Headteacher

Sarah Goddard

Office Manager

Joanna Warner

Assistant Headteacher

Fred Lock

Caretaker

Ania Briggs

Class Teacher

Diane Roberts

Cook in Charge

Kelly Brown

Class Teacher

Kitchen Assistant

Lucy Jennings

Class Teacher

Maxine HopkinsonKing Vicky King

Emma O’Neill

Support Teacher

Sue Baxter

Midday Assistant

Lynda Shaw Carolyn Teale

Higher Level Teaching Diana McCall Assistant Teaching assistant

Janet McNally

Teaching assistant

Sarah Darley

Teaching Assistant

Kitchen Assistant

Midday Assistant

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The School Governors We are proud to have a committed Governing Body which provides support and challenge for the school. If you would be interested in becoming a Governor, there are members of the team who would be delighted to talk to you.

Governors 2018-2019 Emma Johnson

Chair, Foundation Governor

Mike Oakes

Co-opted Governor

Michelle Hilton

Foundation Governor

Becky

Co-opted Governor, Chair of

Blackmore

Resources Committee

Co-opted Governor

Melanie Steed

Parent Governor

Jennifer Eastwood

Parent Governor

Suzanne Phillips

Foundation Governor

Philippa Boulding

Headteacher

Joanna Warner

Teacher representative

Roweena Summers

Admissions We encourage all parents to visit the school with their child/children in preparation for applying for a place. Please ring the school office to arrange an appointment. The school’s current planned admission number for each year group is 14.

The admissions authority for Aberford C of E Primary School is Leeds Local Authority. The criteria for admissions are outlined on the Leeds City Council website: www.leeds.gov.uk. Admissions applications can be made online at: www.leeds.gov.uk/admissions. For further information you can ring the School Admissions Department on 0113 222 4414.

Admissions Policy gives priority in the following order: 1. A) Children in public care or fostered under an arrangement made by the local authority. b) Children without a statement but who have Special Educational Needs, or with exceptional medical or mobility needs, that can be met at a specific school.

2. Children with older brothers or sisters who will be at school at the start of the academic year and are living at the same address.

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3. Parents who put their nearest school to their home address as first choice (priority will be given to those nearest the school as measured in a straight line).

4. Parents who choose a Leeds school which is not the nearest to their home address (priority will be given to those nearest the school as measured in a straight line).

What Should Children Wear In School?

We would like our children to have pride in being part of Aberford C of E Primary School and in maintaining a well-dressed, clean and smart appearance. The uniform has been designed so that most of it is easily obtainable from chain stores at reasonable prices. Our items with the school logo can be purchased from the Schools’ Partnership Trust shop on Main Street, Garforth.

SCHOOL UNIFORM Red sweatshirt with logo Red or white polo shirt with or without logo Red cardigan with or without logo Grey trousers (boys/girls) Grey shorts for the summer (boys) Grey skirt or pinafore dress Red checked summer dress Sensible black shoes (not sling-backs, high heels, trainers/boots or open toes) Black/white/grey socks or tights

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As you can imagine, it is extremely difficult to locate and replace lost uniform.

Please ensure that every item of your child’s clothing (including PE kit) is clearly labelled with permanent ink or name strips.

PE KIT White t-shirt with or without logo Red or black shorts Black/white/grey socks Named “pump bag�

Trainers or plimsolls Tracksuit in cold weather for outdoor PE

SWIMMING One piece costume for girls (not bikinis) Trunks for boys (not long, baggy shorts) Towel Swimming hat advisable for long hair

If your child is unable to wear an item of the uniform temporarily, please let us know by letter. We have never yet sent a child home for being improperly dressed, but we reserve the right to do so.

Jewellery and make up are not permitted in school. We do permit single ear studs and watches.

We can have times when head lice are a problem. If your child has long hair, we advise that it be tied back.

The Curriculum

The curriculum refers to all the various learning opportunities provided by our school. This includes our timetabled lessons, out of school activities and attitudes, moral values and styles of behaviour promoted and supported by the school.

The National Curriculum Every maintained school is obliged to provide a basic curriculum comprising Religious Education and, for pupils of compulsory school age, the National Curriculum.

Your child will study the following subjects: • •

Core subjects - English, Mathematics and Science

Foundation subjects – Art and Design, Citizenship, Computing, Design and Technology, Languages, Geography, History, Music and Physical Education and Religious Education

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The School Curriculum We have a theme based curriculum so that all learning is meaningful, fun and inspiring.

Teachers involve the children in the planning so that we are helping them to take responsibility for their learning and engaging them at every opportunity.

Exciting launches are planned for each new theme through, for example, visits to places of interest, visitors into school, re-creating the classroom around the theme, spending a whole day immersing children in the new theme, dressing up to reflect the theme.

‘Our school is very passionate about learning’

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The curriculum is broad but with high priority on English, Maths and Science.

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English, Maths and computing are taught separately, but applied across the curriculum.

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We have a combination of cross curricular and subject teaching to suit individual age groups.

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The curriculum is taught through a mixture of teaching styles and methods to suit children’s individual learning styles.

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Activity based learning and problem solving is integrated into the curriculum.

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Children experience ‘personalised learning’ so that individual needs and interests are met.

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FOUNDATION STAGE

Our Foundation Stage Curriculum The Foundation Stage is from the age of three to the end of the Reception year. We follow the Department of Education framework for learning in the Early Years Foundation Stage. The Early Learning Goals are organised into six areas of learning which provide the foundation for achievement later in school life. Alongside the Characteristics for Effective Learning there are 7 Areas of Learning and development.

The areas of learning and development are: Personal, Social and Emotional Development Physical Development Communication and Language Literacy Mathematics Understanding the World Expressive Arts and Design

The children access their learning in lots of different ways, both inside and outside the classroom. They also enjoy exploring learning in their local environment.

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Personal and social skills and language development are particularly emphasised in the Foundation Stage as they form the basis of learning in all other areas. Children will progress at different rates and individual achievement will vary. All children should, however, be able to follow a curriculum which enables them to make maximum progress. It is expected that most children will have achieved the Early Learning Goals by the end of the Foundation Stage (i.e. the end of their Reception year).

Snacks With all the learning that they are engaged in, the children need to keep up their energy levels. We provide all Reception children with a piece of fruit and a drink to keep them going!

‘My favourite thing is that we learn new things with our friends.’

‘I like reading in class because then when we’re older we can read all on our own.’

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A DAY AT ABERFORD C OF E PRIMARY SCHOOL We are a really exciting school with every day bringing a wide variety of new learning opportunities.

Arrival at School •

Children arrive no earlier than 8.40am for an 8.50am start

During the morning •

Between 8.50am and 9.00am children across school are registered

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At 9.00am children participate in whole school Collective Worship, and on Fridays we end the week with a Celebration Worship during which we celebrate all our achievements that week By 9.20am we start English or maths lessons across Key Stage 1 and 2

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During English children may be learning letter sounds and names, learning spelling patterns, how to punctuate, or may even be drafting and editing a piece of writing

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In maths children have the opportunity to develop their understanding of calculation as well as develop skills in applying their mathematical knowledge Children will be working in carefully differentiated groups

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Break times KS1 break is 10.30am – 10.45am KS2 break is 10.15am – 10.30am Children in KS1 are provided with a selection of fresh fruit and vegetables daily.

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Lunchtime • Lunchtime is between 12 and 1 o’clock each day.

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All children have their lunch in our dining hall unless the weather is good and the children can take their packed lunches outside for a picnic.

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Children from all classes enjoy eating together from a choice of either their own packed lunch or a hot meal cooked on site.

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Payment for school lunches should be made at the beginning of each week or on a termly basis. The cost of a meal per day from September 2016 will be £2.05 (Class 3) or £2.10 (Class 4). You will be notified of any changes to cost through the weekly newsletter.

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Our field allows children to set up games or they can relax and reflect under the tree, climb the play equipment or use other equipment available to them.

There are also a variety of lunchtime clubs available.

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‘Our delicious lunches are already great but as if that wasn’t enough, we now have a star table!’

‘Our fantastic dinner ladies cook themed lunches including Christmas Lunch, Bonfire Lunch and Around The World Day.’

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Afternoon •

During the afternoon children might be involved in their “themed” learning which has a cross-curricular approach.

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Children enthuse when learning in this way, working in mixed ability groups practising and developing a range of skills in a wide range of subjects.

Many opportunities for home learning are linked to the theme of the half term/term.

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End of the School Day •

School finishes at 3.15pm.

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We ask parents/carers to meet their children on the playground on time. Please let us know if someone different will be collecting your child/children so that we can ensure their safety.

Before and After School Activities We are proud of the wide range of activities that are offered to our children, believing that they help to raise self esteem and widen experiences.

Clubs are offered to children throughout school from Reception to Year 6. We are always open to any ideas from children on clubs they would like to have in school.

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Home Learning Why do we set home learning?

To check that pupils have understood class work.

To consolidate and practise skills, especially basic skills.

To prepare or extend work covered in school.

To provide opportunities for pupils to work independently.

How can you help your child and support the school?

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We value parents’ support in seeing that home learning is completed and done to the best of your child’s ability.

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All children are different: some like to relax for a while when they get home; some need to eat; some like to get their task out of the way straight away. You can arrange a suitable time to suit you and your child/children.

Allow time for children to pursue other interests and hobbies.

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Speak to the class teacher if your child is finding anything particularly difficult.

Learning Challenges At Aberford we have ‘Learning Challenges’. This way of working allows for busy families to fit homework in around a number of out of school commitments, but also encourages the children to organise their time effectively in order to get the most out of every learning opportunity.

At the start of each term, the children are set a number of challenges. Five of these challenges are compulsory and have pre-determined hand in dates. The rest of the challenges are optional. As the children complete the challenges they collect points. We celebrate the achievements of those children who achieve maximum points. In Years 5 and 6, we begin to prepare the children for their move to secondary school by setting regular homework tasks.

‘As homework, we get a number of tasks, some we have to do and others we don’t but if we collect the full 200 points we earn a r e w a r d . T o h e l p m a k e o u r education even more fun, people come in for outdoor, hands on challenges.’

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Assessment •

Assessment is an integral part of the learning process, and its purpose at our school is to support your child and his/her teacher in evaluating the impact of the learning experiences provided.

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It provides a means of collecting information regarding a child’s progress and pin pointing areas that may need further consolidation.

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A variety of assessment methods are used allowing teachers to fine tune teaching and delivery of the curriculum to match individual needs and the needs of the class.

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All our pupils are assessed on a daily basis in a continuous informal way so that teachers can give instant feedback on what children are doing well and what their next steps for learning are.

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In addition to this, there are more formal and statutory testing procedures that take place throughout the time your child is with us.

When your child leaves our school, we send this information to their next school.

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At the end of each academic year, teacher assessments are reported to parents in the form of the school report. We also hold parents’ consultations to inform you of progress and targets.

‘I like school because when I learn it makes me feel really happy.’

Milly

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Key Stages and Assessment Arrangements •

Pupils are assessed at the end of each Key Stage, when your child’s progress will be measured against the standards set out in the National Curriculum using the appropriate level descriptions.

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At the end of Foundation Stage (Reception), teacher assessments take place and these are reported to the Local Authority.

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At the end of Year 1, phonic assessments take place and are reported to the Local Authority.

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At the end of Key Stage 1 (Year 2), teacher assessments and tests/tasks take place and these are also reported.

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At the end of Key Stage 2 (Year 6), children sit their national SATs (formal external tests).

How is my child getting on at school?

We offer regular reporting opportunities through a twice-yearly appointment system and an annual written school report.

You may make an appointment with your child’s teacher at any time should you be particularly concerned or wish to discuss a particular difficulty.

Parents’ consultation appointments will give you an insight into your child’s attitudes to learning, attitudes towards others, how they are performing against age related expectations, a progress update and how you could help them with their future targets.

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The detailed reporting on all subjects will be sent home annually in the summer term. Levels attained in reading, writing and maths are included in this report so that it is clear how your child is progressing.

Golden Rules to Help Children Learn Our aim is to create and maintain a happy, positive, learning environment for all.

• We adopt a positive approach to the management of pupils’ behaviour in that we actively encourage good behaviour and nurture the children’s self esteem.

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We recognise that good behaviour is a necessary condition for effective teaching, learning and for fostering good relationships.

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Sometimes some children do not always find it easy to conduct themselves well at all times. We have clear procedures in our Behaviour Policy to deal with such situations and regularly involve parents in helping children to get back on track.

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We encourage and actively promote mutual respect and consideration for others and have high expectations of everyone.

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Setting our expectations high means that our children are exceptionally well behaved and safe when out on school visits.

‘We have a launch day when we explore what we are going to learn about in our theme work.’

‘For education and enjoyment we go on school trips to places like Eden Camp, Gym Magic and The Yorkshire Sculpture Park. When we’re in Class 4, we get to go on an exciting residential visit to an outdoor activity centre for 3 days.’

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Class and School Rewards Each class creates their own rules with the children at the beginning of the year, so that the children feel fully involved and each class operates their own rewards systems in discussion with the children.

As a school, we operate ‘house points’. Every child across the school belongs to a ‘house’.

Children earn house points for good work, walking around school smartly, acts of kindness, good manners etc. Certificates are awarded for achieving 50, 100, 150 and 200 house points.

We also have Celebration Worship where we celebrate achievements and acknowledge excellent learning behaviours.

How can you help in school?

Home – School Agreement We ask that you will give the school your wholehearted support, taking responsibility for supporting your child with home learning and ensuring that it is completed on time, ensuring parent consultation appointments are kept, and any home circumstances likely to affect your child’s behaviour or progress are shared with school.

Aberford PTA Our PTA has charitable status which allows us to bid for grants/funding for projects for school. For example our raised beds and garden club equipment was bought through a successful bid.

Our PTA is wonderful! They organise many activities for adults and children e.g. the annual Easter Egg Hunt, our Welcome Party, the Bonfire Party, our Summer Gala, Barn Dances and many other school and community events.

Do come along to our meetings. As a parent you automatically become a member and any help you can give is much appreciated.

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Volunteering to support learning and making a difference We are very grateful for any additional support and appreciate any regular time that you can give us. We always need help with listening to children read, practising their numeracy skills, ICT support or an extra pair of hands to help with a wide range of creative and practical activities. Our usual policy is not to place parent volunteers in the same class as their child/ children, but sometimes this is unavoidable.

We often need extra support for offsite school visits so the class teacher may contact you. If you are able to help regularly, we are required to carry out a check through the Disclosure and Barring Service (DBS) in line with Leeds’ child protection procedures. Please make an appointment to see Miss Boulding if you have any time to offer us.

We are a Church of England School Message from Reverend Martin Otter “As a church we work closely with the staff, pupils and parents of Aberford C of E (VC) Primary School, to learn together the different aspects of Christian faith and worship. The school is a wonderfully friendly environment, and the children, staff and parents/guardians are able to share this with the regular worshippers at St. Ricarius when the two communities join together.”

“The school and parents come to the church for different services, including end of term and leavers assemblies, as well as special occasions particularly at Christmas and at Easter.

Collective worship in school is regularly led by clergy, and children from the school also attend the informal worship sessions in the benefice, as well as coming to the church youth group.”

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ACE Committee Aberford Children’s Ethos (ACE) committee meet regularly to think about and develop how we show that we are a church school in everything we do – from collective worship to how we treat each other day by day.

Collective Worship Collective worship is a special time for pupils to reflect upon their life experiences and to seek out answers to ultimate questions as far as their intellectual and spiritual capacities will allow them.

Collective worship at our school endeavours to encourage the development of these areas in every child. In our celebration worship we have an opportunity for the individual child to celebrate his or her social and academic achievements, and a time to foster the positive values held at the school, the local community and the wider world.

Parents do have the right to withdraw their children from collective worship. As a school we encourage dialogue with parents, so that any concern about any activity is discussed to avoid misunderstanding and confusion.

Attending School Full attendance leads to the best educational outcomes for children.

Non-attendance is extremely disruptive for children, leaving gaps in their learning and leading to a lack of confidence. We monitor and track pupil progress and see that children who do not attend regularly also make very little progress in their learning.

All absences are checked on a daily basis to ensure that children are safely in school.

90% attendance = one day missed per fortnight 85% attendance = one and a half days missed per fortnight 80% attendance = two days missed per fortnight We may make referrals to access additional support in improving attendance if your child’s attendance falls below 90%.

Can I take my child out of school during term time?

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There is a common misconception that any child has the right to 10 days holidays in any school year. This is not true.

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An absence of up to 10 sessions may be authorised by the Headteacher under exceptional circumstances.

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Every request for time off during term time must be done officially by completing a holiday form at least 6 weeks prior to the request date. You will be asked to make an appointment to see the Headteacher for this to be considered.

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Any holidays taken without authorisation may be subject to a penalty notice.

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All medical or dental appointments, bereavements, visits to other schools are authorised absence and school should be notified of these in advance.

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The Governing Body has agreed that celebrations, non-urgent appointments and holidays will not be authorised.

Illness •

Please keep your child at home if he/she is unwell.

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If your child suffers from any food or substance intolerance/allergies, please ensure that this information is on your child’s registration form.

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If your child experiences vomiting or diarrhoea, please allow 48 hours between the last attack and the time they return to school.

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We cannot allow children to remain in school if they are suffering from anything contagious.

Keeping your child healthy and safe What if my child needs medication?

All children will need medication from time to time. We are happy to administer prescribed medicine when the prescribed dose is 4 times or more per day. In these cases, you will need to complete a form, giving details of the drug and number of doses. All medication should be clearly labelled and brought by an adult to the office.

What if my child suffers from asthma?

If your child suffers from asthma, all inhalers and other related medication should be brought and kept in the designated area in the classroom.

What if my child has a serious allergy?

If your child suffers from an allergy and requires an Epipen, you must notify the office.

Staff in school are trained to use Epipens in case of emergency. Your child’s photo and details will be displayed in the office with clear instructions on how to deal with such emergencies.

What if my child has an accident at school?

In the event of a minor injury, your child will be treated by a qualified first aider and you will receive a letter or phone call giving details of the injury and the treatment.

For more serious injuries, your child may need to be taken to hospital. It is vitally important that we have your correct telephone number and the names of other emergency contacts in case we are not able to reach you.

If we are unable to contact you we shall assume parental responsibility, take your child to hospital for treatment and continue to try to make contact with you.

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How do we safeguard your child?

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Safeguarding children is taken extremely seriously at our school and we have clear procedures known to all adults to ensure that all of our children are safe and secure at all times.

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Should you have any concerns about the safety of a child, please speak to any of the designated Child Protection members below.

DESIGNATED CHILD PROTECTION STAFF: Philippa Boulding – Headteacher Sharon Tate – Learning Mentor

Catering for all Children’s Needs Children with Special Educational Needs At some point in their lives many children need extra help for example with reading, writing, speech and language or possible temporary hearing loss. Occasionally, the needs are greater and early help is vitally important. It is our aim to meet the needs of every individual within school. This may include advice and support from outside agencies.

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What do I do if I think my child may have special educational needs?

Your child’s Class teacher is the first point of contact. A meeting can be set up at a time to suit you but generally before or after school hours is most convenient. Following initial discussions we may feel it is important to gather some more information about the concerns raised and evaluate how we can support your child. This may be through observations of your child or by carrying out some focus work individually or as part of a group. Any outcomes of these discussions will be shared with our SENCo, Philippa Boulding who is also the Head Teacher. If we feel further advice and support is needed, we can contact the Complex Needs Service or other health services such as Speech and Language Therapy in Leeds.

How will school support my child?

Each child’s education programme will be planned by the class teacher. It will be differentiated accordingly to suit the child’s educational need. This may include additional general support by the Teacher or Teaching Assistant (TA) in class.

Pupil Progress Meetings are held each half term. This is a meeting where the class teacher and TA meet with the SENCo/Head teacher to discuss the progress of children in their class. This shared discussion may highlight any potential problems in order for further support to be planned.

If a child has needs relating to more specific areas of their education, such as spelling, literacy or maths, then the child may be placed in a small focus group. This will be run by the teacher or TA. The length of time of the intervention will vary according to need but will generally be for half a term. The interventions will be regularly reviewed by all involved to ascertain the impact of the provision and to inform future planning. These interventions will be recorded on class provision maps. If you have any queries related to the interventions please do not hesitate to contact the class teacher or SENCo. For further information, please refer to the SEN Policy on the school website.

More Able Children All children have strengths and needs throughout their school careers. As a primary school, we match learning activities to your child’s ability. This matching is called differentiation. Some children demonstrate exceptional skills at a very early age and they are classed as ‘More Able and Talented’ at that stage. The school aims to provide teaching and learning experiences that will challenge, stimulate and further extend their abilities.

What do you do if you have any concerns about school?

We hope that you will always be happy with the school, but occasionally problems do arise.

Please do not hesitate to contact the teachers or Headteacher, via the office, either by phone or coming in to school to arrange a suitable time to meet.

We are usually able to resolve any concerns due to our strong relationships with families.

However, in the event of the Headteacher not being able to resolve the problem to your satisfaction, you are able to talk to the Chair of Governors by contacting the school.

If it is still not possible to agree on a solution to the problem, a copy of the Leeds City Council Complaints Policy will be provided to you.

We hope that we will always be able to sort out difficulties and look forward to a long, happy and supportive home school partnership.

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The School’s Offsite Visits Charging Policy We believe that children learn best when learning is meaningful and enriched by memorable experiences. Therefore we arrange special visitors, exhibitions, shows and workshops to come to school and we also organise off-site visits. These do cost money, so we ask parents/carers to make a contribution. For some trips and residential visits, we operate a system so that the costs can be spread over a longer period of time.

There are times when families may find it difficult to pay the whole amount. Please arrange to speak to the Headteacher if this is ever the case. Unfortunately, if there are a large number of families who cannot make contributions, a visit may have to be cancelled.

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TERM DATES AND HOLIDAYS FOR 2018-19 Holiday

Schools close

Summer

Schools open Monday 3 September 2018

Autumn mid-term

Friday 26 October 2018

Monday 5 November 2018

Christmas

Friday 21 December 2018

Monday 7 January 2019

Spring mid-term

Friday 15 February 2019

Monday 25 February 2019

Easter Break

Friday 29 March 2019

Monday 15 April 2019

Easter weekend

Thursday 18th April 2019

Tuesday 23rd April 2019

May Bank Holiday

Friday 3 May 2019

Tuesday 7 May 2019

Summer mid-term

Friday 24 May 2019

Monday 3 June 2019

Summer

Weds 24 July 2019

Staff Training Days 2018-2019 26th October 2018 5th November 2018 22nd, 23rd & 24th July 2019

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