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“We are very proud of all our children’s achievements and we celebrate both academic and personal successes, helping children develop self-confidence and self-esteem.”
Mrs Ruth Kenny Headteacher
REACH FOR THE STARS
22002200 -- 22002211 Hart Plain Avenue,Waterlooville. PO8 8RZ 023 9226 2511 www.hartplaininfants.co.uk
1 AIMING HIGH REACHING FOR THE STARS WELCOME Everything we do at Hart Plain is embedded in our core values: respect, integrity, courage, happiness and aspirations
The staff and governors are pleased to introduce you to Hart Plain Infant School where we ‘Aim High’ in all we do and every child matters. In our last Ofsted inspection in June 2017 the inspectors stated ‘In Reception, pupils continue to make good progress from their different starting points and are prepared well for the next stage of their education.’
You will find our school a happy and friendly place with a family atmosphere where children and adults learn and work together, enjoying what they do. We encourage everyone in the school to do their best in all areas of school life. The staff are well qualified, experienced and highly motivated. This ensures that all children receive a high quality education at Hart Plain Infant School.
It is important to us to take good care of your children. The school provides a safe, secure and caring environment in which all children have an equal opportunity to achieve to the very best of their ability. Supervision is provided for all children at all times and qualified first aiders take care of your children if they have an accident or are unwell.
We are committed to working in partnership with parents to provide children with good literacy and numeracy skills. All members of staff have high expectations of the children and strive to achieve high standards. We also promote a love of learning to ensure children become enthusiastic, motivated lifelong learners. All members of staff help the children to develop socially, emotionally and physically. We believe children need to learn social skills, therefore all children are encouraged to be well behaved and polite, learn to respect others and take responsibility for themselves and their actions.
Hart Plain Infant School has built excellent community links on campus with Hart Plain Junior School and The Cowplain School, which allows for excellent continuity throughout a child’s school life. In February 2018 we welcomed Springwood Nursery and Preschool on the school site. Our school has large outdoor play areas, attractive wooded and grassed areas and fruit and vegetable gardens where children can learn and play. The building includes six brightly furnished and well-equipped classrooms. Other teaching and learning resources include a spacious hall, a wide range of gymnastics equipment, a language resources room, a library, a music and drama room, a room for cooking and an exciting investment in ICT provision including laptops and Ipads.
We hope you will find this prospectus helpful and informative. Please do not hesitate to contact the school if you would like more information. We will be happy to meet you and talk about our school. We look forward to working with you to provide the very best education for your child.
Mrs Ruth Kenny Mr James Mullineaux Headteacher Chair of Governing Body
2 CONTENTS
Page
1. HART PLAIN INFANT SCHOOL 5
1.01 Core Values 5 1.02 Attitudes and Behaviour in School 5 1.03 Ofsted Objectives 6 1.04 Parents and School Partnership 6 1.05 Teaching Organisation 7 1.06 Campus Liaison and Community Links 7 1.07 Curriculum 8 1.08 Resources 10 1.09 Higher Attaining Pupils 11 1.10 Learning Support and Special Educational Needs 11 1.11 Support and Welfare Services 12 1.12 Local Children’s Partnership 12 1.13 Educational Visits 12 1.14 Learning Outside the Classroom 13 1.15 Homework Activities 13 1.16 Accessibility 14
2. ADMISSIONS 14
2.01 Admission Arrangements for Reception Children 14 2.02 Admissions Policy 15
3. REFERENCE 18
3.01 Access to Official Information 18 3.02 Attendance 19 3.03 Complaints Procedure 19 3.04 Governing Body 20 3.05 Illness and Medicines 21 3.06 Lunchtime Arrangements 21 3.07 Opening Hours of School, Main Office and Shop 22 3.08 Parents Helping in School 23 3.09 Parking 24 3.10 Physical Education 24 3.11 Policies and Procedures 24
Page
3
3.12 Provision of Milk, Fruit and Drinking Water 25 3.13 Security and Safety 25 3.14 Staff 27 3.15 Study Newsletters 28 3.16 Terms and Holiday Dates 28 3.17 Transfer to Junior School 28 3.18 Uniform 29 3.19 Useful Addresses 30
Annex 1 Best Value Statement 31
Annex 2 Links with the Community 32
INDEX 35 KS1 Comparative Report 36
We follow the guidelines on the Freedom of Information Act (FOIA) 2000 as issued by the Department for Education (DfE) (formerly Department for Children, Schools and Families (DCSF) in January 2005. One of the aims of the FOIA is that public authorities, including all maintained schools, should be clear and proactive about the information they will make public. To this end we have produced a Publication Scheme which sets out the classes of information which we publish or intend to publish, the manner in which the information will be published and whether the information is available free of charge or on payment. For more details please enquire at the main school office.
4 1. HART PLAIN INFANT SCHOOL
1.01 Core Values
The staff and governors promote the following core values and place them at the heart of our school:
respect integrity courage happiness aspirations
These core values are shared with the children in class, in assemblies, through displays, special circle times and special stickers, and with Hart Plain Junior School so that children can take their learning experiences and behaviour with them when they move on. Parents support these core values at home by talking to their children and exploring and developing their understanding of them. The children have the chance to contribute their own ideas and opinions as to what they believe is really important in terms of values through work and learning, and also through representatives on the School Council.
1.02 Attitudes and Behaviour in School
Our school aims to provide a framework of positive behaviour and we hope that at all times school and home can work together for the benefit of the child. Good behaviour is promoted through praise, encouragement and a reward system. The children have the opportunity to assist in drawing up class charters based on Rights and Responsibilities and, in following these, the great majority of children respond well to the guidance of the staff and the examples of others. Where a child does not behave responsibly, there is an age appropriate time out sanction where playtime can be withdrawn. The school has a behaviour policy which sets down all the procedures to be followed.
We consider bullying to be unacceptable and treat all bullying situations with the utmost seriousness. Where there are persistent problems the class teacher or Headteacher consults the parents and enlists their support for whatever action is appropriate. Parents, governors and staff worked together to produce a policy for the prevention and management of bullying which is available on the school’s website.
In our Ofsted inspection in June 2017, inspectors stated ‘Pupils; behaviour around the school and in lessons is good. Pupils are very polite, well-mannered and enjoy their lessons. They feel safe and well looked after’.
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1.03 Ofsted Objectives
Improve the quality of teaching, learning and assessment in mathematics so that all groups of pupils, including girls and disadvantaged pupils, make rapid progress by ensuring that: - existing good classroom practice is shared consistently across school - misconceptions are addressed quickly to make the most of pupils’ learning - all teachers have high expectations of pupils’ work, including its presentation. Improve attendance by reducing lateness and persistent absence among disadvantaged pupils and those who have special educational needs and/or disabilities. Improve the proportion of pupils reaching the expected standard in phonics so that it is in line with others nationally.
1.04 Parents and School Partnership
Your child's education is an important partnership between you and the school. Contact between us is important and we encourage it. Please come and talk to the teachers as they will usually be able to spare a few minutes or will make an appointment for a longer talk. As the teachers are busy from 08.40 meeting and greeting the children, it is more appropriate for you to speak to them after school wherever possible. A weekly newsletter keeps you fully informed about the activities of the school, including invitations to presentations of learning by the children, concerts, sports day and other annual events. In order to improve the efficiency of our communication with you, we use Tucasi an email and text school to home communication system, and nearly all of our families already use the system. The following are some of the other methods for communicating between the school and the parents.
Reception Classes
As we wish to make the transition from home and pre-school to school as smooth as possible we feel that it is important to have parents involved as much as possible. Please feel free to ask any questions at the meetings that take place before your child starts school. At one of these meetings a Home School Agreement will be shared with you which identifies the importance we place on the partnership between the school, parents and children. After the children have been in school for about four weeks, parents are invited to attend a talk explaining the sort of learning the children do, how we teach reading and how home link operates. The Home School Agreement is revisited at the start of each year.
Progress Reports
You are always welcome to make an appointment with the class teacher to discuss your child's progress, preferably after school. There is a parents' evening during the Autumn Term where you will find out how your child has settled in to his or her new class.
6 During the Spring Term you will be invited to a second parent's evening where you will receive a mid-year progress report, which also details targets for your child for the second half of the year. A final report is sent home towards the end of the Summer Term. Throughout the year you are then invited in to the school to share in a celebration of your child's learning, progress and achievements.
Your child's records
Hampshire schools keep careful records on the progress and development of each of their pupils. You may, by arrangement, see your child's records. However, you may find it more beneficial to talk to your child's teacher about your child's progress.
1.05 Teaching Organisation
At present the school is run with two Yr 2, two Yr 1 classes and two Early Year Foundation Stage (EYFS)/YrR classes which are split into five smaller key worker groups which are guided by two teachers. Each class or key worker group has been named after a planet. The teachers work co-operatively in planning and structuring the children's learning and use a variety of teaching styles and organisations. Sometimes the children are taught as a whole class, sometimes in groups and sometimes individually. The children are taught by their class teacher and by other teachers. They also learn alongside children from other classes. Your child will normally change teacher each year. Each class has the support of a teaching assistant who works under the supervision of the class teacher.
In line with Government regulations, all class teachers are provided with 10% of their timetabled teaching time for Planning, Preparation and Assessment (PPA) and this is covered by a regular team of Teachers and Teaching Assistants.
1.06 Campus Liaison and Community Links
We have close links with the two other campus schools on the Cowplain schools site. Our links with the junior school include working collaboratively to ensure ease of transition from Key Stage 1 to Key Stage 2. Buddy systems have been set up between year groups to develop positive relationships in preparation for transfer. The staffs of the two schools work together on curriculum projects and assessment to assist in curriculum and learning continuity. This relationship extends to The Cowplain School where close links are established between the junior and senior schools.
To prepare for entry into the school, regular contact is maintained with local pre-schools and families. The aim is to offer children secure continuity, high expectations and good relationships across the campus and throughout their school life.
In February 2018 we welcomed Springwood Nursery and Preschool on our school site which we continue to develop strong and close relations with. 7
The school enjoys many other links with the local community (see Annex 2, page 32). A member of the local church visits the school to lead some assemblies and local senior citizens join our Harvest Festivals. We also welcome local secondary school children and college students on community service and work experience. We have also been pleased to receive the support of local businesses in various ways such as providing prizes for school fairs and surplus paper for the children to use. We have developed close links with Park Wood which we use as a learning resource as well as an inspiration for artwork.
1.07 Curriculum
Important basic skills such as reading, spelling, handwriting, mathematics and mental arithmetic are taught both during specially designated lessons and through a range of other activities. Each key stage also works on several well-resourced study units over the year covering subjects such as Science, History and Geography.
Children in Reception start work on a skills based curriculum – Early Years Foundation Stage (EYFS) - to form a sound base from which to build. Children's learning is regularly assessed. The assessments are then used by staff to plan the next set of activities which build on previous learning. This also includes the teaching of phonics.
Children work on tasks that develop concepts, skills, attitudes and knowledge. We believe that the children should enjoy learning, value themselves as individuals and as group members and be able to communicate ideas confidently.
It is now ‘a requirement’ that children are taught at an age appropriate level about relationships. At Hart Plain, this concentrates on families, personal health and wellbeing and the body. Please see our school policy as parents have the right to withdraw children from elements of the teaching.
In Key Stage 1, the children begin work on Key Stage 1 of the National Curriculum which includes the core subjects of English, Mathematics, Science and Computing and the foundation subjects of Art and Design, Geography, History, Music, Physical Education (PE) and Design Technology (DT). Religious Education (RE) is also a required subject and we provide a daily act of Collective Worship. Parents have the right to withdraw their child from parts or all acts of Collective Worship. If you wish to exclude your child from RE and daily worship you should inform the Headteacher. In addition to the National Curriculum subjects, we have a well-organised Personal, Social and Health Education (PSHE) programme in place which aims to promote the skills of positive citizenship (Jigsaw)
The children take part in Physical Education (PE) and sporting activities, at least twice a week. We hope that through these lessons the children will be physically active and learn to observe the conventions of fair play and good sporting behaviour.
8 The school sports funding is used for Year 2 children to have 12 swimming lessons in the summer term. Sports coaches support teachers and a free after school club enables all to enjoy a variety of sports.
Reading
Our reading programme closely follows that set out in the Government’s literacy initiative “The National Literacy Strategy”. The children read regularly throughout the week, as part of a whole class, as a group, and individually.
We use a variety of reading schemes such as the Oxford Reading Tree (ORT), Rigby Store and New Way. From the first half term in school, your child will bring home a book bag containing a reading scheme book and a book of their choice. The choice book can be changed as often as your child wishes and is a very important part of the reading process helping to foster your child’s love of reading. Your child will also be able to select a school library book once a week.
The National Literacy Strategy identifies a range of common words that children should be able to recognise by sight by the end of Key Stage 1 (Year 2) and begin to learn to spell. During their first year children are introduced to these words through simple games.
To help with reading and writing skills the children are taught phonics from early in the Early Year Foundation Stage, through to the end of Key Stage 1. This is a structured programme with their progress checked in Year 1 through the Governments phonic screening test. The results of these are published nationally.
Higher order reading skills, such as using punctuation to aid fluency, are also taught as your child’s reading ability develops.
The school runs a home link scheme beginning in Year R. One purpose of the scheme is to communicate about your child's reading. Parents and teachers are able to communicate frequently through the Reading Record Book, thus developing a working partnership.
The Reading Record Book should be brought to school daily so that communication is maintained between parents and teacher.
Handwriting
When the children start school they learn the following patterns:
They are also introduced to the letters of the alphabet using the following script which has “entry and exit strokes” :
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When the children are ready they begin joined up writing. Here is an example of writing by one of our seven-year-olds:
1.08 Resources
The school is well resourced and children have access to a range of computer and electronic equipment with high quality modern technological hardware and software including ipads. Interactive whiteboards in all the classrooms also play an important part in the children’s learning.
We have a well-stocked library, a range of outdoor and indoor PE equipment, a learning support and Special Educational Needs and Disabilities (SEND) room which is used for a wide range of activities, e.g. nurture group (The Orchard) and parents’ meetings. In our Open Futures room cooking is available to classes on a timetabled basis. In addition, each year group has access to a wide range of resources that support the children's learning at an appropriate level in all areas of the curriculum.
10 There is an ongoing programme of internal decoration of all areas of the school to make the whole area of the school a joy to work in and visit. In addition the school is constantly striving to enhance and improve the outside area of the school grounds. The purpose of this is for the teaching staff to promote the children’s learning and education of outdoor life.
1.09 Higher Attaining Pupils
In Hampshire approximately ten per cent of children are considered to be higher attaining. This picture is reflected at Hart Plain Infant School where the work and progress of the most able children in the school is closely monitored, as described in the school policy for Higher Attaining Pupils.
Children with special talents and abilities are identified early in their school life and the staff work hard to provide opportunities and challenges for them to flourish. Children are encouraged to share their interests, abilities and skills with each other.
1.10 Learning Support, Special Educational Needs and Disabilities
The school has a policy for Special Educational Needs and Disabilities (SEND). This takes account of the 2001 Code of Practice for Special Educational Needs issued by the Department for Education. This policy is reviewed annually.
The main aim of the school’s policy is “to ensure that learning support programmes are in place for children who have special educational needs to enable them to have their full entitlement to the school’s curriculum in a manner appropriate to their needs”.
All children learn at different rates and the work throughout the school is planned at a level for all children to make good progress. Where children, through constant monitoring of their progress, are identified as having special needs then the school has staffing and resources to support them. You are always kept fully informed about any additional support that your child may need.
The Nurture Group (Orchard) is another way we support children’s learning. This is a small group where children may be included for a period of time to help support their social and emotional development.
The SEND Policy includes a key principle that parents have a vital role to play in their child’s education and you are consulted at every stage. You are welcome to raise any concerns that you may have about the rate at which your child is making progress.
The policy sets out the procedures involved in identifying the needs of pupils requiring any
11 special provision, and complies with The SEN Code of Practice (November 2001), Education (SEN) Regulations 1999, SEN and Disability Act 2001 and The Education (Special Education Needs Co-ordinators) Regulations 2008. The Schools SEN Local Office can be found on the Schools website, www.hartplaininfants.co.uk 1.11 Pupil Premium Grant
Families that are entitled to particular financial support at home are also entitled to receive the Pupil Premium Grant. This money comes into school to ensure that your children receive the best education we can provide. To assess if your child is eligible for this we will need to know your national insurance number and date of birth. Please contact the office if you think you are eligible for this. Many children in our school receive this grant and it is a huge support to their learning. See section 3.06.
1.12 Support and Welfare Services
From time to time a child may have particular needs that require the support of outside agencies such as the school's educational psychology service. Parents are always consulted before contact is made with such agencies. The school has access to outside agencies that work closely with the school and can advise you about a wide range of matters relating to your child, including attendance, behaviour and clothing allowances. If the school has concerns about a child we may also contact Social Services independently.
"The Headteacher and teachers must do what is reasonable in all the circumstances of the case for the purpose of safeguarding or promoting the child’s welfare". (Children's Act 1989 Section 3, Paragraph 5)
1.12 Local Children’s Partnership
Hart Plain Infant School is part of the Horndean and Cowplain Local Children’s Partnership. This is a partnership between pre-school services, schools, colleges, social services, health services, police, extended services and other community partners working with young people. One of the main aims of the partnership is to ensure that all young people in the Horndean and Cowplain communities have full entitlement and access to successful lifelong learning and achievement.
This is a partnership with ambitious plans to have an impact on the quality of life and opportunity for young people within the context of the Hampshire Children and Young People’s Plan and the local priorities of our communities.
1.13 Educational Visits
Each year the children go out on educational visits. These visits enrich the curriculum in a way that cannot be done in school and are memorable occasions in the children's lives. Some
12 of these are local around the school and some are further afield such as Weald and Downland Open Air Museum, Staunton Country Park, Marwell and Southsea/HMS Warrior. We always use coaches with seat belts.
You will be informed in writing of details of the trips that are taking place, including the price, and asked to sign a permission slip which must be completed beforehand. At Hart Plain Infant School the Governors have capped the cost of trips for parents, making them affordable to all.
1.14 Learning Outside the Classroom
We place a high value on children learning through first-hand experience. Over recent years a significant investment has been made in making the school grounds a better place in which to learn and play. An activity trail has been built with a number of exciting and challenging opportunities included. Children use and enjoy this frequently. The school garden provides a great range of learning opportunities. The playgrounds, with their extensive range of sports pitches, running track and activities, support our drive for healthy fun learning.
Although Learning Outside the Classroom is not new, we have seized the opportunity to ensure that all our children will experience the world outside the classroom as an essential part of learning and development.
We use the principles of and have been part of a nationwide Open Futures project that enriches the curriculum by giving the children opportunities to learn and develop life skills through ‘Grow It’, ‘‘Cook It’, ‘Film It’ and ‘Ask It’ learning activities. This enables all children to use and apply their learning in Mathematics, Science, Literacy, Physical Education, etc, in the outdoor environment.
1.15 Homework Activities
It is advisable that children get used to the idea of doing “homework” whilst at infant school. This prepares them for junior school where there is an increased level of homework. The appropriate amount of time to spend daily on homework would be approximately ten minutes in Year R, fifteen minutes in Year 1 and twenty minutes in Year 2. This might include spelling practice, reading, handwriting practice, and mathematics activities (see Section 3.16, page 29). We recommend that homework should be enjoyable, shared between the child and the adult and acknowledged by praise on completion. Our half termly homework grids allow children to consolidate learning and develop new ideas in a fun and creative way. Each half term we hold our exhibition for all to see the amazing work completed at home.
13 1.16 Accessibility
The key objective of the school’s Accessibility Plan is “to reduce and eliminate barriers to access to the curriculum and to full participation in the school community for pupils, and prospective parents, with a disability”. The Accessibility Plan is part of our school’s Single Equality Scheme, which aims to “give equal access to all aspects of school life for the whole school community”. In line with Government regulations the school also has a Disability Equality Scheme in place and improvements have been made to allow for disabled access. Governors have an ongoing responsibility to ensure that the school meets the necessary requirements to allow all children and adults full access to the school’s curriculum and resources.
Disability is defined by the Disability Discrimination Act 1995 (DDA) thus: “someone who has a physical ormental impairment which has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities” and the Equalities Act 2010.
The school recognises its duty under the DDA:
not to discriminate against disabled pupils in its admissions/exclusions and provision of education and associated services not to treat disabled pupils ‘less favourably’ to make reasonable adjustments to ensure that disabled pupils are not at a substantial disadvantage to draw up plans to show how, over time, they will increase access to education for disabled pupils (school accessibility plans).
2. ADMISSION
2.01 Admission Arrangements for Reception Children
Children are admitted to school at the beginning of the academic year in which they are five. They will be admitted on either a part-time or full-time basis depending when their birthday falls.
We understand that children will be at different stages of their development when they join school, but we do ask that they are able to use the toilet independently and are usually dry during the day, have independence in dressing and feeding themselves and are able to communicate their needs.
The school runs an induction programme for both children and parents as it is very important to establish a positive partnership from the very beginning. As part of this process, all prospective parents are invited into school to meet the class teachers, visit the reception classes and obtain information about the induction programme.
14 A meeting will be held in the Summer Term for new parents to familiarise them with new routines and answer any questions they have about the school. The new intake of children will be invited to attend at least one pre-school visit in the Summer Term prior to starting school. At the beginning of September, your child's class teacher and the early year’s teaching assistant will make home visits. This has always been successful as it gives you and your child the opportunity to meet his or her teacher in familiar surroundings. (Please see specific intake details from the office.)
Please note that, due to Covid-19, these arrangements will be different in 2020, the school will contact all new starters individually to talk through the schools induction plans.
2.02 Admissions Policy
This policy will apply to all admissions from 1 September 2020, including in-year admissions. The authority’s Fair Access protocol will be applied alongside the policy to secure the admission of vulnerable pupils from specific groups. It will be used during 2020-2021for allocating places for September 2021 as part of the main admission rounds for Year R.
Admission Criteria
Hampshire County Council is the admission authority for all community and voluntary controlled primary and secondary schools. The admission arrangements are determined by the County Council, after statutory consultations. The County Council will consider first all those applications received by the published deadline of midnight on Friday 15 January 2021. Applications submitted after midnight 15 January 2021 will be considered after all on-time applications have been fully processed unless exceptional circumstances merit consideration alongside on-time applications.
Notifications to parents offering a primary school place will be sent by the County Council on Friday 16 April 2021.
The published admission number (PAN) for Hart Plain Infant School for 2020-2021 is 60. The PAN is the maximum number of pupils that may be admitted to the school in Year R and Keystage 1.
For the main admission round, all on time preferences will be considered simultaneously and ranked in accordance with the admission criteria. If more than one school can offer a place, the parent’s highest stated available preference will be allocated.
If the school is oversubscribed, places will be offered in the following priority order. Places for applications received after the deadline will be allocated using the same criteria:
1. Children who are in the care of a local authority or provided with accommodation by that authority in accordance with Section 22(1) of the Children Act 1989 (a letter
15 from the Children’s Services Department confirming the child’s status must be provided).
2. Children or families who have a serious medical, physical or psychological condition which makes it essential that the child attends Hart Plain Infant School rather than any other (appropriate medical or psychological evidence must be provided in support).
3. Children of staff who have, (1) been employed at Hart Plain Infant School for two or more years at the time at which the application for admission to the school is made, or (2) have been recruited to fill a vacant post for which there is a demonstrable skill shortage.
4. Children living in the catchment area of Hart Plain Infant School who at the time of application have a sibling on the roll of Hart Plain Infant School or its linked junior school, Hart Plain Junior School, who will still be on roll at the time of admission.
5. Other children living in the catchment area of Hart Plain Infant School.
6. Children living outside the catchment area of Hart Plain Infant School who at the time of application have a sibling on the roll of Hart Plain Infant School or its linked junior school, Hart Plain Junior School, who will still be on roll at the time of admission.
7. Other children living outside the catchment area of Hart Plain Infant School. * This includes children who at the time of application have a sibling for whom the offer of a place has been accepted, even if the sibling is not yet attending. ‘Sibling’ refers to brother or sister, half-brother or half-sister, adoptive brother or adoptive sister, stepbrother or stepsister, and includes children living as siblings in the same family unit.
N.B. School Closures statement. In the event of a school closure, pupils from the closing school may be given a higher priority (for example this might include the child being treated as in-catchment) within the admission criteria for any school nominated as the receiving school.
Specific arrangements will be determined by the Local Authority in accordance with the School Admissions Code and will be published at the time for the specific schools affected by a particular closure.
Permanent Residence
The child’s permanent residence is where they live, normally including weekends and during school holidays as well as during the week, and should be used for the application. The permanent address of children who spend part of their week with one parent and part with
16 the other, at different addresses, will be the address at which they spend most of their time.
Distance measurement
If the school is oversubscribed from within any of the above categories, straight-line distance will be used to prioritise applications; applicants living nearer the school have priority. Hampshire County Council’s Geographic Information Systems (GIS) will be used to determine distances (from the Ordnance Survey home address point to the school office).
Distances from multiple dwellings will give priority to the ground floor over the first floor and so on. On individual floors, distances will be measured to the stairs leading to the communal entrance. This method of prioritising admissions will also apply to any ‘school specific’ criterion unless otherwise stated in the school's brochure.
Multiple births
If the last pupil to be offered a place within the school’s published admission number (PAN) is a multiple birth or same cohort sibling, any further same cohort sibling will be admitted, if the parents so wish, even though this may raise the intake number above the school’s PAN. The PAN will remain unchanged so that no other pupil will be admitted until a place becomes available within the PAN.
Pupils with statements of special educational needs and disabilities
The governing body will admit any pupil whose final statement of special educational needs names the school. This is not an oversubscription criterion. Where possible such children will be admitted within the PAN.
In-Year Fair Access placements by the local authority
The local authority must ensure that all pupils are placed in schools as quickly as possible. It may therefore sometimes be necessary for a pupil to be placed by the local authority, or a local placement panel acting on behalf of the authority, in a particular school even if there is a waiting list for admission.
Such placements will be made in accordance with the provisions of any protocol approved by the Admission Forum, based on legislation and government guidance. If an admission through Fair Access raises the number on roll above the PAN, no further pupil will be admitted from the waiting list until a place becomes available within the PAN.
17 Waiting list
When all available places have been allocated, a waiting list will be operated by the local authority. Any places that become available will be allocated according to the criteria of
the admission policy with no account being taken of the length of time on the waiting list or any priority order expressed as part of the main admission round. Fair Access admissions and school closure arrangements will take priority over the waiting list.
The waiting list will be reviewed and revised:
each time a child is added to, or removed from, the waiting list; when a child’s changed circumstances will affect their priority; at the end of each school year, when parents with a child on the waiting list will be contacted and asked if they wish to remain on the list for the following school year.
At the time of receiving an offer of a school place parents will be advised of the process for having their child’s name on a school’s waiting list. Parents may keep their child’s name on the waiting list of as many schools as they wish and for as long as they wish.
Deferred entry to Year R
Pupils reach statutory school age at the beginning of the term following their fifth birthday, but, in Hampshire, most pupils are admitted as rising fives. Parents can request that the date their child is admitted is deferred until later in the year or until the child reaches compulsory school age. Pupils will normally be admitted at the start of a school term. If parents of summer born rising fives wish to defer their admission until they reach statutory school age, admission arrangements will be considered and, in extreme cases, this may include starting school an academic year later.
3. REFERENCE
3.01 Access to Official Information
You may inspect the following by appointment:
all statutory instruments, circulars and administrative memoranda relating to Chapter 1 of the Education Reform Act 1988 the school curricular statements and schemes of work arrangements made by the local authority for the consideration of complaints about the school curriculum under Section 23 of the Education Reform Act 1988 the local authority's agreed syllabus for Religious Education.
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3.02 Attendance
Registered pupils of compulsory school age are required by law to attend school with attendances and absences recorded on the register. Absences are recorded as either authorised or unauthorised as follows:
absences are recorded as authorised when parents provide a reason such as sickness or a medical appointment and this reason is accepted by the school absences are recorded as unauthorised when parents fail to provide an acceptable reason for absence - this might be no reason provided at all, or reasons such as oversleeping or birthday treats, etc.
Good attendance and punctuality are vital if a child is going to fulfil their potential and, therefore, the registers are frequently checked by the Headteacher and the Attendance Committee. Concerns are shared with parents and improvements are sought. A target rate of at least 96% attendance has been set by the Government.
If you know in advance that your child is going to be absent you should talk to the office staff who will advise you of the procedure. Most holidays during term time are marked as unauthorised as parents are encouraged to check school holiday dates in advance before booking their holidays. There are very few exceptions to this rule. The schools can fine for holidays taken in school time for more than 5 days at a time.
Absence from school for whatever reason will affect your child’s learning. The school has an attendance assistant to support it in its work to reduce absenteeism.
3.03 Complaints Procedure
The complaints procedure for the school is in accordance with the guidance provided by Hampshire County Council Education Department (November 2002).
The key principle is that, should you have cause to raise any concern with the school, you will do so as soon as the matter arises. The key issue is to discuss any concerns with staff as they arise. The emphasis is on an informal process initially, so that any concerns can be speedily resolved.
Our policy is to respond quickly to your concerns in order to resolve them and not interrupt the progress and learning that your child is making in the school. Please find this on the school website.
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3.04 Governing Body
The Governing Body for the school year 2018-19 comprised the following members:
Authority Mrs K Crockford
Parent Mrs C Arnold Mrs K Lea
Staff Mrs R Kenny Mr R Leaning Mrs H Blythe
Co-opted Mr K Parfoot Mr D Brock
Chair of Governing Body Mr J Mullineaux
Any of the governors may be contacted through the main office.
The Role of the Governors
The governors have a wide range of responsibilities that include:
helping to establish, with the Headteacher, the aims of the school and how the standards of education can be improved issuing and monitoring policies as required by Government legislation for the safe and timely running of the school deciding the conduct of the school, that is, how in general terms it should be run helping to draw up, with the Headteacher and staff, the School Strategic Plan (SSP) helping to decide how to spend the school's budget making sure that the National Curriculum and religious education are taught acting as a link between the local community and the school drawing up an action plan after an Ofsted inspection and monitoring how the plan is put into practice Special Educational Needs and Disabilities (SEND) complaints, admissions, discipline and attendance equal opportunities a Disability Equality Scheme.
To fulfil these duties the governors often visit the school and participate in school activities. Meetings of the Governing Body take place at least six times per school year. Governors are elected or appointed for a four-year term of office. The Chair and 20 Vice-Chair are elected annually in the Autumn Term.
In the Autumn Term you will receive news from the governors which will be sent home to you via the school newsletter.
3.05 Illness and Medicines
Please notify the school by telephone or letter on the first day of your child's absence. Your child should be fully recovered before returning to school and able to take part in all activities including playtime and PE. If your child is fit to return to school but still requires medication, please deliver the medicine to the main office and complete the appropriate form. If you prefer, you may come into school to give medication to your child.
Members of staff are only able to administer prescribed medicines. In an emergency Calpol, Piriton and an Emergency Inhaler can be administered by trained school staff (provided consent forms have been completed by parents/carers). A copy of the school administration of medicine policy is available for inspection upon request. If your child is ill at school they will be looked after by school staff and every effort will be made to contact you. It is essential that we have several emergency numbers to enable us to reach you. Please make sure that the main office is notified of any changes to these numbers. The Local Health Authority arranges for some children to have medicals and you are informed when they are taking place and are invited to attend. The school nurse also monitors hearing and sight and sometimes height and weight. The school nurse is available to speak to parents - please contact the main office if you require further information.
3.06 Lunchtime Arrangements
The school's lunch break is from 12:00 until 13:00. During this time Midday Supervisory Assistants look after the children. There are at least two sittings for hot school dinners in the hall.
School dinners and packed lunches
All infant school aged children are eligible for a free school dinner. School dinners are cooked in the kitchen of the adjacent junior school. Menus by Hampshire Caterers (H3CS) are distributed to parents and are also available on the school’s website. Children may bring a packed lunch from home but please remember:
food should be in a named plastic container drinks may be included but no fizzy drinks (water is available for those who would like it) a spoon should be provided by Parents/Carers for desserts, e.g. yoghurts
We encourage you to provide a healthy, nutritious lunch and would ask that chocolate and sweets are not included. In addition please ensure that no nuts or products with nuts are included in any lunchboxes because of allergy problems experienced by some children.
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Pupil Premium – extra funding for your child in school
Pupil Premium is extra funding given to the school for those children whose parents meet the eligibility criteria (listed below) and the school currently receives £1300 for every eligible child. How the school spends this money is published on our website every year. It is important for the school to claim all available funding to support your child’s learning and attainment.
Criteria: Income Support Income Based Job Seeker’s 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 are not also entitled to Working Tax Credit, and have an annual gross income, of no more than £16,190 as assessed by Her Majesty’s Revenue and Customs Adopted children from care Member of the armed forces, or have been in the last 3 years
Please let the school know if your circumstances change and your child is eligible for this funding.
Lunchtime behaviour
Children are expected to behave well during lunchtimes. Where this is not the case, the privilege of staying at school during lunchtime might be removed.
3.07 Opening Hours of School, Main Office and Shop
School opening hours
Morning school: 08:50 – 12:00 Afternoon school: 13:00 – 15:15
The school day is five hours and twenty minutes long. Within this time the children have a fifteen-minute playtime in the morning. Each day the children attend a collective act of worship that lasts fifteen minutes. The remainder of the day is spent as teaching and learning time. The school doors are opened at 08.40 to allow children to enter as they
22 arrive at school. There is no supervision for children before this time.
Main office opening hours
08:30 – 15:45
Parents wishing to visit the school should use the front entrance, access to which is controlled from the main office. We would ask you to please leave pushchairs outside because of limited space and for health and safety reasons.
School Uniform is available for purchase from the main school office. You will need to complete an order form and return it to the office with payment. The orders received by the end of the school day, will be processed and ready for collection by the end of the following school day.
The stock items and prices are as follows:
Stock items (2020-2021)
Sweatshirts £8.60 Sweat Cardi £9.90 Book bags £6.60 Caps £5.00
Please note all Year R children starting in September and any new children who arrive during the school year receive a free book bag.
308 Parents Helping in School
We greatly value the help that we get from parents in school and we find that many parents enjoy helping and become regular helpers. There are many tasks including reading, helping in the classroom, cooking with the children, covering books and helping in the library. A cup of tea and a chat with other school helpers is the only payment but we do appreciate all the work parents do in school. Volunteers are required to complete an application form and undergo a Disclosure and Barring Service check.
23 3.09 Parking
We realise that there is a problem with parking as the road outside school is a restricted parking area marked with yellow lines, which prohibit parking between 08.00 and 09.30 and 15.00 and 16.30. In order to help with the safety of your children we would encourage you to walk with them to school. If you have to stop in the road please do not block the driveways of local residents or the view of the crossing patrol.
You might like to consider parking a distance from the school and walking the last part of the journey. The parking inside the main driveway is for staff and should not be used by parents. However, in exceptional circumstances, e.g. if your child is unwell and you have been called to school, you may use parking facilities within the grounds. This restriction is for the safety of all pedestrians. We are very concerned for the safety of the children arriving at and leaving school. There are several crossing patrols that are there to assist with children crossing the roads around the school. The Governing Body has agreed that the disabled bay on the school driveway can be used with permission to access the school for short periods of up to a maximum of fifteen minutes provided a disabled sticker is displayed. Any parent requiring parking for longer periods should write to the Chair of the Governing Body stating their specific requirements. The Governing Body requests that parents ensure that their car does not cause an obstruction to other vehicles or pedestrians and that they do not use the driveway for other purposes such as school performances or delivering their children first thing in the morning or collecting their children at home time.
3.10 Physical Education
The children change for PE. They can wear preferably a white T-shirts and black shorts or leotard or, if the children prefer, football kit. Indoor PE is done in bare feet and plimsolls are required for outdoor PE. Your child's PE kit should be in a small, soft, shoe bag marked with your child's name, which is kept at school during term time. It is Hampshire County Council and school policy that children do not wear earrings or any other jewellery in PE lessons. This is a health and safety issue and the ruling is made to protect all children. The school adheres to the County policy and, therefore, it is important that on PE days you send your child to school without any jewellery.
3.11 Policies and Procedures
The staff and governors at Hart Plain Infant School are responsible for drawing up various policies and procedures with regard to the curriculum and management of the school. Many of these policies are a legal requirement and all policies are reviewed on a regular basis. The most frequently requested policies can be viewed on the website and these include attendance, behaviour, prevention and management of bullying, special educational needs, curriculum, collective worship, higher attaining pupils, teaching for learning and disability equality. All policies may be inspected via the main school office.
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3.12 Provision of Milk, Fruit and Drinking Water
School milk
Cow’s milk is provided free of charge by the school for all children. If your child does not drink cow’s milk, water is available at any time.
Fruit
As part of a Government scheme to encourage healthy eating, all children are given a portion of fruit or vegetable during the morning session. The scheme has been working successfully for ten years and children look forward to their regular fruit break. Parents are asked to complete a form when the children join the school to indicate any allergies.
Drinking water
We recommend that all children should bring their own, named, bottle of fresh water to school each day. They have access to this at all times and are encouraged to drink at regular intervals. Please do not send juice or squash to school.
3.13 Security and Safety
All schools are safe, secure and caring places and your child’s safety and welfare is of the greatest importance to us.
Be alert to security and safety!
So that the safety and well–being of your child is ensured, verbal or physical violence will not be tolerated. This applies to pupils and adults alike.
Site security and safety are very important. Please remember the following:
Always report to the office main reception when you first come into the school, other than delivering or collecting your child at the beginning or end of the day, or when otherwise directed.
25 Visitors and helpers are asked to sign our visitor’s book and to wear a school badge that they will be given by the office staff upon their arrival – if no badge is worn then you will be challenged by the school staff.
Health and safety and fire evacuation information is on display in the main office reception and additional guidance is always available from staff members.
If you would like to see your child’s class teacher, please make arrangements to see the teacher at the beginning or end of the school day.
Please use only the pedestrian routes around our school – every effort has been made to ensure our children are kept apart from the traffic areas.
The only time it is acceptable to bring a car on to the school site is in the case of extreme emergency – again this is for the safety of the children.
In the event that you have to bring a car on to the school site to collect your child, the school gates should be closed on entry and when leaving.
Smoking is not permitted anywhere on the school site.
Dogs of any age or size are not permitted on the school site. Parents should note that leaders/instructors of any out of school activity directly linked to the school are checked by school staff. If we send any other details to you regarding activities we can confirm that the leaders/instructors meet Hampshire County Council requirements. Parents/people with parental responsibility must, however satisfy themselves that the activities are suitable for them and their child. We will have taken all reasonable steps to ensure the validity and safety of the activities but cannot guarantee their quality.
In our school, there will always be at least one member of staff, usually the class teacher, who knows your child well. In the first instance, please talk to the class teacher if you have any concerns about your child’s welfare.
The Headteacher is nominated as the Child Protection Liaison Officer. We have policies on general behaviour including verbal or physical violence, prevention and management of bullying, rewarding pupils’ achievements, drugs and health and safety, all of which are designed to safeguard your child’s wellbeing. You are more than welcome to visit our website, which lists some of these policies, or come into school and ask the office staff for a copy.
26 3.14 Staff
Hart Plain Infant School Staff
Staff members for 2020-21 are organised as follows:
Headteacher Mrs R Kenny Deputy Headteacher Mrs K Moth Finance Manager Mrs K Smith HR Manager Mrs C Cobb Senior Administrative Assistants Mrs J Ricketts/Mrs H Stevens/Mrs H Fisher Attendance Officer Ms T James
Class Teachers EYFS Miss L Ellis (Sun/EYFS Leader) Miss K Wolloff (Moon)
KS1 Miss S Earl (Jupiter) Miss M Rowley (Saturn) Mrs B Tooke (Meteor) Mrs A Orsmond (Asteroid)
Other Teachers Mrs G Ralph - Special Educational Needs Co-ordinator Mrs K Moth Mrs C Wood
Teaching Assistants Mrs F Bruni Mrs N Batey Mrs S Robson Mrs C Metherell Mrs S Agathangelou Mrs N Kurtz Mrs D Mugridge Mrs H Blythe HLTA Sports Coach Mr J Grant
Site Managers Mr R Leaning, Mr R Doig
Midday Supervisory Assistants Mrs G Houghton, Mrs S Baker, Mrs L Ellis, Ms L Forrest, Mrs S Hooper, Ms D Newman, Mrs H O’Shaughnessy, Miss C Scott, Mrs D Scott, Ms D Spencer, Mrs K Thompson
Cleaners Mrs S Hewitt, Ms D Newman, Mrs K Thompson, Mrs Houghton
27 3.15 Study Newsletters
Every half term, on the website, will be a Study Newsletter telling you the areas of the curriculum which will be covered in the next half term. This will help you to see the range of work going on in the classrooms and may contain requests for children to bring in particular resources which you may be able to provide from home. An example of a study newsletter for Year R in the Autumn Term can be found as Annex 3.
3.16 Terms and Holiday Dates
ACADEMIC YEAR 2020-2021*
Autumn Term: 03 September to 18 December 2020 Inset Day 23 October 2020
Half term from 26 October to 30 October 2020 (inclusive)
Inset Day 18 December 2020
Christmas Holidays from 21 December 2020 to 01 January 2021 (inclusive)
Spring Term: 04 January to 01 April 2021 Inset Day 04 January 2021 Inset Day 12 February 2021 Half term from 15 to 19 February 2021 (inclusive) Easter Holidays from 02 April to 16 April 2021 (inclusive)
Summer Term: 19 April to 23 July 2021 May Day Bank Holiday on 03 May 2021
Half term from 31 May to 04 June 2021 (inclusive)
Inset Day 23 July 2021
Summer holidays from 26 July to 02 September 2021** (inclusive)
* As currently agreed by Hampshire County Council
** First day of autumn term to be confirmed The school is closed to children for five Professional Training Days each academic year.
You will always receive at least two newsletters or letters informing you about each of these dates.
3.17 Transfer to Junior School
The school maintains a close liaison with Hart Plain Junior School with children from each school visiting the other school and sharing activities on a regular basis. Teachers from the infant school meet with the teachers from the junior school and ensure that they are fully informed about the curriculum we offer. The administration staff forward children’s records before the children transfer to the junior school and individual children's needs are described to the receiving teachers. The children have several opportunities to visit the school prior to transfer.
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Liaison meetings are held between both schools that cover a range of subjects, including the annual transfer arrangements and issues arising from the management of the schools' site. When children transfer to schools other than Hart Plain Junior School we provide records as requested by the receiving school and support their induction programme.
3.18 Uniform
The colours of the school uniform are jade, white and black. Only jade jumpers/cardigans can be worn in school. Please make sure that all belongings are marked clearly with your child's name. School sweatshirts and cardigans are available at the school shop in the main office (see section 3.08, page 23).
White polo shirt Black skirt, pinafore, shorts or trousers Jade school sweatshirt/cardigan or jade jumper/cardigan Jade/white summer dress Black sensible shoes (no heels)
During the winter boots can be worn to school, but must be changed on entry to the school.
Details on items required for Physical Education (PE) may be found in section 3.11 (page 24).
Hart Plain Infant School accepts no liability for loss or damage to any individual’s property whilst on the school premises.
29 3.19 Useful Addresses
Hart Plain Infant School
The full name and address of the school is :
Hart Plain Infant School Hart Plain Avenue Waterlooville Hampshire PO8 8RZ telephone : 023 9226 2511 fax : 023 9223 0609 website : www.hartplaininfants.co.uk email : [email protected]
The school is maintained by the Education Department of Hampshire County Council for children aged four to seven years.
Hampshire Education Department
The Headquarters of Hampshire Education Department are in Winchester and enquiries should be addressed to :
Children’s Services Department Hampshire County Council Elizabeth Court 2 Court North The Castle Winchester Hampshire SO23 8UG
Email: [email protected] Tel: 03005551384
30 Annex 1
BEST VALUE STATEMENT
The governors and staff at Hart Plain Infant School are committed to providing all of our children with the very best quality of education.
It is our aim to: provide a community where we all grow and develop together provide a happy, secure and stimulating environment where we can all take pride in success and achievement build firm foundations which inspire self-respect and confidence in life-long learning.
In working towards our aims we will implement the following best value principles: compare challenge compete consult
Compare
Governors and staff will use all the available resources to compare ourselves with other schools. This information will enable us to monitor our work, quickly identify any areas of concern and investigate potential areas for improvement.
Challenge
We promote a culture where the staff and governors continually strive to improve the quality of education provided to the children. We challenge ourselves to improve through the identification of personal and professional needs as well as school needs. This is done through professional debate, a critical friend approach and systems such as performance management and School Strategic Planning.
Compete
We strive to secure value for money and economic and effective use and management of services through the process of competitive tendering, including buying services through Hampshire County Council. We recognise that in many cases the ‘cheapest' option may not always be in the best interests of the pupils, parents, staff, governors and the local community.
Consult
Consultation is at the heart of our partnership approach to 'working together' with pupils, parents, staff, governors and the local community, whose views are regularly sought and valued. We strive to work together in a consultative manner, both within the school (e.g. parents' views) and beyond the school (e.g. views of the local community).
In conclusion, at all times we are driven by our desire to improve the provision we make for our children.
31 Annex 1
LINKS WITH THE COMMUNITY
At Hart Plain Infant School we understand and value the importance of our involvement with the local and wider community. We acknowledge that through such involvement the education we provide for the children is enriched and broadened and that we are also able to promote positive relationships which help to build a sense of community. The following information is a snapshot of links that are currently being nurtured throughout the school.
1. Local pre-school groups Walkabout familiarisation visit Teddy-bears’ picnic Attendance at dress rehearsal of Christmas concert Termly liaison meetings between staff
2. Hart Plain Junior School Year 3 attendance at Year 2 (KS1) leavers’ concert dress rehearsal Year 2 (KS1) attendance at Year 3 concert Year 2 (KS1) visits during Summer Term Year 3 teachers’ visits to KS1 classes – Summer Term Year 2 (KS1) teachers’ visits to Year 3 classes – Autumn Term Year 2(KS1)/Year 5 partnerships (‘Buddy Year Groups’) Shared staff meetings
4. The Cowplain School Special events, e.g. “Kings Theatre” Work experience students Campus liaison meetings
5. Horndean Technology College ‘Family of Schools’ Community service students Work experience students
6. Students Chichester University – teaching students South Downs College – e.g. NNEB, BTEC, NVQ
7. Local schools Visits to and from other schools for professional development – teachers, assistants and administration staff Higher attainer’s events Extended Services
8. Educational visits EYFS – e.g. Marwell Zoo and Hayling Island KS1 – e.g. Intech, Novium. Southsea and HMS Warrior
32 9. Education support agencies Education Psychologist Speech and Language Therapist Specialist Teachers
10. Religious Education Visits from a member of Hart Plain Church, to all year groups KS1 visit to Hart Plain Church
11. Families Termly family assemblies Classroom visits Concerts Events (e.g. Sports day, Celebration of Learning, Fun Day) Parent Support Advisor
12. People who help us (EYFS) Crossing Patrol Midwife Nurse Police Fire Brigade Vet
13. Volunteers Parent helpers Local residents
14. RSPCA Visit to school as part of KS1 British Wildlife work
15. Health promotion staff Hand washing activity Oral hygiene Meningitis talk to parents School health team
16. Waterlooville library Special events e.g. summer holiday schemes
17. Park Wood Visit by KS1 – for Art, Science and Geography activities Various visits linking with special occasion, e.g. ‘Art day’
18. Theatre groups Various groups according to suitability/occasion
19. Hart Plain House Attendance at Harvest Festival Choir visit to residents’ lounge at Christmas 20. After school clubs
33 Karate Kids Tennis “Pass Shoot Score” Multi Skills Sports Choir (during lunchtime)
21. Extended Services We are part of the Links Children’s Centre – look out for regular information about the range of activities and opportunities that are on offer, or telephone 023 9224 7373 to find out more Breakfast club – shared with Hart Plain Junior School Growing Places After school club – shared with other schools Family learning in partnership with South Downs College and Hart Plain Junior School Relate counselling
22. Havant and Waterlooville Arts Arts trail Art display in Asda Waterlooville
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INDEX
Page
Access to Official Information 18 Accessibility 14 Admission Arrangements for Reception Children 14 Admissions Policy 15 Attendance 19 Attitudes and Behaviour in School 5 Best Value Statement 31 Campus Liaison and Community Links 7 Complaints Procedure 19 Core Values 5 Curriculum 8 Educational Visits 12 Friends of Hart Plain Infant School 19 Higher Attaining Pupils 11 Governing Body 20 Homework Activities 13 Illness and Medicines 21 KS1 Comparative Report 36 Learning Outside the Classroom 13 Learning Support, Special Educational Needs and Disabilities 11 Links with the Community 32 Local Children’s Partnership 12 Lunchtime Arrangements 21 Ofsted Objectives 6 Opening Hours of School and Main Office 22 Parents and School Partnership 6 Parents Helping in School 23 Parking 24 Physical Education 24 Policies and Procedures 24 Provision of Milk, Fruit and Drinking Water 25 Resources 10 Security and Safety 25 Staff 27 Study Newsletters 28 Support and Welfare Services 12 Teaching Organisation 7 Terms and Holiday Dates 28 Transfer to Junior School 28 Uniform 29 Useful Addresses 30
35 KS1 TEACHER ASSESSMENT COMPARATIVE REPORT
This table shows a summary of the National Curriculum assessment results of pupils in the school (2019) and nationally (2018) at the end of Key Stage 1, as a percentage of those eligible for assessment.
The number of eligible children is: 62. Figures may not total 100 per cent because of rounding.
Reading All Boys Girls Result School National School National School National GDS 24 26 11 22 34 29 EXS 44 50 30 49 54 51 WTS 24 17 44 19 9 15 PK4 0 0 0 PK3 2 5 4 6 0 3 PK2 2 4 0 PK1 0 0 0 BLW 0 2 0 3 0 1 D 0 0 0 0 0 0 A 0 0 0 0 0 0
Writing All Boys Girls Result School National School National School National GDS 8 16 4 12 11 20 EXS 53 54 26 52 74 57 WTS 24 22 41 26 11 18 PK4 6 15 0 PK3 2 5 4 7 0 4 PK2 2 4 0 PK1 0 0 0 BLW 0 2 0 3 0 1 D 0 0 0 0 0 0 A 0 0 0 0 0 0
36 Mathematics All Boys Girls Result School National School National School National GDS 16 22 7 24 23 20 EXS 50 54 33 51 63 58 WTS 26 18 44 17 11 18 PK4 3 7 0 PK3 0 4 0 5 0 3 PK2 0 0 0 PK1 0 0 0 BLW 0 2 0 3 0 1 D 0 0 0 0 0 0 A 0 0 0 0 0 0
Science All Boys Girls Result School National School National School National EXS 81 83 70 80 89 85 HNM 15 17 22 19 9 14 D 0 0 0 0 0 0 A 0 0 0 0 0 0
National figures include all schools with pupils eligible for assessment at key stage 1. Participation by independent schools is voluntary, therefore only includes results from those independent schools which chose to make a return, and which met the statutory standards for assessment and moderation.
Key to Teacher Assessment Results:
Note: not all results are valid for all Areas of Learning
GDS is awarded if the pupil is working at greater depth at the expected standard. EXS is awarded if the pupil is working at the expected standard. WTS is awarded if the pupil is working towards the expected standard. HNM is awarded if the pupil has not met the standard (Science only). PK4 is awarded if the pupil is working at a Pre Key Stage Standard 4.* PK3 is awarded if the pupil is working at a Pre Key Stage Standard 3.* PK2 is awarded if the pupil is working at a Pre Key Stage Standard 2.* PK1 is awarded if the pupil is working at a Pre Key Stage Standard 1.* BLW is awarded if the pupil is below the standard of the tests. A is awarded if the pupil was absent. D is awarded if the pupil is disapplied in Reading, Writing, Mathematics or Science.
*Was formally categorised as either PKF, PKE or PKG 37
Thank you for reading our prospectus. We look forward to working together with
you as your child progresses through Hart Plain Infant School.
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