Throckley Parent Handbook

PARENT HANDBOOK Throckley Primary School Hexham Road Throckley Newcastle upon Tyne NE15 9DY

ADDRESS Throckley Primary School Hexham Road Throckley Newcastle upon Tyne NE15 9DY SCHOOL OFFICE: TELEPHONE: EMAIL: WEBSITE:

8am – 4pm 0191 267 5311 admin@throckleyprim.newcastle.sch.uk www.throckleyprim.newcastle.sch.uk

Please refer to our School Website for up to date information, news & dates for your diary.

HEAD TEACHER:

Mrs J Stuart

DEPUTY HEAD TEACHERS:

Mrs Julia Brown and Mrs Lynsey Giblin

ASSISTANT HEAD TEACHER:

Mrs Ellie Sample

INCLUSION LEAD:

Mrs Julia Brown

SENCO

Mrs Julia Brown

SCHOOL BUSINESS MANAGER:

Mrs L Comstock

SCHOOL WELFARE OFFICER:

Mrs L Cunningham

CHAIR OF GOVERNORS:

Mrs H Richardson

Please see the School website or Noticeboard at the front of school for full staff details.

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TABLE OF CONTENTS

PAGE

1.

Head Teacher’s Welcome

6

2.

Governing Body

8

3.

School Vision

9

4.

British Values Statement

9

4.1

Democracy

9

4.2

The Rule of Law

10

4.3

Individual Liberty

10

4.4

Mutual Respect

10

Tolerance of Those with Different Faiths and Beliefs

10

4.5

5.

Spiritual, moral, social and cultural development (Smsc)

11

6.

Our Golden Rules

12

7.

Behaviour Statement

12

8.

Year Group Information

13

8.1

Early Years

13

8.2

Key Stage 1

14

8.3

Key Stage 2

15

9.

Admissions Information

16

9.1

Throckley Acorns Admissions

16

9.2

Rising 3s Admissions

17

9.3

30-Hours Nursery Admissions

17 3

PAGE

9.4

Reception Admissions

18

9.5

In-Year Transfers

18

10.

School Day

18

11.

School Uniform

18

12.

Attendance Policy

20

13.

Data Protection

22

14.

Administering Medicine

22

15.

Special Educational Needs (SEN)

23

16.

Curriculum Intent

23

17.

School Meals

25

17.1 Meal Options

25

17.2 Free School Meals (FSM)

25

17.3 Universal Free School Meals (UIFSM)

25

18.

Cuba Kids Breakfast Club and After-School Club

26

19.

Extra-Curricular Clubs

26

20.

School Office

26

21.

Safeguarding Information for Parents

27

21.1 Contact Details

27

21.2 Internet and Mobile Phone Safety

28

21.3 E-Safety Code of Conduct

30

21.4 Ten Tips for Keeping your Temper

31

21.5 Child Abuse and what to look for

32

21.6 If your child is being bullied

33

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PAGE

21.7 What we will do if we have a concern

about your child

34

22.

Home School Agreement

35

23.

Use of Photographs and Images

37

23.1 Photographs and Images in School

37

23.2 Photographs and images on

the School Website

37

23.3 Permission to Take/Use Photographs

and Images

37

24.

38

Complaints Policy

24.1 Who can make a complaint?

36

24.2 The difference between a concern

and a complaint

38

24.3 How to raise a concern or make a complaint

38

24.4 Anonymous complaints

39

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1.

HEAD TEACHER’S WELCOME

Welcome to Throckley Primary School! I am pleased to announce that our excellent results mean that we are ranked the 90th primary school in the country (out of over 16,000) in the 2022 ‘Sunday Times Parent Power Guide’. This ranking puts us in the top 1% of primary schools nationwide.

‘Parent Power’ identifies the highest-achieving schools in the UK and is the definitive school rankings guide. In February 2019, we received a special letter of congratulations from Rt Hon Damian Hinds MP, Secretary of State for Education and Rt Hon Nick Gibb MP, Minister for State School Standards, because our results show that our school is amongst the top 3% of schools in England in terms of the progress made between Key Stage 1 and Key Stage 2.

I am delighted and proud to be Head Teacher at such a fun and vibrant school where pupils, staff, governors, parents and the school community work extremely hard and have high expectations of one another. We are committed to the highest standards of teaching and learning – achieved through a combination of challenge, support, encouragement and praise – to ensure that all students fulfil their potential.

At Throckley Primary you will find a welcoming and purposeful environment, with relationships built on mutual respect. Our supportive pastoral systems help pupils to achieve beyond their expectations and develop a strong sense of responsibility for themselves, their peers and the wider world. Throckley Primary pupils develop skills for lifelong learning.

Achievement and a ‘can do’ attitude are at the heart of our philosophy; we support this through nurturing pupils’ creativity, encouraging independent thinking and learning and showing that mistakes can be a learning opportunity.

We are a forward-thinking school which has experienced rapid improvement. Our school has been designated as a National Support School, with myself as a National Leader of Education and several of our staff as Specialist Leaders of Education. This means that we use our skills and experience to support other schools which are in challenging circumstances. As a member of the Outer West Learning Trust group of schools and through our work as a strategic partner with the Tyne Valley

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Teaching School Alliance and the Walbottle Teaching School Alliance, we participate in development projects with our local universities. We aim to inspire all of our partners to work with us as an outstanding school in an outstanding learning community.

I would encourage you to visit our school website which provides a wealth of information about the school and our offer to pupils.

• On our Homepage you will find links to the Latest News on our Twitter feed and a calendar with important dates.

• In The Curriculum section you will find information about the purposeful and empowering curriculum we offer here at Throckley Primary. We have worked hard to ensure that learning throughout the school is relevant, engaging and connected to prior study; fully developing learners’ knowledge and skills. We believe that experience should be at the heart of the curriculum and are proud that our children are excited by their learning throughout school. Please take some time to review our curriculum intent and key drivers.

• In our ‘Information’ section you will find tabs that cover our admissions policies and procedures as well as links to our November 2013 Ofsted report and our most recent performance data.

• The ‘Search’ function at the top of the page allows you to search for specific information on our website using keywords. The search function is powered by Google, so please look below the Google results on each page to see the school-specific results.

Mrs Julie Stuart

Head Teacher

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2.

GOVERNING BODY

The Governing Body carries out a very important job behind the scenes in supporting and challenging the school staff to improve the outcomes for children. They work closely as a team on a wide variety of tasks which include: • • • • • • •

developing a strategic plan for the school determining school aims, policies and priorities setting targets monitoring and evaluating the work of the school appointing staff managing the budget securing high levels of attendance and good standards of pupil behaviour • ensuring that all children in the school have access to a broad and balanced curriculum • ensuring the health and safety of pupils and staff Currently there are 13 members: • • • • • • • • • • • • •

Mrs Helen Richardson (Chair) Mrs Julie Stuart (Head teacher) Mrs Thelma Lewis Mrs Jennie Jones Mr Gary Daines Mr Kevin Barrass Mrs Georgia Allen-Baker Mr Fergus Hegarty Mr Liam Brown Miss Katie McGregor Mrs Lee Comstock Mr Darren Kidger Vacancy

They are a strong team with a variety of skills who work well together and have a shared commitment to continuing the journey together for the benefit of all our children in the future.

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3.

SCHOOL VISION

Children, parents and staff worked together to come up with the six words that best express our vision for our school.

Learning:

Using creativity and challenge in order to inspire a love of learning, which lays the foundations for later success.

Caring:

Providing a nurturing and supportive environment where lasting friendships flourish.

Respect:

Valuing each other and our environment, embracing our differences and celebrating individuality.

Teamwork: Working together as a whole school community, creating opportunities and widening horizons.

Success:

Promoting excellence through high expectations; pushing the boundaries of achievement for all.

Pride:

Pride in our community; pride in our achievements; pride in ourselves

Proud to be Throckley Primary School!

4.

BRITISH VALUES STATEMENT

The DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”

The Government set out its definition of British values in the 2011 Prevent Strategy. At Throckley Primary these values are reflected in our own school vision and reinforced regularly in the following ways:

4.1

Democracy

Democracy is embedded throughout our school curriculum. Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. Pupils also have the opportunity to air their opinions and ideas through our School Council and regular pupil questionnaires. The elections of the School Council members and Head Boy and Head Girl are based solely on pupil votes, reflecting our British electoral system and demonstrating democracy in action 9

4.2

The Rule of Law

The importance of laws that govern the class, the school and the country, is consistently reinforced. Our school has ‘Golden Rules’, which are deeply embedded in our work every day. Each class also discusses right from wrong and sets their own class rules that are clearly understood by all and seen to be necessary to ensure that every class member is able to learn in a safe and ordered environment. Our pupils are taught the values and reasons behind laws, that they govern and protect us, and the responsibilities that this involves and the consequences when laws are broken.

4.3

Individual Liberty

Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for our pupils to make choices safely, through the provision of a safe environment and an empowering education. Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely; examples of this can be clearly seen in our e-safety and P.S.H.E. lessons. Our pupils are given the freedom to make choices and are encouraged to act responsibly and show initiative.

4.4

Mutual Respect

As a school which holds values at the core of its ethos, our school Values and Behaviour policies have evolved around Core Values such as ‘Respect’.

The pupils have been part of discussions and collective worship related to what this means and how it is shown. Respect is one of the values which is taught explicitly within lessons and in collective worship, enabling pupils to contribute positively to the lives of those living and working in the locality of our school. It is shared with home through newsletters and website information. Adults throughout the school model, demonstrate and promote respect for others as do older children who have suitable, age related, tasks and responsibilities. This is reiterated throughout classroom and learning rules, as well as our behaviour.

4.5

Tolerance of Those with Different Faiths and Beliefs

Our core value of ‘Respect’ ensures tolerance of those who have different faiths and beliefs. Throckley Primary School enhances pupils’ understanding of different faiths and beliefs through religious education studies; P.S.H.E. work; visits to other schools in order to participate in celebrations such as Diwali; welcoming visitors from other schools in order to celebrate 10

differences and enjoying a depth of study during themed weeks. Beliefs, traditions and customs from around the world are studied, with visitors being invited in to our school to enrich and extend understanding. Through these activities our pupils gain an enhanced understanding of their place in a culturally diverse society and an understanding of the importance of identifying and combatting discrimination.

5.

SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT (SMSC)

We recognise that the spiritual, moral, social and cultural development of our pupils is of fundamental importance in the ‘whole child’ education we strive to achieve. It supports all areas of learning and is key to a child’s motivation to learn. We recognise that such development is most successful when the values and attitudes promoted by all the staff provide a model of behaviour for our pupils. These values are outlined below;

Spiritual Explore beliefs and experiences; respect values; discover oneself and the surrounding world; use imagination and creativity; reflect.

Moral Recognise right and wrong; understand consequences; investigate moral and ethical issues; offer reasoned views.

Social Use social skills in different contexts; work well with others; resolve conflicts; understand how communities work.

Cultural Appreciate cultural influences; participate in culture opportunities; understand, accept, respect and celebrate diversity.

We aim to provide an education that provides pupils with opportunities to explore and develop their own values, beliefs and spiritual awareness. Pupils should demonstrate a positive caring attitude towards other people, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of other cultures whilst encompassing the British values of democracy, rule of law, individual liberty, mutual respect and tolerance of those with other faiths and beliefs.

The integrity and spirituality of pupils from other faith backgrounds will be respected and explored. The diversity of traditions will be recognised, and pupils will be given access to alternative views.

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The school community will be a place where pupils can find acceptance for themselves as unique individuals, and where resilience and the opportunity to start again is fundamental to the ethos of the school.

Pupils should learn to differentiate between right and wrong in as far as their actions affect other people. They will be encouraged to value themselves and others.

Pupils should understand the need for rules and the need to abide by rules for the good of everyone. School and classroom rules reflect, reiterate, promote and reward acceptable behaviour and provide opportunities to celebrate pupils’ work and achievements.

6.

OUR GOLDEN RULES

LEARNING - We are ready to learn, work hard and make progress.

CARING - We are gentle, kind and friendly to one another and our environment.

RESPECT - We are honest, value one another and appreciate our differences.

TEAMWORK - We work together and are helpful to others.

SUCCESS - We take responsibility for our own behaviour and do our best.

PRIDE - We celebrate our accomplishments and are a god role model to others.

7.

BEHAVIOUR STATEMENT

At Throckley Primary School we believe that all children and adults in our school and community are important. We have a legal responsibility to ensure every child is safe and protected from harm. We aim to provide an environment where everybody feels valued, happy and secure.

We are committed to enabling all of our pupils to access their education successfully by regulating the conduct of all pupils. Keeping pupils in control is not an educational aim in itself, but it is a necessary pre-requisite for the achievement of many other educational aims.

We believe: • Developing the whole child enables them to take responsibility for their own behaviour by promoting self-discipline and proper regard for authority.

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• Providing a welcoming and friendly atmosphere in which the children will feel secure and develop the skills, which will enable them to make the right choices.

• Encouraging good behaviour and respect for others in order to prevent all forms of bullying among pupils.

• Children need to know when they have been successful. Improved selfesteem leads to improved behaviour.

• Schools can and do make a difference to the personal development of the child.

• Praise and positive reinforcement is more effective than punishment.

• Good behaviour should be held in high esteem by all members of staff and overtly and consistently rewarded and promoted at all times.

• Good behaviour for learning allows children to work and participate to their full potential, completing assigned work in connection with their education.

• Children will have equal access and opportunity to the curriculum.

• Effective links and co-operation between home and school are essential to success.

• Consistency is the key to success. The positive behaviour management and assertive discipline policy of the school depends upon all staff, teaching and non-teaching, endeavouring to achieve these aims by understanding and being able to implement its procedures.

Our policy complies with section 89 of the Education and Inspections Act 2006.

8.

8.1

YEAR GROUP INFORMATION Early Years

Our Early Years setting consists of Acorns (2 year olds), Rising Threes, Nursery and Reception. The Early Years Foundation Stage sets the standards for learning, development and care for children from birth until the end of the Reception year. It aims to develop each child to their full potential by offering a ‘principled, play based approach to learning and development’. Young children learn best through play and our Early Years staff will be able to provide your child with appropriate play and learning experiences for their stage of development and help them develop new skills.

The activities that are provided for our young children will underpin the skills they need to work towards the Early Learning Goals at the end of their Reception year in school.

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The EYFS curriculum enables staff to recognise your child’s strengths and areas where they need more support to develop new skills.

For young children it is important that they are made to feel safe and secure in their surroundings. This is aided by having members of staff within the setting who get to know you and your child well and who build a positive relationship with you as a family.

The areas of learning and development are broken into seven areas.

Three areas are particularly important for igniting children’s enthusiasm for learning. These prime areas are: • Communication and language • Physical development • Personal, social and emotional development This then leaves four specific areas through which the three prime areas are strengthened and applied: • • • •

Literacy Mathematics Understanding the world Expressive arts and design

All areas of learning and development are important and interconnected and many activities will cover many of the areas. Each area is divided into stages of development and staff are able to identify resources and learning opportunities for individual children dependent on their developmental needs.

At Throckley, we consider every pupil as an individual and provide a bespoke, rich and varied curriculum that enables every pupil to thrive.

Please visit the Curriculum section of the school website for more information about our Early Years Curriculum.

8.2

Key Stage 1

Our Key Stage 1 group is made up of two Year 1 and two Year 2 classes.

Cross curricular topics are used to meet pupil’s needs which are planned carefully, so there is coherence and coverage of all the subjects.

Reading, writing, speaking and listening and mathematics form the foundation to our teaching, ensuring our pupils have the appropriate skills in place to support their learning in other subjects.

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Lessons are highly interactive, making use of our facilities both within and outside of the classroom. Our beautiful school grounds enable our pupils to spend time learning outdoors in our allotment, on our extensive school field and on our Sports England grade pitches. We also aim to provide plenty of ‘WOW’ experiences for the children through visits and visitors.

A creative and fun learning experience is delivered through different topics which are adapted depending on the interest of the children.

Key Stage One aim to build upon work from Early Years.

Aims and objectives of our curriculum in Key Stage One: • Be independent thinkers/learners who are able to seek solutions creatively and co-operatively • Develop links between their learning at home and in school • Inspire an ‘enquiring’ mind and ask questions • Read and write independently using knowledge of phonics • Be confident enough to take risks in their learning • Be able to listen and articulate responses showing consideration to others • Linking ‘real life’ with their learning (building on previous experiences) • Be aware of and recognise their own learning needs and be involved in planning future steps • Develop a sense of self-esteem: be well balanced and healthy individuals Please visit the Curriculum section of the school website for more information about our Key Stage 1 Curriculum.

8.3

Key Stage 2

In Key Stage 2, our aim is to provide an education programme which will meet the needs and interests of every child in our key stage and to establish an environment in which all the children can achieve their full potential.

We produce a stimulating yet secure environment which promotes confidence and enthusiasm. We strive to give opportunities for all the pupils to learn to the best of their abilities through a curriculum which is diverse and engaging, whilst ensuring that basic skills in English and mathematics are consolidated.

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In order to achieve these objectives, we believe that it is important to place children first, recognising them as individuals and building on their differing experiences and abilities. We plan activities that will interest and engage the children whilst allowing them to reinforce key skills across the curriculum.

Pupils are given praise and encouragement and their achievements are celebrated throughout the school. Pupils are given targets which support their next steps and detailed marking allows them to be clear in what they are doing well and where they need to improve. Pupils are given regular opportunities to revisit learning in order to address misconceptions, consolidate their understanding and receive additional challenges. Pupils are also encouraged to revisit their work in order to edit and improve.

We encourage pupils to become independent learners. During their time in Key Stage Two, they become more adept in managing their own learning and progress; trying out different ways of completing tasks; assessing their own progress; and evaluating what they have found out.

Please visit the Curriculum section of the school website for more information about our Key Stage 2 Curriculum.

9. ADMISSIONS INFORMATION Throckley Primary School is one and one half form entry (45 pupils per year group in 30-Hours Nursery - Year 6).

9.1

Throckley Acorns Admissions (for two-year-olds)

Throckley Acorns is our playgroup for children who are two. We accept children who qualify for the free 15 hours of funding for two-year-olds and we have paid places for children who do not qualify for the funding. To apply for a place in Throckley Acorns, please request an application pack from the School Office. Please complete the forms and return them to the Office. We will need to see the birth certificate of the child and this information will be recorded on the application form. We accept children into our playgroup in the term after they turn two (September 2021, January 2022 and April 2022).

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The Acorns sessions are held in the brand new Throckley Activity Centre building which is located in the recreation ground beside the school. The Acorns sessions are Monday - Friday 9.00am - 12.00pm.

For further information, please refer to the Acorns and Nursery Admissions Policy which you will find on the school website.

9.2 Rising 3s Admissions (for children who turn three between 1/9/2021 & 31/3/2022) To apply for a place in our Rising 3s, please request an application pack from the School Office. Please complete the forms and return them to the School Office. The school will need to see the birth certificate of the child and this information will be recorded on the application form. We have three intakes per year and children can join the Rising 3s in the term that they turn three (September 2021, January 2022 and April 2022). We offer funded part-time (15 hours) places with the option to pay for additional hours. We also offer full-time funded (30 hours) places for families who quality.

The Rising 3s are located in the main school building and we offer a combination of part-time and full-time places with both funded and privately paid for sessions. Please contact the school to discuss the options so that we can determine which sessions will best suit your needs.

For further information, please refer to the Acorns and Nursery Admissions Policy which you will find on the school website.

9.3

30-Hours Nursery Admissions

We will continue to offer 30-hours per week of Nursery education in 2021/22 for all children who turn three before 31 August 2021. Applications for places in Nursery should be made in person at the School Office. Parents/carers will be asked to complete a Parent Declaration Form which will enable the School Office to check with Newcastle City Council in order to determine if the child qualifies for a 30hour funded place. Please note that it is not necessary to qualify for the 30-hour funding in order to attend 30 hours in our Nursery, but the school needs to claim the funding for all children who do qualify. For further information, please read the Acorns and Nursery Admissions Policy on the school website.

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9.4

Reception Admissions

Please refer to the Admissions Policy on the school website for information about applying for a place in our Reception class. To apply for a place in Reception, please visit the Newcastle City Council website www.newcastle. gov.uk/services/schools-learning-and-childcare/apply-school-place or ring the Family Information Service on 0191 277 4133 .

Reception Admission Number September 2021: 45

9.5

In-Year Transfers

To apply for a place in Reception to Year 6 during the school year, please see the Admissions Policy on the school website. For In-Year transfers, please visit the Newcastle City Council website https://www.newcastle.gov.uk/ services/schools-learning-and-childcare/apply-school-place or ring the Family Information Service on 0191 277 4133.

10. SCHOOL DAY (RECEPTION TO YEAR 6) 8.50am

1st bell rings – children line up

8.55am

2nd bell rings – children enter school

9.00am

Final bell rings – children are in their classrooms ready to start learning for the day

12.00-1.00pm Lunch Break 3.15pm

End of School Day

11. SCHOOL UNIFORM Throckley Primary School requires that children wear school uniform. Our uniform code has been devised by the governors of the school to be a smart, common sense choice which is good value for money for parents on tight budgets.

The uniform code has been designed to give pupils a sense of togetherness and team spirit so that they can feel proud to be part of the school. There are also health and safety requirements that mean our uniform represents a safe set of clothing and footwear for busy active learners whilst ensuring that our pupils are visible and identifiable in the community – this is especially important when we are out on school trips.

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At Throckley Primary School the uniform code is: • • • • • • • • • • •

Royal Blue Sweatshirt or Cardigan (with or without a badge) Green Polo Shirt (with or without a badge) Black or Grey Trousers/Skirt/Shorts or Blue gingham print dress Socks Grey, Black or White (no bright colours/patterns) Girls Tights Grey/Black Low-heeled Black Shoes (not trainers, no logos or stripes) Stud earrings and watches are allowed, but must be removed for P.E. Extreme fully or partially bleached/dyed hair is not acceptable.

No lines or patterns should be cut into hair or tails left.

No make-up including nail varnish Throckley Primary School book bags for Acorns - Year 4. Throckley Primary School backpacks for Year 5 & Year 6.

Our P.E. Uniform is: • • • • •

Plain white or green t-shirt Plain black shorts (with no logos) Plain black tracksuit bottoms (with no logos) Plain black, white or grey socks Plain black or white trainers

The only permitted jewellery is one pair of stud type earrings although we discourage all earrings because they must be removed for any physical activity. A watch may be worn and is encouraged although these too must be removed for physical activity. No make-up or nail varnish is permitted to be worn. Staff will ask children to remove make up or nail varnish using a suitable wipe.

It is your responsibility to provide and maintain a suitable uniform for your child. It is important that we work in partnership to maintain the highest standards for our children at Throckley Primary School. If a child does not come to school in the correct school uniform, we will provide that child with a suitable item of uniform to change into.

Our school uniform supplier is: Tots to Teams, Unit 10b, Airport Industrial Estate, Kingston Park, Newcastle Upon Tyne, NE3 2EF, Tel: (0191) 271 5454, Email: orders@totstoteams.com.

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12. ATTENDANCE POLICY We take attendance very seriously at our school. We want our pupils to fulfil their potential and in order to do this they need to attend school regularly.

Please see below a summary of our policy which details expectations of the children, parents and school: Children: • Have a positive attitude about coming to school.

• Be willing to learn.

• Help to make sure they arrive to school on time.

Parents: • Get your child(ren) to school on time every day.

• Don’t let your child stay off for a minor ailment.

• Always let us know a reason for your child’s absence. Good practice is to phone up before 9am on the first day your child will be off school, giving details of the reason for absence and when you expect them to return.

You can also speak to a member of staff in person (office staff, teaching staff, Welfare Officer, Leadership Team), or send in a written note with another adult.

• Keep the school updated if your child is going to be off for more than one day.

• Help your child to complete any catch-up work given to them as a result of being absent from school. Don’t forget to return it to the class teacher.

• Try to make all appointments (for doctor, dentist, optician etc.) outside of school hours.

• For hospital appointments please bring your child into school for part of the day if possible. Please also show office staff hospital letter / proof of appointment so pupil absence records can be updated accordingly.

• Book family holidays during school holidays. If you do plan on taking your child(ren) out of school on holiday please complete an ‘Absence Notification Form’ so we know exactly why they are absent during that time and when they will be back in school.

• Attend any meetings as requested by your child’s class teacher/Welfare Officer/Leadership Team/Head Teacher to discuss attendance if required.

• Sign a parenting contract upon request.

• Make sure your child understands the benefits of regular attendance at school.

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School: • Manage attendance in line with the attendance zones set out by the Local Authority (traffic light system).

• Update our systems with reasons for absence.

• Record details of holidays taken during term time onto our system within a timely manner and return the original form (signed by the Deputy Head Teacher) to the parent/carer.

• Update our records with details of any known appointments being taken during school hours and state whether appointment card/letter has been seen.

• Update teaching staff/Welfare Officer/Leadership Team/Head Teacher with details of pupil absence where relevant.

• Send out texts to our parents (where a valid number is on our database) of pupils who are absent where no reason is provided to find out why the child is absent.

• Inform parents in person or via text (where a valid number is on our database) if an absence is not authorised.

• Request proof of illness which has resulted in pupil absence where appropriate. This will be relevant to pupils who have had historically high levels of absence.

• Contact our School Welfare Officer to carry out a home visit where no reason is provided or where there is concern over absence from school.

• Send work home to a pupil who is absent from school for more than two days where relevant.

• Contact the school nurse for details of an absence where required.

• Contact the parent/carers when a child is not well enough to remain in school.

• Remind parents about the importance of good attendance using weekly Newsletter and any other documents produced for parents.

• Keep parents informed of their own child’s attendance percentage using SIMS Parent App, and end of year reports.

• Keep parents informed of class and whole school weekly attendance percentages via weekly newsletter and attendance charts around school.

• Reward pupils for good attendance and punctuality.

• Reward classes for good attendance through weekly attendance certificates and half-termly class prizes, such as non-uniform day.

• Place pupils on internal school monitoring where attendance is below 92%, or following an unauthorised holiday taken during term-time.

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• Invite parents/carers in to school for a meeting to discuss attendance if there are particular concerns or if historically attendance has been low.

• Refer pupils to the Local Authority for legal monitoring when appropriate.

• Refer pupils to the Local Authority to issue a fixed penalty notice following an unauthorised holiday during term-time, in line with LA guidelines.

• Make a referral to social services if a child is absent where no contact has been made by the parent and we are concerned for the safety / wellbeing of the child.

Please remember that you can discuss any attendance issues or concerns you have with your child’s class teacher or the Leadership Team at any time.

Our full attendance policy is available to view on our website.

13. DATA PROTECTION The General Data Protection Regulation (GDPR) May 2018 puts in place certain safeguards regarding the use of personal data by organisations, including the Department for Education (DfE), local authorities and schools. The regulations give rights to those about whom data is held, such as pupils, their parents and teachers (known as data subjects). This includes: The right to know the types of data being held; why it is being held; and to whom it may be communicated. For more information on GDPR, please visit the Data Protection Policies section of the website.

14. ADMINISTERING MEDICINE This school will welcome, support and include learners with long-term medical conditions, short-term medical needs and medical technical support.

If a child needs to take prescribed medicine during the school day parents/carers are required to bring the drug into school in its original packaging with the prescription label, and complete a Medical Form available at the School Office. The school will safely store and administer medication where appropriate, in line with legal requirements.

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15. SPECIAL EDUCATIONAL NEEDS (SEN) We provide a full range of educational and pastoral support to all and our pupils with SEN make very good progress.

There are a number of reasons why a child may be identified as having SEN: • They are having significant difficulty with their learning and making far less progress than would be expected.

• They have a specific learning difficulty, for example dyslexia.

• They have emotional or mental health difficulties.

• They have difficulties with social communication and interaction.

• They have sensory and/or physical needs, for example visual impairment.

Each child is an individual and will receive unique provision and resources where necessary. Please visit the SEND section of our website for further information.

16. CURRICULUM INTENT At Throckley Primary School, we are committed to providing a purposeful and empowering curriculum that fully prepares learners for the next steps in their school career, as well as the challenges of the wider world. A curriculum in which core literacy and numeracy skills are at the heart of all we do and in which children are engaged and excited to learn. We believe that knowledge and skill are intrinsically linked and therefore balance our curriculum on the acquisition of prepositional and procedural knowledge: our curriculum is skills based and knowledgerich. We believe that our children should have the opportunity to study all areas of the curriculum in greater depth, therefore our areas of study span a whole term and are led by enquiry. Our ‘concept led’ curriculum is driven by key questions, big ideas and the understanding that all of our learning is linked through experience, perception and connections which unite us with the wider world.

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Our curriculum is underpinned by four drivers: ENQUIRE, EXPERIENCE, CONNECT, MASTER. Enquire: Learning has a context and focus. Our children are curious and ask questions to further their understanding. National Curriculum subjects are connected by the identification of key concepts and big ideas.

Children are supported in developing their sense of self and in identifying their place in the wider world; they are better able to overcome adversity through developing their cultural capital by understanding the world outside of where they live, while appreciating their locality.

Experience: We strive to create active and responsible citizens who value their place in society and are driven by aspiration and curiosity; learning extends beyond the school gates with key experiences underpinning the knowledge and skills acquired within each area of study.

Connect: The knowledge and skills gained at each stage of study is vital: it will link to what has gone before and what is yet to come through an interconnected narrative. Learning is connected both across subjects and year groups through a concept led curriculum, with technical and ambitious vocabulary at its heart. Through a rigorous approach to basic skills, we ensure that children can access the wider curriculum fully; we strive to deliver a robust approach to the development of early reading, meaning that all children learn to read during their early years and Key Stage One, and ‘read to learn’ during Key Stage Two. Children read widely and are encouraged to form their own beliefs through experience; observation; quality talk and debate; a wider sense of self; and the ability to reason and justify.

Master: All children have the opportunity to apply their knowledge across the curriculum through carefully planned and authentic outcomes. The time spent on an area of study allows children the time to reflect on their learning and make deeper connections, meaning that they are able to do more than simply perform; they become masters of their own knowledge. Our curriculum has been planned by the subject experts within our school to ensure that new learning is underpinned by conceptled connections, meaning that learning over time becomes a narrative which is extended as children progress through each area of study.

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17 17.1

SCHOOL MEALS Meal Options

Our school meals service is provided by a company called Chartwells through our PFI provider Engie. Pupils can choose from a range of food which fully complies with government food standards. The school menu runs on a three-week cycle covering a choice of meat or vegetarian dishes. Please visit our school website where you will find a copy of the school menu and choices available.

Pupils are also welcome to bring a packed lunch into school. The UK government produces packed lunch guidance to ensure that all children benefit from eating quality food during the school day; please refer to www.nhs.uk/change4life/recipes/healthier-lunchboxes for full details.

17.2

Free School Meals (FSM)

Your Child may be eligible for a Free School Meal (FSM) if they are 3-19 years old and you receive one of the following: • • • • • •

Income Support income-based Jobseekers Allowance income-related Employment and Support Allowance support under Part VI of the Immigration and Asylum Act 1999 the guaranteed element of State Pension Credit Child Tax Credit (provided you’re not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190) • Working Tax Credit run-on – paid for 4 weeks after you stop qualifying for Working Tax Credit • Universal Credit

17.3

Universal Free School Meals (UIFSM)

Pupils in Reception, Year 1 and Year 2 will automatically receive a free school meal under the Universal Free School Meals program. However, if you think you may qualify for Free School Meals, please register as the school will receive additional Pupil Premium funding for each child who qualifies for FSM.

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18 CUBA KIDS BREAKFAST CLUB AND AFTER SCHOOL CLUB Cuba Kids offer childcare in the morning from 7.30am and after school until 5.45pm, Monday to Thursday and until 5.30pm on Friday. Cuba Kids runs from the Pavilion in the Recreation Ground which is located beside the school.

Contact Details: Text/Phone 07971015212 or email cubakidsclub@gmail.com Contact Names: Vikki Dixon or Suzie Robson Activities Include: crafts, cooking, outdoor play, computers, X-box and other games. Healthy snack is provided.

19 EXTRA-CURRICULAR CLUBS We run a variety of extra-curricular clubs for children in Years 1 – 6. We aim to provide a range of clubs that will appeal to different children so that every child can find a club that interests them. Examples of clubs include: Gymnastics, Football, Choir, Drumming, Arts & Crafts, Mindfulness, Yoga, Lego and ICT. In order to provide the children with opportunities to attend inter-school competitions, we run clubs in co-operation with our partner schools within the Outer West Learning Trust. We also work with external organisations such as Newcastle United Foundation, Falcons Rugby, Newcastle Thunder Rugby League, Elite PE, Newburn Leisure, Newcastle Music Service and Tardis Education in order to provide a wider variety of extra-curricular activities.

20. SCHOOL OFFICE The Office is open from 8am-4pm and you are welcome to contact us: • • •

By phone - 0191 267 5311 By email - Parents@throckleyprim.newcastle.sch.uk By answering one of the texts/emails that we send to you

When your child is unwell or unable to attend school, please phone the office as early as possible in the morning to let us know.

The Office is responsible for keeping you informed of what is going on in the school and we will communicate with you in the following ways: • • 26

Parent App notifications Email

• • •

E-newsletter School website and the website calendar Text messages

It is important that we have accurate contact details for you at all times.

Having your details means that we can: • Contact you immediately if your child is unwell or in the event of an emergency.

• Keep you informed using Parent App, email and text messages.

If you have any changes to your contact details, please let the Office know immediately.

21. SAFEGUARDING INFORMATION FOR PARENTS ‘Our school recognises our moral and statutory responsibility to safeguard and promote the welfare of pupils. We will endeavour to provide a safe and welcoming environment where children are respected and valued. We will be alert to the signs of abuse and neglect and will follow our procedures to ensure that the children receive effective support, protection and justice.’

21.1

Contact Details

Our Designated Person for child protection is our Head Teacher:

Mrs Julie Stuart Telephone: 0191 267 5311 Julie.Stuart@throckleyprim.newcastle.sch.uk

Additional Designated Persons are:

Mrs Julia Brown 0191 267 5311 Julia.Brown@ throckleyprim.newcastle.sch.uk

Mrs Lynsey Giblin 0191 267 5311 Lynsey.Giblin@throckleyprim.newcastle.sch.uk Mrs Lynne Cunningham 0191 267 5311 Lynne.Cunningham@throckleyprim.newcastle.sch.uk

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Our School Business Manager is:

Ms Lee Comstock Telephone: 0191 267 5311 Lee.Comstock@throckleyprim.newcastle.sch.uk

If you are concerned about the safety or welfare of your child, or a child you know, you should act without delay.

You can ask for advice or report your concern to: Children, Social Care Police Out-of-hours Duty Team NSPCC Child Protection

Tel: 0191 2772500 Tel: 101 or 999 (emergency) Tel: 0191 2328520 Tel: 0808 800 5000

Many people worry that their suspicions might be wrong, or that they will be interfering unnecessarily. If you wish, you can telephone for advice without identifying the child. If the conversation confirms that you are right to be concerned you can then give the child’s details. You will be asked for your name and address too, but the agencies will take anonymous calls, so if you really do not want to say who you are, you do not have to. Remember, it is always better to be safe than sorry.

21.2

Internet and Mobile Phone Safety

The potential that technology has to impact on the lives of all people increases each year with new updates in ICT. This is more substantial in the lives of our children, who are more open to developing technologies than most adults. Technology plays a huge part in the way schools teach and the way that children learn. At home, technology also influences and changes the way children live and the activities they choose to partake in. While developing technology brings many opportunities, it also brings potential danger and risks: • Access to illegal, harmful or inappropriate images or other content.

• Unauthorised access to and/or the sharing of personal information.

• The risk of being subject to grooming by those with whom they make contact on the internet.

• The sharing / distribution of personal images without an individual’s consent or knowledge.

• Inappropriate communication / contact with others, including strangers.

• Cyber-bullying.

• Access to unsuitable video / internet games.

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• An inability to evaluate the quality, accuracy and relevance of information on the internet.

• Plagiarism and copyright infringement.

• Fake news – information that isn’t true.

• Radicalisation. They could be exposed to ideas and extreme views.

• Financial commitments for games, websites or songs.

• Illegal downloading of music or video files.

• The potential for excessive use which may impact on social and emotional development and learning as well as their communication skills.

Children are subjected to technology outside of school in particular: • Internet.

• Email.

• Instant messaging e.g. MSN messenger, Facebook messenger, Instagram Dm’s and WhatsApp - often using simple webcams which are inbuilt to most smartphones.

• Blogs (online interactive diary).

• Podcast (audio broadcast downloaded to computer).

• Social networking sites e.g. Facebook and Instagram.

• Video broadcasting sites e.g. youtube, Tik Tok. • Chat rooms.

• Gaming sites.

• Music download sites e.g. iTunes.

• Mobile phones with camera/video functionality.

• Smart phones with email/web functionality.

• X Box, PlayStation etc. gaming machines.

• Instagram and Snapchat.

• Tips to help you to manage the risks: • Try to put the computer in a family room where it will be easier for you to supervise your child’s online activity.

• Ensure that your child knows they should never give their full name, address and contact details to people they chat to on the internet.

• Gently explain that some people they talk to on the internet may not be who they say they are and might say or do unpleasant or hurtful things.

• Investigate whether the ‘parental controls’ available from some internet service providers like BT or Virgin Media will be helpful and consider installing software that can filter out inappropriate material.

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• Talk to your child about their internet use. Ask them which sites they enjoy most, and why. Show you are interested, while understanding their need for some privacy.

• Impress on your child that they can talk to you if they are worried about something that has happened during their internet use.

• Make it very clear that your child must never arrange to meet someone they have chatted to online without your permission. Their new ‘friend’ might well be a local young person of similar age, but they might not.

For further advice and information visit: • Internet Watch Foundation www.iwf.org.uk • Child Exploitation and Online Protection Centre www.ceop.gov.uk • Stop It Now! www.stopitnow.org.uk You may be alerted to question your child’s online activity if they are: • Spending more and more time on the internet.

• Being secretive – reluctant to talk about their internet activity, closing the screen page when you are close by.

• Spending less time with the family, or giving up previous hobbies and interests.

• Losing interest in their schoolwork, regularly failing to complete homework.

• Starting to talk about ‘new friends’ that you have not met and who do not visit your home.

• Overly possessive of their mobile phone or computer – perhaps overreacting if someone picks it up or asks to borrow it.

• Showing fear or discomfort when their phone rings, or quickly turning it off without answering.

• Undergoing a change in personality that you cannot attribute to any obvious cause.

Remember that none of these signs prove that your child is at risk in any way, but if you notice anything that confuses or worries you try talking things over with them. They may well tell you to stop fussing. They may be laid back. In any case, think about their demeanour and attitude as well as what they say.

21.3

E-Safety Code of Conduct

As part of an enriched curriculum your child will be accessing the Internet; viewing websites and the school Virtual Learning Environment (VLE). In order to support the school in educating your child about e-Safety (safe use of the Internet), please read and discuss the following e-Safety rules with your child.

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If your child is very young, please be aware of these rules and that your child will be learning about e-safety as he/she moves through the school.

The pupil agrees to follow these rules when using the Internet: • I will not share my username, password or personal information with anyone else.

• I will make sure that ICT communication with other users is responsible, polite and sensible.

• I will not look for, save or send anything that could be upsetting or cause offence. If I accidentally find anything like this, I will tell a teacher immediately.

• I will only upload materials which are free from copyright and suitable for school use.

• I will not deliberately misuse or deface other users’ work on the school network.

• I know that my use of the Internet is monitored and further action may be taken if a member of school staff is concerned about my safety.

• I will be responsible for my behaviour when using the Internet because I know that these rules are designed to keep me safe.

• I will keep my phone switched off (not on silent mode) and hand it in to the main office before the start of the school day and collect it at the end of the day.

• I understand and agree to the rules above and am aware there may be sanctions if I do not follow them.

21.4

Ten Tips for Keeping your Temper

Children and young people can be infuriating sometimes. They need to be taught the right way to behave and sometimes they test parents to the limit.

The trouble is, if we lose our temper too often they may become frightened, or they may realise they have found just how to wind us up.

When you feel you are losing your temper or are ready to shout or lash out, try these tips to calm down; they may defuse the situation and give you time to consider how best to handle it: • Take some deep breaths • Count to 10 • Close your eyes for a moment, to decide what to say • Depending on the age of your child, tell them calmly but firmly to go to their room • Depending on the age of your child, leave the room and get some fresh air

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• • • • •

Turn on some music – nothing too loud Sit down Hug a pillow If another adult is present, hand over to them Phone a friend

21.5

Child abuse and what to look for

No parent wants to think about the possibility of their child becoming a victim of abuse, and most children are never abused. Even so, it is important for parents to be aware of the possibility and to know that help is available if the unthinkable does happen.

Although there is always a lot of media focus on ‘stranger danger’, the abduction of children is rare and the threat from strangers is quite small. You should still ensure that your child knows the rules about keeping safe when they are out alone.

Most children know their abusers. They may be family members or friends of family, someone who works with the child or someone who lives in the community.

There are four types of abuse: • Physical • Emotional • Sexual Abuse • Neglect There are many signs, or indicators that a child might be suffering abuse.

There may be injuries, but it is more likely that you will notice some change in your child’s behaviour.

If you notice anything that concerns you, talk to your child to see if you can find out what is happening. Remember that, if your child is being harmed, she or he may be too frightened to tell you. If your child becomes distressed or you are not happy with the explanations, you could talk to an adult you trust or call a helpline or children’s social care services. Our designated person at school will also try to help.

Some signs to look for are: • Bruises or other injuries • A change in behaviour – from quiet to loud, or from happy-go-lucky to withdrawn • Pain or discomfort 32

• • • • • • • • • •

Fear of a particular person, or a reluctance to be alone with them Secrecy around a relationship with a particular person Reluctance to discuss where they go, or who they are with Sexual talk or knowledge beyond their years Being watchful, or always on edge Losing interest in their appearance, hobbies or family life Alcohol or drug taking Having money and refusing to say where it has come from Wetting the bed Becoming clingy

21.6

If your child is being bullied

We define bullying as behaviour that is deliberate, repeated more than once and is designed to be hurtful. Bullies tend to pick on children who they think are unable to defend themselves. Bullying is not only about hitting or fighting. It also includes name calling, threats, taking belongings, intimidating and making unkind or abusive remarks. Children may try to hide the fact that they are being bullied because they are afraid or ashamed but you might notice some signs, for example your child might: • • • • • • •

Change their behaviour Come home with torn clothing ‘Lose’ their dinner money, or ask for extra money Try to avoid going to school Complain regularly of headaches or stomach aches Have unexplained cuts and bruises Play truant

We have anti-bullying procedures that help us to identify and deal with any case of bullying in school, but bullying does not only take place in school, it can also happen in the home or in the community.

Bullying can be serious and cause a lot of distress. If your child tells you that they are being bullied in school, ask for their permission for you to tell us.

They may not have told us themselves because they are afraid that the bully will find out and the bullying will get worse. Try to help them to understand that the bullying will not stop while it is kept secret. As soon as we know it is happening we will follow our anti-bullying procedures to try to stop it.

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It is also distressing to suspect that your child might be bullying other children. Our anti-bullying procedures include trying to support children who bully to change their behaviour, so please talk to us if you think your child needs some help.

21.7

What we will do if we have a concern about your child

If we are concerned that your child may be at risk of abuse or neglect, we must follow the procedures in our Safeguarding and Child Protection Policy. You can look at the policy on the school website, in school, or request a copy to take home. Please just ask at the Office.

The procedures have been written to protect all pupils. They comply with our statutory responsibilities and are designed to support pupils, families and staff. The procedures are based on the principle that the welfare of the child is the most important consideration.

In almost all circumstances, we will talk to you about our concerns and we will also tell you if we feel we must refer our concerns to children’s social care. We will ask your consent to make a referral, but in some circumstances we may need to make the referral against your wishes. We will only do this if we genuinely believe that this is the best way to protect your child, and the fact that you did not consent to the referral will be recorded.

If we think that talking to you first might in some way increase the risk to your child, we will report our concerns to children’s social care and take advice from them. We will normally tell you that a referral is being made and we will record the reasons why we decided to follow this course of action.

All child protection records are kept separate from your child’s general school file. Records are stored in a locked cabinet or drawer, and if stored on computer they are password-protected. The staff who have access to the records are only those who need to know about the concerns in order to protect and support your child.

You can ask to see what information is held on your child, and we will normally agree to this, but if we are unsure we will seek advice from the local authority designated officer or children’s social care first.

Child protection is a very sensitive issue and it raises many questions and a range of strong emotions. We will do everything we can support our pupils and you can be assured that any action we take will be in the best interests of your child.

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22. HOME-SCHOOL AGREEMENT You will be asked to sign a Home School Agreement as your child starts at our school. Your agreement and co-operation with the school’s ethos and Behaviour Policy is vital to your child’s success while a pupil at Throckley Primary School.

AS A SCHOOL WE WILL: • Provide a safe and happy environment where all children are valued, respected and listened to • Provide excellent teaching and a broad and balanced curriculum to meet the needs of all children • Provide as much support as we can to help your child meet their full potential • Ensure the safety, security and physical wellbeing of your child whilst in our care • Provide opportunities for your child to practise what they have learnt in school, at home • Regularly share the progress of your child with you • Support your child to develop a moral and ethical compass for life enabling them to grow up to be the best person they can be • Achieve high standards of behaviour by providing opportunities for children to develop positive social relationships, self-esteem and a sense of responsibility • Teach your child to develop a positive attitude to others • Respect the confidentiality of information regarding each child • Provide information to you about our school including relevant policies, meetings and events by keeping our website up-to-date and updating an annual calendar of events at regular intervals

AS A PUPIL I WILL: • • • • • • • • •

Come to school and on time Wear the correct school uniform Follow our values by respecting and empathising with others Follow our rules Accept responsibility for the things that I do Be responsible for my learning and take a pride in my work Take good care of the building, equipment and school grounds Reflect on my behaviour and learning and learn from all experiences Tell a member of staff if I am worried or unhappy

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AS A PARENT/CARER I WILL: • Make sure my child has excellent attendance and arrives at school by 8:55am wearing correct school uniform • Inform the school office if my child is absent from school • Let the school know of any concerns or worries that may be affecting my child’s learning or behaviour to support quick resolutions • Support Throckley Primary’s values by encouraging my child to develop a positive attitude towards our every member of our community and beyond • Attend meetings with my child’s teacher and other staff, aiming to be positive and productive • Support and work with the school to ensure that the behaviour policies of the school are maintained, including knowledge of our rewards, sanctions and consequences as stated in our policies • Support our approach to bullying and cyberbullying • Respect the confidentiality of each child • Regularly read information on the website and check the online calendar so that I am kept-up-to-date with important details of relevant policies, meetings, events and information about my child • Behave in an appropriate manner at all times when in school or on school grounds

Together we will ensure that your child achieves his/her best in all aspects of school life.

Parent signature:

Pupil signature:

School signature:

Date:

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23. USE OF PHOTOGRAPHS AND IMAGES 23.1

Photographs and Images in School

Taking photographs and recording images of pupils contributes to the curriculum in many ways. As well as being a fun part of lessons, visits, trips and after school clubs, it is a good way of recording and celebrating achievement in school. Photographs and images may be used in school for the following: • As part of a lesson • For displays in the classroom and corridors • For use in the newsletter

23.2

Photographs and Images on the School Website

The school website and Twitter feed are used to share information with you and give you a window into your child’s life in school. Children are not identified on the website/in social media (full names are never included). We will share photos for the following types of activities: • • • •

Lessons Trips Events in school Assemblies

23.3

Permission to Take/Use Photographs and Images

We are aware that some parents/carers do not wish their child to be photographed in this way and parents are asked to give their permission.

For this reason, during/after school performances, parents are asked not to share any photographs or videos taken.

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24. COMPLAINTS POLICY 24.1

Who can make a complaint?

This complaints procedure is not limited to parents or carers of children that are registered at the school. Any person, including members of the public, may make a complaint to Throckley Primary School about any provision of facilities or services that we provide. Unless complaints are dealt with under separate statutory procedures (such as appeals relating to exclusions or admissions), we will use this complaints procedure.

24.2

The difference between a concern and a complaint

A concern may be defined as ‘an expression of worry or doubt over an issue considered to be important for which reassurances are sought’.

A complaint may be defined as ‘an expression of dissatisfaction however made, about actions taken or a lack of action’.

It is in everyone’s interest that concerns and complaints are resolved at the earliest possible stage. Many issues can be resolved informally, without the need to use the formal stages of the complaints procedure.

Throckley Primary School takes concerns seriously and will make every effort to resolve the matter as quickly as possible.

If you have difficulty discussing a concern with a particular member of staff, we will respect your views. In these cases, the School Business Manager will refer you to another staff member. Similarly, if the member of staff directly involved feels unable to deal with a concern, the School Business Manager will refer you to another staff member. The member of staff may be more senior but does not have to be. The ability to consider the concern objectively and impartially is more important.

We understand however, that there are occasions when people would like to raise their concerns formally. In this case, Throckley Primary School will attempt to resolve the issue internally, through the stages outlined within this complaints procedure.

24.3

How to raise a concern or make a complaint

The first stage of the process is to raise a concern with either the class teacher or headteacher. If the issue remains unresolved, the next step is to make a formal complaint.

A concern or complaint can be made in person, in writing or by telephone. They may also be made by a third party acting on behalf of a complainant, as long as they have appropriate consent to do so.

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Complainants should not approach individual governors to raise concerns or complaints. They have no power to act on an individual basis and it may also prevent them from considering complaints at Stage 2 of the procedure.

Complaints against school staff (except the headteacher) should be made in the first instance, to Mrs Julie Stuart (the headteacher) via the school office. Please mark them as Private and Confidential.

Complaints that involve or are about the headteacher should be addressed to Mrs Helen Richardson (the Chair of Governors), via the school office. Please mark them as Private and Confidential.

Complaints about the Chair of Governors, any individual governor or the whole governing body should be addressed to Ms Claire Hepple (the Clerk to the Governing Body) via the school office. Please mark them as Private and Confidential.

24.4

Anonymous complaints

We will not normally investigate anonymous complaints. However, the headteacher or Chair of Governors, if appropriate, will determine whether the complaint warrants an investigation.

Visit the Policies section of our website or request a printed copy of this policy for further information about the procedure to follow if you would like to make a formal complaint.

CONTACT DETAILS Chair of Governors Mrs Helen Richardson, c/o Throckley Primary School, Hexham Road, Newcastle upon Tyne NE15 9DY Head teacher Mrs Julie Stuart, Throckley Primary School, Hexham Road, Newcastle upon Tyne NE15 9DY

We look forward to working in partnership with you in your child’s education. We hope that you find this guide useful. If you need any further information or have any questions or concerns, please do not hesitate to speak to your child’s teacher or to someone in the Office.

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