Welcome from the Headteacher

Dear parents

Thank you for your interest in Hailey School. We hope that this prospectus will give you a clear picture of the aims and ethos of our school, as well as much practical information.

We are a small Church of England controlled primary school, with four classes. Our Foundation class works in partnership with Hailey Village Pre-School, who share our premises. The family atmosphere is upheld by a dedicated staff team who put the interests of the individual child at the centre of everything they do. Our vision is to bring out the best in all our pupils, to instill a lifelong love of learning and an enthusiasm to succeed beyond expectation.

We welcome parents into school, as helpers and to attend parents’ meetings and school functions. In our view, a strong home/school partnership is crucial to the successful development of our children.

Hailey School also has a committed team of governors, who support us well and strive to ensure that the school is continually moving forward.

We have strong links with Hailey Church, where children take part in services and festivals. The parish rector regularly visits school to lead assemblies.

The thriving Friends of Hailey School association organises social events throughout the year. Members raise a great deal of money to support educational projects and purchase valuable equipment for the school.

We welcome prospective parents to visit us and see the school in operation. Appointments can be made by telephoning the school secretary.

Should you decide to send your child to Hailey School you can be assured that he or she will be accepted into a caring, thriving community, where we all work together to ensure that children achieve their full potential.

Yours sincerely

Vivienne Claxton

1 Welcome from the Chair of Governors

This prospectus provides important information about Hailey School and gives details of its character, its values and its activities.

Hailey School is a friendly village school with 80 to 90 children in its infant, lower junior and upper junior classes. It also runs a Foundation stage unit in collaboration with the local Pre-school. The lower and upper junior classrooms are in the original Victorian school building. The Infants and Foundation classrooms are in a purpose made building completed last November. The school also has modern offices and school hall set in a seven acre playing field. The school is managed by an active and experienced governing body made up of governors elected by the parents; nominees from the local authority, the church and the Parish Council; and teacher and staff representatives.

The school combines many of the virtues of a small, supportive and active community. Its forward-looking staff and governing body are keen to ensure that the school keeps abreast of new educational policies, is up to date with its technologies and teaching practices, and is able to offer an inclusive, forward-looking education for the children.

The school hall and our extensive school field are important resources for both formal and informal education. The hall provides us with an excellent space for assemblies, drama, PE, fundraising events, discos and displays, the children’s dining room and after school club activities. The field is a wonderful asset, both recreationally and educationally. Not many small schools can offer a seven-acre space for sport, environmental education, joining the local community at the annual school fete, and simply for the children to relax or let off steam in the open air. In the spring of 2004, every child in the school planted a tree on the field from acorns they had collected themselves. The school has further plans to develop the field to make fuller use of it for the children.

The school has strong links with the local community that are expressed and strengthened in numerous ways. Many families in the village have links with the school, as parents, former pupils or staff. The school also has links with the local church and connects with the local community by welcoming friends, family and other local residents to school plays, events and assemblies; visits each month by groups of upper junior pupils to see elderly people at Middletown Grange care home. The school also contributes to and assists with the production of the village newsletter, ‘The Hailey Herald’ and is involved with the village woodland project.

Within the constraints of budgets and the size of the school, the governors are determined to ensure the best for the children. We aim to ensure that the school is well managed and purposeful, and to support the teachers and staff who are totally dedicated to the education, development and well-being of the children in their charge.

Frank Thompson

2 Vision statement and aims

At Hailey Church of England School we have high expectations of every member of our community.

We are committed to provide the best possible education for all our children, within the context of Christian belief and practice, so that each one can achieve his or her full potential, regardless of race, gender, creed or ability.

We recognise our pupils’ many and varied talents and encourage them to recognise them in themselves and others, appreciating and respecting the differences between people.

We endeavour to nurture all our children to be confident, caring, tolerant young people with the necessary skills to make an effective contribution to our society as compassionate, active and responsible citizens.

Our aims are: ! To promote the well-being and self-development of each child ! To promote the moral and spiritual development of all members of our community ! To promote physical well-being and healthy lifestyles, such as the encouragement of healthy eating and physical exercise, as an Oxfordshire Healthy School ! To provide a happy, secure and supportive environment where children feel valued and can achieve their best ! To foster a community in which we encourage mutual care, respect and a sense of belonging ! To foster respect and care for the world in which we live ! To deliver each child’s entitlement to the National Curriculum and provide a broad, balanced curriculum that is matched to individual needs and abilities ! To equip our children with the ICT skills necessary to help them participate confidently in the technological world in which we live ! To provide high quality teaching and learning experiences that develop skills, knowledge and understanding, and promote high standards of achievement throughout the whole curriculum ! To promote motivation, enjoyment of learning, a lively enquiring attitude, self- confidence, co-operation, perseverance and rigour ! To forge a partnership of trust and co-operation between staff, parents, children and governors ! To establish links and promote involvement between home, school, church and the wider community.

In Church after Harvest Festival 3 A brief history of the school

Hailey School was founded in 1847 by the Vicar, the Reverend George Rolfe. It wasn’t the first school as there had been various schools from time to time, including a ‘dames’ school with 25 girls and 20 boys in a dilapidated cottage opposite the current school. Rolfe was the Vicar of Hailey for almost 50 years and the head of a large Victorian family.

The main school building (now in the KS2 classroom block) dates from 1847. Around 1890 a second classroom was added. Prior to the building of the Hailey Village Hall in the 1960s, the school was also used as a hall for the village and hosted numerous activities and performances. In the late 1960s, when pupil numbers topped 100, the dividing wall between the two original classrooms was removed, making what is now the Lower Juniors’ room.

To commemorate the 150th anniversary of the school, the Friends of Hailey School, in conjunction with the local community, wrote and compiled a history – Hailey Village School, Past and Present: Histories, Recollections and Stories 1847-1997. This 40-page booklet included contributions from staff, children, former pupils and members of the local community. It is available in the school office.

In the 1980s and 1990s two ‘temporary’ buildings were added to house the Infants’ class, the administration block and meeting room. The village pre-school also had its own prefabricated building on the site. In 1999, the Local Education Authority provided funding to replace one of the temporary buildings with a new multi-purpose hall. The hall was opened for the summer term of 2001 by David Cameron, the new MP for Witney, as his first official duty the morning after his election. The Infant temporary buildings were replaced in November 2006 when we also formalized our close relationship with Hailey Village Pre-School. The Pre-School now operates within the school building in our Partnership Foundation Stage Unit. This makes a very smooth transition for our youngest children with effective pooling of resources and personnel.

In the spring of 2003 Hailey’s community woodland at Breach Wood was planted. The Prince of Wales formally opened the woodland. The children and staff attended the opening and presented the Prince with a Hailey oak to plant at Highgrove. The children now regularly visit the wood to measure the growth of the trees, which they enter onto their database.

The Partnership Foundation Stage Unit

4 Hailey School today

Classroom accommodation at present is either in the original Victorian building (Juniors), or the new Infant/Foundation Stage building. Both blocks have toilets attached. Inside our classrooms, the 21st century has arrived in the shape of broadband access for our networked computers and interactive whiteboards in each classroom.

The governors are continually working to improve facilities. A fenced-in outdoor learning area for early years pupils is now in use and extra trees have been planted on the field. The older pupils’ outdoor play facilities include a pergola, an outdoor stage and a low-level climbing trail.

We are fortunate that the grounds also give access to Hailey Community Woodland (Breach Wood), where the children have been involved in tree-planting. The Friends of Breach Wood have been supporting the development of our school site, most recently by erecting nesting boxes for birds.

Part of the new trim trail

5 Where we are

Hailey is a small village in West Oxfordshire, one and a half miles from Witney on the B4022 towards Charlbury.

The village is a mixture of older stone properties and more-modern housing. The school is on the right hand side of the main road, going towards Charlbury, just past the Lamb and Flag Inn. The staff car park is beyond the two neighbouring cottages.

Children join the school from the village of Hailey and from the adjacent village of Crawley. Some parents from Witney also choose to send their children to our village school.

Witney itself is a thriving market town, some 12 miles west of Oxford and an hour from London. It has three supermarkets and a host of smaller shops. There is a farmers’ market every third Thursday of each month. Local attractions include Cogges Manor Farm Museum and the Cotswold Wildlife Park.

6 Staff and governors

Staff Headteacher/Lower Junior teacher Vivienne Claxton Lower Junior teacher Anne Burling Upper Junior teacher Lisa Spedding Infant teacher Yvette Dempster Foundation Class teacher hail Anne Wedderburn Music teacher Keith Harris SENCO* Carol McRobbie Teaching assistants Sandra Faulkner Tamsin Dale Carol McRobbie Simone Welling Elizabeth Jarrett Suzanne Ritchie Sally Souch Finance Officer Pauline Harris Administration Barbara Bowyer Caretaker Janet Rhodes Catering supervisor Barbara Steele Catering assistant Janet Rhodes Dinner supervisors Penny Baker Mary Thornett Suzanne Ritchie Crossing patrol Vacancy School nurse Lynda Learney (01993 209468) or Catherine Henthorn

*Special Educational Needs Co-ordinator

Governors County (Chair) Frank Thompson (08:09) Nina Rayson (09:10) Foundation (Vice chair) Pauline Plumbe (08.09) Anne-Marie Fisher (09.10) Parent Ruth Slade (08.09) Graham Franklin (09.10) Sofia Dyson (10.11) Appointed parent Alistair Young (10.11) Teacher Yvette Dempster (08.10) Non-teaching Pauline Harris (09.10) Co-opted Jo Prew (08.08) Roger Cantwell (08.09) Headteacher Vivienne Claxton Correspondent Barbara Bowyer at the school address

The governors serve until the date shown in brackets.

7 The Friends of Hailey School

The Friends of Hailey School was formed in September 1985. It is open to school parents and teachers, and to any other people interested in the welfare of the school.

It exists by constitution to: ! Provide assistance for the benefit of the school ! Further co-operation and communication between parents, friends and teachers by arranging social and leisure activities ! Raise funds for the benefit of the children of Hailey School.

Although formally constituted as a registered charity, the Friends of Hailey School is informal in approach. Meetings are held at least once each term, and there is an AGM in the autumn term at which a committee is elected to share the workload. Since its formation the Friends of Hailey School has staged many and various activities, including fêtes, craft fairs and raffles.

Applications have been made to charity organisations to raise money for the school. We have also had barn dances, children’s discos, bingo and quiz evenings, family film evenings, skittles evening, ladies’ nights and Christmas walks. We enter teams for village competitions and festivals.

With the money raised we have been able to purchase items for the school, which would otherwise have been unobtainable. These include computers, the ‘garden’ on the playing field, playground markings and toys, gym equipment, books, a video recorder, Lego, toys for the Infant classroom, interactive whiteboards, outside staging and a foundation-stage playhouse. Funds are also provided for the Christmas pantomime and towards the cost of school trips and discos. A donation of £250 is given each year to each class to purchase any additional items not covered by budget allocations.

As an association we are also able to provide a forum in which any matters of interest or concern can be discussed, which has proved beneficial.

The Friends of Hailey School relies on the very generous support and help of all parents and friends, without whom none of the activities – fundraising or otherwise – would be possible.

Dawn Franklin Chair of the Friends of Hailey School

8 Moral education and development

Moral education, linked to Christian teaching, has a central place in the life of our school.

We follow the Values Education scheme. Each month a different value, such as respect, tolerance, courage or truthfulness, is explored through assemblies and in class discussions.

We aim to provide a calm, safe, welcoming environment where an atmosphere of love, care, respect for others, sympathy and forgiveness will contribute to the self-confidence and self-acceptance of the children, and the capacity to relate to God and to one another. As adults, we are aware of the need to model such values at all times.

The School Prayer we have adopted reflects the values of our community:

A School Prayer

This is our school Let peace dwell here Let the rooms be full of contentment Let love abide here Love of God Love of one another And love of life itself For let us remember That as many hands build a house So many hearts make a school Amen

9 Behaviour in school

We expect high standards of behaviour from all members of the school community through positive attitudes, self-discipline, high self-esteem and mutual respect. Our Behaviour Policy and Code of Conduct have recently been reviewed, in consultation with staff, children, parents and governors. The children in each class compile their own lists of rules and examples of these rules are to be found in our book, Living and Working Together at Hailey School, which can be found in the school foyer.

The staff of the school expect that children will: ! Listen to adults and other children, and show respect through politeness, good manners and courtesy ! Be kind, caring and helpful to others, share and take turns, work collaboratively and give assistance to others ! Be honest and trustworthy so that others respect them and can rely on them ! Ensure that they keep themselves and others safe ! Give themselves the best chance of a good education by listening carefully to teachers, following instructions, concentrating and working quietly.

All these expectations are reflected in the rules that the children have devised themselves.

Hailey School was also involved with the development of a Witney Partnership Behaviour Policy, and members of our School Council represented the school at a Positive Behaviour conference.

Rewards We seek at all times to reinforce positive behaviour through praise and encouragement. Each week in assembly, two children from each class are awarded the ‘Five-star’ badge and their names are entered into the Good Book in the foyer of the School Hall. The reasons for awarding these badges reflect the attitudes and values that we consider important at Hailey School. Each class also has its own incentive reward system run by the teacher.

Sanctions From time to time children will break the Code of Conduct. The teacher will talk the problem through with the child and it may be necessary to take disciplinary action. The children have been involved in deciding suitable sanctions, which may involve a withdrawal of privileges or an extra task to be completed at break-time. The importance of fairness and the understanding of the need to make the ‘right choices’ have characterised these discussions.

For serious breaches of the school rules, there is a set of strategies that includes: ! Involvement of the headteacher ! Involvement of parents ! Interviews to include children, staff, parents, and outside agencies if necessary ! Setting up a behaviour/work contract with the child

The ultimate sanction would be exclusion, which is the decision of the school’s Governing Body.

10 Inappropriate language We actively discourage children from using inappropriate language, especially as younger children can quickly copy and repeat unacceptable language. We ask for your support, at home, in discouraging and dealing with any language you may overhear that you consider unsuitable. Parents will be informed of any concerns as soon as possible after incidents.

Bullying Bullying is a complex issue. It exists to a greater or lesser extent when groups of individuals come together to form a community. Schools are no exception to this.

There is a thin line between bullying and the types of behaviour that children are capable of in school as a normal part of growing up. As a working definition:

Bullying is any action that seeks to intimidate mentally, physically or verbally. These acts are prolonged and deliberate and cause the pupil to feel threatened. This last point is the key factor.

All types of bullying are unacceptable and the school has an anti-bullying policy that clearly outlines procedures. We hope that parents will contact either the class teacher or the headteacher immediately they have any concerns about their child.

Children themselves are encouraged to speak up if they feel threatened by others, but we realise that this may be difficult for them and they may first reveal anxiety at home. Any issues will be dealt with sensitively and immediately.

We encourage co-operation and teamwork, to build good relationships and a caring supportive environment.

11 12 The curriculum

All children are taught the full range of the National Curriculum from Year 1 to Year 6. Equal rights to access this curriculum are recognised, with adaptations made to suit all needs and abilities. The national literacy and numeracy frameworks provided by the Department for Education and Skills (DfES) are followed for planning mathematics and English. For guidance in other subjects we use the schemes of work provided by the Qualifications and Curriculum Association (QCA).

Reception-age children are still in the foundation stage of learning and their curriculum is based on the Early Learning Goals laid down by the DfES. This is supplemented by the Oxfordshire Scheme of Work for Foundation Stage pupils. For Religious Education we follow the Oxfordshire Agreed Syllabus, supporting our planning with the QCA units of work for RE.

Our curriculum is organised in a two-year cycle, providing a progression of knowledge, skills, attitudes and the use of resources. There is an allocated amount of time for each subject. Although most subjects are taught separately, we recognise the need to provide links within the curriculum and try wherever possible to have connecting themes, and to enrich the children’s learning through art, music, trips and visitors.

The information below gives a brief description of each curriculum area. More detailed policies for each subject are available from the school office.

English Literacy teaching is aimed at developing children’s reading, writing, speaking and listening skills. In every key stage there are daily class sessions and opportunities to practise aspects of literacy in other subjects.

Reading: Children are encouraged to read a wide variety of texts, both fiction and non- fiction. Books are changed regularly and independent readers are encouraged to select their own materials. All our pupils keep reading diaries as a record of what they read, and take books home to share. We regard it as very important that children read regularly at home as well as at school. The County Mobile Library visits the school once a month and children have the opportunity to use their County library card to borrow books.

Writing: In written English, we help children to develop a variety of styles suitable to the purpose. We give them opportunities to write stories, poetry, descriptions, persuasive pieces and reports. The children are encouraged to ‘share’ their writing as this provides a valuable audience and helps to extend vocabulary. The extra-curricular Writing Club gives an opportunity to enjoy writing as a hobby. Although our emphasis is on content and style, we do not neglect the conventions of English, and have structured spelling and handwriting programmes from Year 1 to Year 6.

Speaking and listening: The children have opportunities to use speaking and listening skills in small group and whole class discussions across many curriculum areas. They are encouraged to perform or present their ideas to large and small audiences. We teach them to adjust their use of language to suit the needs of the situation, and to develop active listening skills.

Mathematics Our aim at Hailey School is to enable children to use their knowledge and understanding of mathematics confidently, both now and in every aspect of their future lives. All children are taught daily in accordance with the revised Primary Framework for Mathematics. We use guidance and resources linked to this framework, the Abacus scheme and a variety of 13 other resources, which provide opportunities for practical activities and regular assessment. Children are taught in ability groups throughout the school, with work differentiated accordingly. Children with Special Educational Needs in mathematics are given support, both inside and outside the numeracy hour. In Key Stage 2 we run catch- up programmes and booster classes to help those who need extra input. We also build extra challenge for the more able into our planning. Homework is set weekly for all Key Stage 2 children, and when relevant for Key Stage 1 children.

Children are encouraged to make links between mathematics and other subjects; for example, the use of data-handling in science lessons. We also recognise that children need to be mathematically literate. They need the opportunity to discuss ideas and to express their own opinions through a wide-ranging mathematical vocabulary.

We aim to create situations in class where children can demonstrate acquisition of the ‘using and applying’ learning objectives. By giving children mathematical problems to solve, often in real-life contexts, we bring their knowledge and skills out into the open. They learn to make decisions (What is the best strategy to use? Why does this strategy not apply?), both individually and in small groups.

Science Science for primary school children means exploring, discovering and investigating the world around them. These ‘finding out’ activities help children gather the experience they need to understand the world in which they live.

Our aims in teaching science are that all children develop, to the best of their ability, the skills, concepts and attitudes associated with scientific activities. They learn to observe, sort and group, raise questions and propose investigations or enquiries to answer those questions. They predict what they think the outcome of those investigations will be, giving reasons why. Planning fair tests is also an important part of investigative work, and the children are taught to measure their results using the appropriate instruments. They look for patterns in their observations, and interpret and evaluate their findings.

Our rolling programme of science topics, provides progression in skills and knowledge. It allows the children to regularly re-visit, in increasing depth, the main National Curriculum themes: Life Processes and Living Things, Materials and their Properties, and Physical Processes.

Information and Communication Technology (ICT) ICT knowledge and skills are taught as a discrete subject, but used across the whole curriculum for such things as research, presentation or practice of a particular concept.

At Hailey School we have 22 computers with broadband access to the Internet. These computers, with their printers, are mainly situated in classrooms, where they are used regularly throughout the school day. All classrooms now have interactive whiteboards. Other ICT equipment includes the Valiant Roamer programmable robot and mini roamers or “B-bots” for Infant and Foundation Stage children, a digital camera, tape recorders and CD and DVD players.

ICT skills are essential for our children growing up in the 21st century and we encourage confidence and independence.

14 Design and Technology At Key Stage 1 the children are taught construction skills, using a variety of materials, and are encouraged to evaluate the success of their designs. Later their constructional/observational skills are developed further. At Key Stage 2, focused practical tasks help the children to develop and practise particular skills. Designing, planning and evaluation are increasingly more detailed.

History Our Infant children develop an awareness of the past and an ability to compare past and present by studying the differences between their own lives and those of their parents and grandparents. They learn about the lives of famous people in history and listen to stories about past events.

At Key Stage 2, our pupils increase their sense of chronological understanding by learning about significant people, places and events from both the recent and more distant past. They develop knowledge, skills and understanding through a local history study, three British history studies, a European history study and a world history study.

Much of our work is based on an enquiry approach where the children are encouraged to ask historical questions and to find out the answers from a range of sources of information, such as by looking at pictures, photographs and artifacts, by visiting museums or by researching through the use of ICT. They are then encouraged to communicate their knowledge by describing the characteristic features of a period or society, by explaining why events happened or by making comparisons and finding links between different periods.

Geography Throughout their primary school years, our children learn geographical enquiry techniques and skills by studying their local area and by contrasting localities both in their own country and in the wider world. They learn to ask geographical questions about people, places and environments, and find out how people affect their environment and how they are affected by it.

They are taught to use appropriate geographical vocabulary, collect and record evidence, analyse data and use geographical resources such as maps and photographs. At all ages our pupils are encouraged to express their own views and give opinions on how places can be improved. As they get older they start to make links between different places in the world.

Art QCA units of work provide a structured art programme for children to follow. This is supplemented by art activities across other areas of the curriculum. Each child has an art folder, with a selection of his or her work.

We give our pupils a wide range of artistic experiences to help them understand colour, line and tone, pattern and texture, shape, form and space. They explore different techniques and materials through their own work and that of others. Art appreciation is developed through the study of artists from their own and other cultures. We welcome visiting art specialists into school to work with our children.

Music All children have opportunities to listen to, respond to, compose and perform a wide variety of music. We have a range of percussion instruments and a selection of songs to support themes.

15 We aim to give children an enjoyment of music and confidence in composing and performing, as well as sensitivity and critical appreciation. Each class has a lesson with a visiting music specialist on Tuesday afternoons and a class lesson each week, following the Music Express Scheme of work.

The County Music Service offers a range of musical instrument tuition.

Physical Education Our PE curriculum offers children a range of activities in dance, gymnastics and games, which help them to develop good posture, strength, flexibility and endurance. We aim to provide enjoyment and an understanding of the importance of physical activity for a healthy lifestyle. By focusing on skills, knowledge and attitudes we hope to prepare our pupils for future recreational and leisure pursuits.

We are also aware of the social benefits of learning to co-operate and of developing fair play and good sporting behaviour. By helping pupils to build on their own past performance, we teach them to accept their own successes and limitations.

We pay careful attention to safety during PE lessons. Pupils are taught the appropriate way to dress, warm-up, behave and handle equipment.

The school is fortunate to have a large playing field and a hall, which are used for teaching National Curriculum PE, as well as for our after school Gym and Sports Clubs. The Friends of Hailey School have helped us to provide a good range of gymnastics and games equipment, as well as equipment for children to use during the mid-morning and lunchtime breaks. Whenever possible we take up opportunities offered to our children to participate in sporting activities with other schools in our School Sports Partnership.

Swimming All our children in Years 3, 4, 5 and 6 have three terms of weekly swimming lessons per year. These take place on Friday mornings at the Windrush Leisure Centre in Witney. Transport is by coach. The programme is:

Autumn Terms 1&2: Years 5 and 6 Spring Term 4: Years 3 and 4 Spring Term 3: Years 5 and 6 Summer Terms 5 & 6: Years 3 and 4

Religious Education As a Church of England school, we regard religious education as central to our children’s moral, spiritual, social, emotional and cultural development. Through our scheme of work – the Oxfordshire Agreed Syllabus, supported by the QCA units – we teach our children to show respect for Christian beliefs and traditions and also for those of other faiths. Although we mainly study Christianity, we also focus on Islam, Hinduism and Judaism. We welcome visitors such as our local parish rector or representatives of other religions, to share their faith and knowledge with us.

Collective act of worship We hold a daily act of collective worship in accordance with statutory DfES guidance. These occasions are usually whole-school events in the school hall, but once a week separate class assemblies are held in each classroom.

Assemblies are mainly Christian in nature, but may include aspects from other faiths and cultures. We also explore the values from our Values Education programme. Pupils are encouraged to participate and are invited to join with us in periods of quiet prayer or meditation.

16 Our current programme is: Monday 10.10 – 10.40 Whole school assembly and Five-star awards Tuesday 10.10 – 10.30 Class assemblies – values theme Wednesday 10.10 – 10.30 Whole school music assembly Thursday 10.10 – 10.30 Whole school assembly Friday 2.45 – 3.05 Whole school sharing assembly – a celebration

Parents have the right to withdraw their children from Religious Education lessons and the Collective Act of Worship. Please arrange an appointment to discuss the implications of this, if it is an action you are considering. A written request should then be sent to the headteacher, explaining your reasons. Arrangements can then be made for your child to continue with work in other subjects, in a separate room or area of the classroom.

Personal, Social, Health and Citizenship Education In this subject children are given an opportunity to focus on their feelings, personal development and role in the community. Through class discussions and ‘circle time’ activities, pupils can consider issues such as bullying, health and safety, and the importance of self-esteem.

Sex and Relationships Education Sex and Relationships Education is taught as part of the National Curriculum and is integrated into other curriculum areas such as Science and PSHCE. It includes knowledge about human growth and development, life cycles and an appreciation of the right of every individual to enjoy relationships based on mutual respect and responsibility, free from abuse.

Our school nurse, delivers lessons to Year 5 pupils on puberty and to Year 6 pupils on conception and birth. Parents are kept informed about when these lessons are to be delivered and are welcome to view the lesson plans, video and other lesson materials. We recognise and value parental responsibility in this area, and aim to support and complement the parental role. If you have any anxieties about this please ask to read our Sex Education Policy. An appointment to discuss your concerns with the headteacher or the school nurse could also be arranged.

Educational visits and charging policy We value the importance of both day trips and residential visits as a means of supporting and enriching the curriculum for our children.

Our programme includes a five-day residential trip for Year 5/6 pupils once every two years. Recently pupils have visited Osmington Bay in Dorset and Torquay in Devon, where adventure holiday activities have been combined with a learning focus. During term 5, Year 3/4 pupils have an opportunity to stay overnight at the Hill End Field Study Unit near Oxford. Our Infant children join them there for a day trip.

At other times of the year there are visits, to theatres and museums for example, to tie in with various curriculum studies. We welcome visitors to the school to add an extra dimension to our studies. For example, during a study of Victorian Britain we welcomed ‘Charlie’, in Victorian costume, who brought with him many artifacts and set out to prove how much we owe nowadays to the Victorian age of invention. To enable us to provide these trips and visits we ask for voluntary contributions to cover transport, entrance fees, additional insurance etc. For parents who find these difficult, subsidies can be arranged. These matters are always treated as confidential.

17 Special Educational Needs Our policy of inclusion at Hailey School gives every child equal rights to access the whole of the curriculum. In practice, this means that work must be differentiated to suit the needs and abilities of all pupils, so everyone can achieve to their maximum potential.

The class teacher prepares work to suit different ability groups within the class and extra support, with a teaching assistant, is placed where it is most appropriate for that day. Having two year-groups in each class gives the flexibility to extend younger children by letting them work with older children or to reinforce the work of older children when they work with or lead the younger ones.

Our teaching assistants also run many special intervention programmes, when necessary, such as ELS (Early Literacy Support), ALS (Additional Literacy Support), FLS (Further Literacy Support) and Springboard (extra maths support for certain year groups), as well as more specific programmes. These programmes give a boost to pupils who are performing slightly below average and in need of revision and consolidation of their learning.

We also recognise that ‘more able’ children have special needs; extra challenge is provided for them. Our More Able Register identifies more able pupils and their area of high ability.

Pupils with particular learning difficulties are placed on our Special Educational Needs (SEN) Register and identified as requiring School Action or School Action Plus support. These children have Individual Education Plans (IEPs) written for the area in which they need support, and targets are given. These IEPs are updated regularly, and shared with the children and their parents. Sometimes, a child has a Statement of need, agreed by outside professionals, the school and the LEA and extra support is arranged in accordance with the identified need. Our Special Educational Needs Co-ordinator tests children for specific learning difficulties and advises class teachers on appropriate targets and teaching strategies.

Where necessary, outside professionals and agencies are invited to give advice about a child’s needs. These include: educational psychologist, physiotherapist, speech therapist, behavioural support outreach teacher, the Reading Centre outreach support for dyslexic children and the support service for autism.

The school’s Disability Access Plan ensures that governors and teachers are constantly aware of the importance of assessing school facilities for inclusion. There is wheelchair access and disabled toilet facilities in all buildings. Hearing loop systems are installed in the administration block and new Infant/FS block.

The Governors’ annual SEN report to parents can be seen on our website or a hard-copy is available, upon request, from the school office.

Child protection Child protection at Hailey School is the responsibility of the Headteacher, Mrs Vivienne Claxton, and the whole governing body. The named governor for child protection is Mrs Anne-Marie Fisher. These people can be contacted for advice and information. The school has a Child Protection Policy, which is available from the school office.

The School Council Two members from each class represent their fellow pupils at School Council meetings. This gives an opportunity for our pupils to make suggestions and to become involved in projects for the development of our school. 18 Healthy Oxfordshire Schools Association Hailey School is accredited as a Healthy School under the Oxfordshire scheme. A task group has worked with staff and the School Council to audit current practice at school and an Action Plan has been drawn up to lead the school forward in this important area. The current plan outlines projects such as the development of the school grounds and the annual Health and Safety Fortnight in the summer term, which focuses on issues such as healthy eating, hygiene, the importance of exercise, first aid, and smoking, alcohol and drugs education. We also aim to make the children more aware of sustainability and the need to conserve resources and have recently received our bronze certificate as an Eco- school.

Our Eco-Team of pupils and adults ensure that we all remember our individual responsibilities such as turning off lights when not needed, recycling paper and putting our fruit and vegetable remains in the compost bin!

Homework Homework is set throughout the school, tailored to the age and ability of the children. It may involve: Shared reading Consolidation work Research for projects

Following government guidelines, we expect homework to take the following amount of time: Y1/Y2 1 hour a week Y3/Y4 1.5 hours per week Y5/Y6 2.5 hours per week

In addition to this, daily reading is recommended for all primary aged children for the following times:- Foundation Stage 10 minutes daily Infants/Juniors 20 minutes daily

We hope parents will help their children when homework is set and encourage them to complete it on time. Our Homework Policy is available on request from the school office.

After-school clubs We provide a range of after school activities in order to enrich or extend learning and give children a chance to enjoy more of a favourite activity. In the case of sporting activities, our aim is also to give extra opportunities for exercise and fitness, and the practice of skills. The following clubs currently take place after school. Unless there is an age limit, all pupils are given equal opportunities to attend.

Monday 3.15 – 4.30 Gym Club (Y1-4) Tuesday 3.15 – 4.15 Computers available to parents and their children “ – “ Basketball (Y4-6) – fees payable Wednesday 3.15 – 4.15 Art (Y3&4) Thursday 3.15 – 4.15 Writing Club (Y2 upwards) 3.15 – 4.15 Italian (Y4-6) Friday 3.25 – 4.25 Football (Y1-6) – by Premier Soccer Centres, fees payable

Not all clubs run throughout the whole year and parents are informed about those on offer at the beginning of each term. 19 Organisation and Administration

School hours School hours meet the recommended 23.5 hours of teaching per week for KS2, and 21 hours per week for KS1.

The times that apply are: Times for Foundation are: Morning 8.50am to 12 noon Morning 8.50 – 11.45 Afternoon 1pm to 3.15pm Afternoon 12.45 – 3.15

Morning break is 10.30 – 10.45am. Infants receive an additional 15 minute afternoon play session to break up an otherwise long afternoon.

Before school starts each morning, children congregate on the back playground and many parents wait with them until the teacher on duty blows the whistle for the start of lessons. The children then line up and wait for their teacher to fetch them into class. There is a teacher on duty each morning from 8.40am to supervise children at play.

Children are not allowed to play on the trim trail before and after school for insurance reasons.

The classes We are a small school and it is necessary to have more than one year group in the same class. In September 2007, with 85 children on roll, the arrangement is:

Upper Juniors 23 pupils (Year 5/6) Lower Juniors 25 pupils (Year 3/4) Infant Class 22 pupils (Year 1/2) Foundation Class 15 pupils (F1)

Admissions Our maximum admission number for each academic year is 15 children. As a Church- controlled school, we follow the County Admissions Policy:

! Parents have to complete a white admission card in the Autumn. ! If there are too many applications to start at Hailey School, the County Council applies its admissions policy. Its priorities are: 1 Children in the catchment area 2 Brothers and sisters of children already attending school 3 Brothers and sisters of children who have previously attended school 4 Children living nearest to the school

Starting school All four-year-olds in their Foundation year are now entitled to a part-time place in a primary school from the September before their fifth birthday. However, parents continue to have the right to defer their child’s admission to primary school until the statutory school starting age, which is the beginning of the term after their fifth birthday. If a child’s ‘Rising Five’ place is not taken up by the summer term, it will be necessary to re-apply for the next academic year when that child will go directly into Year 1.

Under the terms of the School/Pre-school Partnership Agreement, in the Foundation 20 Stage Unit, all those children allocated a place at Hailey School, will automatically be on the school roll with a Foundation Stage teacher, from the September of their F1 year. They will continue to interact with F2 pupils and pre-school staff within the unit. Pre-school offer a Lunch Club and afternoon wraparound sessions, for which a fee is payable.

If you have any queries about your child’s admission date to school, please make an appointment to speak to the headteacher.

Visits before starting school Parents are welcome to make an appointment to visit the school before or after registering their child. Parents of each year’s intake are invited to an evening meeting, to discuss the Early Years curriculum and ask any questions they may have.

Before transferring to the Infant classroom from the Foundation Stage unit, there will be opportunities for children to visit the Infant Class and get to know their new teacher.

Hailey Village Pre-school The pre-school may be contacted for registering children, from Monday to Friday between 9am and 12 noon, term time only. The phone number is 01993 703802.

Transfer to secondary school Children normally transfer to Wood Green School, Witney, at the age of 11-plus. Some pupils move to Henry Box School, Witney, or to Burford School.

Lunch arrangements The children may buy a school lunch or bring sandwiches.

A two-course dinner, cooked on site, is available at a cost of £1.90 per day. Please send the correct money on Monday mornings in a named envelope, indicating which days your child is having lunch. You may pay by cash or with a cheque (made payable to Hailey CE Primary School). If you are in receipt of Income Support, Child Tax Credit or Income Based Jobseekers’ Allowance please see either Mrs Harris or Mrs Beveridge in the school office for details of free school meals.

If packed lunches are brought, please do not include sweets or glass bottles. Make sure that drink tops are secure, as soggy sandwiches are not very nice.

Mid-morning snacks On the advice of the DfES only raisins, nuts, fruit, currants and carrots are allowed. Pupils at FS and KS1 (5-7 year-olds) receive free fruit through the national ‘Fruit for Schools’ initiative and we run a healthy snack bar at mid-morning break, where older children may purchase fruit, milk or fruit drinks for 25p per item. Children may bring a water bottle to keep in the classroom and drink from throughout the school day.

Absences and holidays When your child is absent we would appreciate a phone call on the morning of the first day so that the teacher is informed immediately – if we do not hear from you, we will ‘phone. Please follow this up, when the child returns, with a letter explaining exactly why the child was absent. Government regulations say that parents no longer have the right to take children on holiday during school time. School has to think how these holidays will affect the child’s learning. Please read our 21 Attendance Booklet for more information about what to do if you wish to request authorisation for a holiday in school time.

Late arrival Pupils who arrive at school late should report with their parents to the school office where their attendance can be registered and the reason noted in our Late Book.

Emergency school closures If we have to close because of the weather, or through lack of water, gas or electricity, announcements will be made on Fox FM (VHF/FM 102.6) and Radio Oxford (VHF/FM 95.2). We will also put the information onto the school website as soon as possible. Details are: http://hailey.oxon.digitalbrain.com

Medical information

Medicines Parents are responsible for giving medicines. Teachers cannot give any medicines to children who are ill during the school day. The School Nurse and health and safety advisers have recommended that most medicines can be given before school, after school and at bedtime. If a child needs medicine in the middle of the day they can either go home for lunch or the parent can come to school to give the medicine. Parents of children with long-term medical needs should speak to the headteacher to make special arrangements.

Asthma This is a common ailment, and all medication kept at school for your child’s use should be labelled and in date. Please arrange with the class teacher for your child to keep his/her inhaler in an appropriate place. It is advisable to request a second inhaler from your doctor so that one can remain at school at all times.

Children with medical appointments must be collected from school by an adult. The pupils must be checked out at the school office on collection and checked back in again upon their return.

Headlice Headlice are a fact of school life. Try as we may, we cannot stop them. The school nurse recommends the daily use of a headlice comb.

Parent partnership We value parental support and firmly believe that children are happiest and make the best progress when they see their parents and teachers working in close co-operation. Parents are welcomed as volunteers during the school day to support small groups of children within the classroom. There are also opportunities to help with fund-raising events organised by the Friends of Hailey School. We aim to keep parents well informed about events through our regular newsletters and via the school’s website, which is http://hailey.oxon.digitalbrain.com.

Regular support of one’s own child, and encouragement to do homework as well as 22 possible, are essential to his or her success. Throughout the school year there are opportunities for every parent to meet formally with the child’s teacher; we encourage the child to attend and share in the discussion. A detailed written report is provided at the end of the summer term and, if necessary, a further appointment can be requested to discuss this report.

Whatever the time of year, we are always willing to arrange appointments to discuss any concerns that parents may have about their child’s progress or welfare. Initial discussions about day-to-day issues should be with the class teacher, but the headteacher can also be approached about any anxieties you may have.

Concerns about whole school issues should be discussed with the headteacher or a school governor.

Complaints procedure The staff at Hailey School are dedicated, aiming to provide the best education for all children in their care. We hope that any concerns you may have can be dealt with amicably and at an early stage. However, parents are entitled to know the correct complaints procedure, which has several steps: ! Discuss your concern with the class teacher as soon as possible. Make an appointment and indicate your concern so that the teacher can do the necessary research. ! If meeting the class teacher has not solved the problem, make an appointment with the headteacher, again indicating your concern. ! If you are still not happy, then please write, explaining your concerns, to the Chair of Governors, Mr Frank Thompson, Keld Head, Crawley, Witney, Oxon OX29 9TR, who will arrange for the complaint to be considered by the Governing Body. ! If the governors fail to produce a satisfactory outcome, the complaint may be sent, in writing, to the Director for Learning and Culture, at Oxfordshire County Council, Macclesfield House, New Road, Oxford OX1 1NA.

Uniform and equipment

Wearing a school uniform helps to develop a pride in one’s school and a sense of belonging. It supports our ethos of equality and inclusion. On a practical level it gives parents an opportunity to purchase good but economically-priced clothing that is suitable to the children’s workplace.

At Hailey School, the children are required to wear school sweatshirts and/or polo shirts with the school logo. These are made by Jerzees and we are told they keep their shape and colour in the wash. Order forms are available from the Friends of Hailey School or from the school secretary.

In the past, a choice of five different coloured sweatshirts has been available but the governors have responded to a request from parents and one school colour has now been chosen. At the moment we are in an interim period where other coloured sweatshirts are being worn to save extra expense, but eventually all children will be expected to wear the following:

Sweatshirts - navy 23 Polo shirts - white Trousers - conventional school trousers in charcoal grey or black Skirts - school style in charcoal grey or black Dresses - blue gingham Tights and socks - white, grey, navy or black Shoes - sensible dark coloured traditional school shoes (or sandals for the summer) Trainers - should also fit appropriately into our colour scheme.

Brightly coloured shoes, high heels or fashion shoes are not acceptable. We also ask parents to discourage nail varnish and body transfers.

All children should have: ! Indoor footwear (Velcro fastenings preferred) ! Craft shirt with elastic cuffs and hanging tag ! A PE bag containing: black or navy shorts and white T-shirt or leotard a sweatshirt for cold weather trainers for outdoor use

It is advisable to put nametags on all clothing.

Rigid bags, such as rucksacks and some school bags, take up a great deal of space in cramped cloakrooms. We ask that children do not bring this type of bag to school.

Hailey School book bags can be purchased from the school office for £3.50.

Health and safety

Travel on school trips We always hire coaches provided with lap seatbelts. In law seatbelts, if provided, must be worn. Neither the teacher nor the bus driver is responsible for fastening them. We teach the children to fasten and adjust their seatbelts and this has not caused us any problems. If children are transported to events in parents’ cars or in the Wood Green minibus they may need a booster seat for their height/weight. If this is the case, we ask parents to send the child’s booster seat from home.

Jewellery The governors follow the recommendation of the county council’s health and safety adviser, in saying that jewellery must not be worn in school. There are very real risks of accidents, both to the wearer and to other pupils.

If ears are to be pierced, try the first day of the summer holidays. If studs are worn, this is against our advice and at the wearer’s own risk. They must be removed by the child before a PE lesson.

Security Visitors to the school should walk up the footpath at the side of the staff car park and ring the bell at the main entrance. For safety reasons, we ask you to use the footpath provided and not to walk through the actual car park. The security fencing giving access to the playground at this side of the school is kept locked and we ask parents not to use the visitors’ entrance for routine delivery and collection of children. At the front of the school there is wooden fencing and a gate which is the main access point for parents and children throughout the school day. This gate is unlocked at 8.40am, which is the official time for children to come onto the school site. It is re-locked at approximately 9.10am when school and pre-school parents have left the site. The gate is 24 unlocked for pre-school parents at lunchtime, locked again, and then unlocked at 3.00pm just before the end of the school day. If you need access to the school or pre-school at other times, please use the main school entrance at the top of the staff car park and report to the school secretary.

Road safety We ask parents to set a good example by always using the crossing patrol. Please also try not to block the footpath, forcing children to walk in the road.

If you are happy for your child to walk home from school unaccompanied by an adult, please send a letter to the headteacher giving your consent.

Car parking The school is on a very busy road and has limited on-site parking. Please do not: ! Use the school car park when delivering and collecting children ! Park opposite the school or on the yellow lines by the crossing patrol ! Block the Lamb and Flag car park and garage doors

We are grateful to the proprietors of the Lamb and Flag for allowing parents to use their car park. Please show your appreciation by respecting their property and giving them a friendly greeting. If you need regular disability parking, please contact the headteacher to arrange this.

Cycles Children should not cycle to school unless they live in Crawley, Poffley End or Witney. Please send the headteacher a letter of parental consent if you are allowing your child to cycle to school. Cycling proficiency lessons are available for older children in the summer term.

School pond The school pond is one metre deep. When bringing or collecting your children, please supervise them along the footpaths. School cannot be held responsible for accidents.

Smoking No smoking is allowed on the site, in line with Oxfordshire County Council policy for all workplaces.

Insurance School activities The county council’s third party insurance covers incidents that have occurred because of the negligence of the council, its employees or volunteers.

County insurance does not cover: Injuries or damage to children’s own property caused by their own negligent actions Damage or injury caused by a chance occurrence (act of God) Damage or loss of pupils’ or visitors’ personal property

Out-of-school activities 25 School journey insurance will be arranged for outdoor educational activities. For other trips, the school will tell parents whether or not extra insurance is to be arranged. The cost will be added to the school trip.

Taking part in an Indian dance workshop with other schools in the Witney Partnership

Enjoying the mud at Hill End field study unit

26 Pupil Achievements The National Curriculum SATs results for 2007

2007 Key Stage 1 test results from 10 children

Teacher assessment, supported by SATs andmoderated by County (The average score for a Y2 child is within the level 2 band)

Percentage of pupils at each level: Tests/Tasks W 1 2C 2B 2A 3 Reading 0 0 20 20 40 20 Writing 0 0 20 30 40 10 Mathematics 0 0 10 20 30 40

KS1 Science: 90% achieved Level 2 10% achieved Level 3

2007 Key Stage 2 Test results from 13 children (The average result for a Y6 child is level 4)

Percentage of pupils at each level: Tests/Tasks -3 3 4 5 Absent

English 0 0 73 27 0 Mathematics 0 27 64 9 0 Science 0 18 46 36 0 (national figures do not always = 100%)

Percentage at Level 4 and above: English: 100% Mathematics: 73% Science: 82%

Targets for 2007 were:

English Level 4 and above: Target: 80% Actual Result: 100%

English Level 5 or above: Actual Result: 27%

Maths Level 4 and above: Target: 80% Actual Result: 73%

Maths Level 5 or above: Actual Result: 9%

Our value added measure is 100.2 which means our children have made above average progress between their KS1 and KS2 SAT results.

Attendance information

2006/2007 Attendance rate Authorised absence Unauthorised absence 96.2% 3.5% 0.3%

27 FINANCES Summary of the Consistent Financial Reporting for the LEA at Financial year end 2006/07

INCOME LEA Funding £241,219.09

ADDITIONAL BUDGET ALLOCATION Standards Fund £ 30,349.00 SEN Funding £ 12,313.00

DEVOLVED CAPITAL C/fwd 04/05 + allocation 05/06 £ 51,960.49

BALANCES C/FWD FROM 2005/06 £ 78,152.00

Total agreed with Fund Allocation £413,993.58

ADDITIONAL INCOME Bank Interest, other grants, FOHS donations Contribution to residential trips £ 38,610.70

TOTAL INCOME £452604.28

EXPENDITURE EMPLOYEE EXPENSES £246,918.19 Bought in services Music, Sports coach LEA admin support £ 8,380.00

DEVOLVED CAPITAL £20, 00.00 (earmarked for new build) New build and computers

CURRICULUM £20,800.03

PREMISES RELATED Structural repair and Maintenance, grounds maintenance Contract cleaning £ 20,162.99

OTHER EXPENSES Energy, utilities, rates, Admin, Insurances £ 22,405.33

TOTAL EXPENDITURE £338,666.54

C/FWD TO 2007/08 £ 61,977.25 (includes £20,000 grant For new build) DEVOLVED CAPITAL C/FWD 2007/08 £ 51,960.49

TOTAL £452,604.28

We have a large carry forward, but again it shows that in the 3 year forward planner up to 2009/10 we will have built this into our budget.

Joanna Prew (Chair of Finance)

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