Carr Hill Community Primary School

School Brochure Academic Year 2014/2015

1. Introduction Our school brochure has been compiled to give parents and carers a little taste of what we are about. In it you will find answers to many questions you may have but there’s nothing better than visiting us, having a tour of the building, meet the staff and have those questions answered personally.

You can see more of our work on our school’s website: www.carrhillprimary.org

2. About the school Carr Hill is an increasingly popular school, mainly drawing its children from the Carr Hill area of Gateshead and the surrounding wards of Sheriff Hill and Deckham.

The Headteacher, Callum Kidd was appointed in April 1997 and has worked in close partnership with the Local Authority, Governing Body and parents to provide a caring school environment, which welcomes both children and visitors into a 'partnership of learning’. Mr. Kidd is committed to maintaining the excellent traditions of the school, whilst looking to constantly improve the education and provision for all pupils. In November 2010 the school was judged as ‘An Outstanding’ school following its Ofsted inspection. In September 2013, under a new framework for inspection, the school was judged as ‘good’ with many areas of outstanding practice.

Carr Hill is an inclusive community primary school in Gateshead, catering for pupils ages 3 to 11. On the ground floor of our school we have our Early Years and Key Stage 1 provision (3-7), whilst pupils aged 7-11 are educated on the first floor where the school’s administration offices are also situated. The school has a 60-place nursery unit offering morning or afternoon 3 hour sessions.

Carr Hill is an above average sized primary school occupying a building erected in 1929, though recently there has been extensive modernisation of the school creating a vibrant, bright and stimulating educational environment. This includes a state of the art Performing Arts Studio, which is extensively used by the community through extended schools initiatives.

The school also has a basement which is used as our breakfast and dining areas, with adjoining space available for community use and for after school activities.

We have two large playgrounds but unfortunately we do not have a playing field of our own. However, the school created a partnership with The Elgin Centre, which is located next to the school. This partnership has allowed our children access to an all-weather pitch and adjoining Multi-Sports Hall.

The Governing Body has decided to maintain its relationship within the Local Authority and does not currently have any plans to seek Academy status.

The school had its sixth Ofsted inspection in September 201 3.

The concluding judgment awarded following this last inspection was ‘This is a good school with many areas of outstanding practice. It is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment.

Copies of this report are available via our school website or from the School Business Manager, Marie Coates.

In our school we continue to look at ways to further improve the provision we have for our children and their community. We do this through a process of self-evaluation involving staff, governors, pupils and parents.

3. School staffing structure for the academic year 2014/2015

Headteacher Callum Kidd Deputy Headteacher Paul Harris School Business Manager Marie Coates Administration Staff Jan Stephenson and Marie Ellis Extended School’s Co-ordinator David Lee Site Managers Danny Munro / Ev Marsden

School Leadership Team Callum Kidd, Paul Harris, Linda Rickerby, Amanda Thompson, Catherine Chandler and Marie Coates

Our Teaching Staff: -

EYFSU – Nursery Susan Hall Angela Dixon, Lynn Quinn, Joanne Sarginson and Melanie Stringer (Teaching Assistants)

EYFSU – Reception Faye Morris & Amelia Devereux Judith Youll (HLTA), Jen Clayton & Sharon Dixon (Teaching Assistants)

Year 1/2 Emma Kimber, Stephanie Elliott & Christopher McGill Karen Carr & James Fowler (Teaching Assistants) Catherine Chandler & Jenny Cox Year 2 Scott McGreevy Sharon Dover (Teaching Assistant)

Year 3 Laura Henry Denise Hutchinson & David Bewick (Teaching Assistants)

Year 3 & 4 Rachel Cutter Heather Pat Barbara Donkin & Alison Hetherington McClean

Year 4 Clare Mills Joanne Drummond (HLTA)

Year 5 Amanda Thompson Janet Allan (Teaching Assistant)

Year 5 & 6 Katherine Moore Hayley Ford & Pat McGrath (Teaching Assistants)

Year 6 Linda Rickerby Caroline Ford (0.6) & David Lee (0.5) (Teaching Assistant)

PPA Christine Pullan (0.8)

Mission Statement As a school we wanted to summarise our intentions so staff, governors and parents have agreed this statement

In our school we believe that our single most important task is to contribute towards the happiness of our children within their learning environment and provide enriched opportunities to raise their achievements.

We aim to provide a welcoming, bright and stimulating environment in which all of our children can work co-operatively, supporting each other socially and academically.

Each child is regarded as having something significant to contribute towards our school and we take pride in the nurture, care, support and guidance offered so realising ‘all of our children matter’.

Our work is seen as an important partnership with parents in the education of their children and the school continues to work towards maintaining its responsibility to the local community, which it is committed to support.

How are we going to achieve this?

The school aims to:

Provide a bright and stimulating multi-media environment, which welcomes all children and visitors into a caring partnership of responsibility.

Encourage children to take responsibility for their actions and develop a supportive and co-operative respect for each other.

Assist children to develop good working practices, allowing each child to work towards their full potential in both their academic and social targets, thus raising their own achievement and expectations.

Support parents as they raise their own expectations of their children's individual achievements and appreciate the need to raise children's self-esteem and basic skills.

Help children to understand the role they play in affecting their immediate environment and how this relates to the wider world.

Seek to provide and receive support from the local community through regular communications, social events and partnership in joint initiatives.

4. School Organisation. The school has a standard admission limit of 45 pupils in any year group.

We organise the school into 4 phases:

• The Foundation Stage: providing education for pupils aged 3 to 5 years, incorporating our nursery & reception classes within the Foundation Base.

• Key Stage 1 Transition Base: A Year 1 class with pupils aged 5/6 years taught alongside a small number of Year 2 pupils who receive a personalised curriculum to support their wider development.

Additionally we have a ‘pure’ Year 2 class with pupils aged 6/7 years

• Lower Key Stage 2 : A Year 3 class with pupils aged 7/8 years, A Year 4 class with pupils aged 8/9 years, A mixed Year 3/4 class with pupils 7/ 9 years, who receive additional support.

• Upper Key Stage 2: A Year 5 class with pupils aged 9/10 years, A Year 6 class with pupils aged 10/11 years, A mixed Year 5/6 class with pupils 9/11 years, who receive additional support.

5. School Times The school’s teaching time week is 24 hours 10 minutes

 Nursery Classes - morning session 8.55 am – 12.00 noon - afternoon session 12.00 noon – 3.05 pm We value the importance of children attending school punctually and

 Key Stage 1 8.55 am – 12.00 noon regularly . 1.05 pm – 3.05 pm Please support us by bringing your child to  Key Stage 2 8.55 am – 12.25 pm school in time for the start of the school 1.05 pm – 3.05 pm day.

Registration of your child’s attendance closes at 9.00am. Any pupil not in school at this time will be marked as ‘unauthorised absence’ unless, or until, we have the reason for why they are not in school to be registered. Pupils who arrive at school after 9.00am will receive a ‘late’ mark.

A copy of the school’s attendance policy can be obtained from our school office. This policy describes how the school deals with punctuality and attendance concerns.

Normal Daily Routine Event Times Breakfast Club 8.00 am School Day Begins 8.5 5 am Morning Break Begins 10.30 am (Key Stage 1) 10.50 am (Key Stage 2) Morning Break Ends 10.45 am (Key Stage 1) 11.05 am (Key Stage 2) Lunch Begins 12.00 pm (Key Stage 1) 12.25 pm (Key Stage 2) Lunch Ends 1.05 pm School Day Ends 3.05 pm

7. Term and Holiday Dates 2013/14 The school year is 190 days for pupils and 195 for staff. Parents will receive advance notice of training days or closure days where the school may be used as a polling station on occasions when local or a general election is held.

8. School Security The security of pupils and staff whilst in our school is very important. We have external doors which cannot be opened from outside. To gain entry into the building visitors must use the main entrance where they can ask for entry via an intercom/visual screening system operated from the school office. All visitors are asked to report to reception, sign the visitor’s book and obtain a visitor’s badge to wear before they go elsewhere in the school.

We have 12 close circuit TV cameras positioned around our building with 24 hour digital recording. The building is protected with a sensory lighting system and is connected directly to the relevant authorities via its intruder alarm system.

We have installed a state of the art fire protection system and new fire doors adhering to regulatory standards.

All classrooms have internal telephone connection.

If you are challenged whilst in school it’s not because our staff and pupils are unfriendly – they simply need to know why you are in the building to ensure our children remain safe.

9. Parking Procedures Please note that other than staff and visitors, cars cannot be allowed to enter the car park at the front of the school. For security reasons NO cars are allowed to move within the playground areas when children are playing during break times.

We have a dedicated parking bay for easy access and wheelchair users.

Parents dropping their children off at school are asked not to park their cars immediately outside the school marked with yellow zigzag lines, and in the area where the road safety patrol supervisor carries out her duties.

10. Medical Information Children who become ill during school hours will be required to go home following contact being made with their parents or other nominated person. The child will be accompanied home either by the parent, other adult responsible or a member of staff. It is important that the school has an up to date emergency contact form, allowing us to contact you immediately if necessary.

Any child who needs prescribed medicine given during a school day should contact the school office and their parent/carer must complete the required consent form. All medicines, asthma inhalers etc are stored in the administration area of the school and dispensed under the supervision of a first aid trained colleague and a second adult. We have five qualified first aid members of staff and three colleagues who have pediatric qualification.

Please make sure you inform the school of any health problem, which may effect your child's education or regular attendance.

11. Charging and Remissions Policy Activities that take place in school time and form part of the education of the children, are not charged for but parents from time to time may be asked for a donation towards the cost of the following activities: -

a) Educational visits to places of interest that may be arranged for children to coincide with a particular curricular study. Usually a donation is asked for to cover transport costs, whilst the school pays entry charges if there are any related to the visit.

b) Theatre visits where a donation may be asked for to assist with the travel costs.

c) We arrange full and half day visits for all our children throughout the year. In Years 3, 4, 5 and 6 children are offered the opportunity to visit Whithaugh Park Outdoor Education Centre for a residential visit. These visits have a strong educational emphasis and are regarded as an extension to our educating the ‘whole child’ ethos.

The governing body wants to ensure each child participates fully in the educational enrichment opportunities offered by the school through visits, residentials etc. The ability of parents to pay should not be a barrier for the inclusion of their child in participating in our wider curriculum experiences. In such a case the parent is urged to contact the Headteacher at the earliest opportunity to negotiate methods of inclusion.

12. Obtaining Information Documents relating to the Education (Schools Curriculum and Related Information) Regulations 1989, and the LA's statement of policy on the secular curriculum, made under Section 17 (1) of the Education (No.2) Act 1986 are available on enquiry to our school or the LEA Offices (Dryden Professional Development Centre Tel: 0191 4338500).

13. Admission Policy Pupils are admitted to the Nursery and the Primary school in accordance with the Local Education Authority's Admissions Policy (See appendix 1). Please see the Headteacher if you wish to have your child considered for admission to either the Nursery or Primary School.

Places will be allocated in the summer term, and parents will be notified in due course about the availability or otherwise of a place in the Nursery or the Reception Class of the Primary School. Parents who are unsuccessful in gaining admission for their child to the school of their choice have the right to appeal to the Local Education Authority. The procedure for this can be obtained from the Civic Centre in Gateshead, tel. 4333000.

Parents should attempt to notify the Headteacher of their desire to have their child admitted by 3rd December 2014.

Children are admitted to mainstream school (i.e. the Reception Class), once a year in the Autumn Term before their 5 th birthday. This is not to be confused with admission to the Nursery, which happens at Carr Hill the year before they start full-time statutory education.

Children and their parents make an introductory visit at the end of the summer term before their admission, when the children spend half a day with their teacher. There is also a short meeting between the Headteacher, teaching staff and parents, where there is the opportunity to ask questions.

Entry for Nursery children is on a staggered basis, to give the children the best opportunity to settle in. All children will be admitted before the October half term break.

Entry for Reception children is also done on an integrated basis. Details of our Nursery and Reception admission arrangements can be found in our Foundation Stage Information Booklet.

14. Supporting Access for pupils/adults who have additional physical needs Our Governing Body support the LA‘s commitment that, wherever possible, children with specific special educational needs will be educated in their local primary school.

The school has a duty to promote inclusion of all pupils and adults into our building (Disability Discrimination Act 2004). The Governing Body has carried out an audit of needs to enable Carr Hill to work towards being a fully inclusive school.

If it can be shown to be necessary, and it is practicable and reasonable to do so, then minor adaptations to the building will be considered by the school and/or LA to enable a child to attend his/her neighbourhood school.

In Carr Hill we have already adapted our school entry points, toilet provision and Nursery to adhere to the DDA Act as far as possible and the school continues to look at ways to further enhance inclusion. In September 2008, a lift was installed to support easy access around the school building for both adults and children.

Should it not be possible to make the necessary modifications, then the LA would expect the school's Governing Body to exercise its discretion positively when considering the application for admission.

A number of primary schools are already fully accessible to wheelchair users, and it is the Council's intention, as resources allow, increasing the number of schools at which this provision is available.

15. Transfer of Children into Carr Hill Primary School We welcome all children into our school community. Parents wishing to express a preference for our school should in the first instance contact the Headteacher who will arrange an interview. Pupils transferring from within the LA should contact the Education Department at the Dryden Centre in Low Fell (Tel: 0191 4338500) and request a pupil transfer form. Normally arrangements will be made for a child to commence their new school at the beginning of a new week.

Where there are disputes between the pupil/parent and their school, our Headteacher has a policy of contacting that school. This allows the Headteacher to ascertain the facts, and prevent ‘knee jerk’ reaction by parents/carers that may not be in the child’s immediate interest.

16. Extended Schools Provision We believe our school is at the heart of the community and has a responsibility to provide enrichment experiences outside of the normal term time teaching hours.

Carr Hill has a breakfast club which has been running for 12 years now. It is sponsored by Greggs Plc, who provide the food and a termly ‘allowance’ to enable breakfast to be served to all of our pupils free of charge. The breakfast club is open each school day between 08.00am and 08.55am. A member of school staff and volunteer helpers supervise it.

In September 2007 Governors appointed a full-time Extended School’s Co-ordinator to take a lead role in organizing and delivering our extended school provision.

A significant improvement to our additional provision is the delivery of holiday activities for 8 – 11 year olds which take place during Easter, Summer and all half term school holidays.

The school has a variety of additional curriculum activities which run after the school day and are facilitated by staff members and local partner groups. Up to date timetables are available from the school office.

17. Carr Hill Nursery Carr Hill Nursery is available for 30 children in morning and afternoon sessions, 3 hours each day, (60 part time places).

The nursery children work alongside pupils in the 4-5 age range in our ‘foundation stage unit’

The environment is attractive and resourced to cater for all aspects of our Early Year's learning experiences. Children learn in an environment of structured play related to Gateshead LA's desirable outcomes planning guidelines. The Nursery is staffed by a full time nursery teacher, supported by a full time teaching assistant. Currently a teaching assistant supports children with special education needs during the morning session as well.

Children are assessed by the staff in co-operation with their parents prior to commencing their nursery education. This will normally be carried out with a visit to the child's home where the teacher will ask relevant questions and explain the set up of our nursery.

The information we gather becomes the basis of planning for progress within the nursery. A baseline assessment which is carried out informs future planning for the child in our reception class.

The nursery follows the school's special needs policies. The nursery team plan activities that will support children's learning in six key areas;

* Language and Literacy * Mathematical Development * Knowledge and Understanding of the World * Physical Development * Personal, social and emotional Development * Creative Development

Please refer to our separate Early Years Information Booklet for further information regarding our Nursery provision.

18. The School Curriculum We aim to educate each child according to his/her individual needs. We offer a broad and balanced curriculum with differentiated planning to enable our pupils to make progress and raise their achievement and attainment.

The curriculum we offer in Carr Hill Community School is based upon the National Curriculum and Religious Education. We also place a high value on children's social, moral, spiritual and cultural development to prepare them for the opportunities, responsibilities and experiences of adult life. We ensure that we provide both breadth and balance in the range of activities offered. Children are taught as a whole class, in small groups and individually where the need has been identified and appropriate to the task.

The National Curriculum is made up of the 'core' subjects, English, Mathematics, Science and ICT. The 'Foundation' subjects which are taught include Geography, History, Music, PE, Technology and Art. In September 2009 we introduced the first phase of our ‘creative curriculum’ in response to the ‘Rose Report’.

In years 1 to 6, the National Curriculum is cross curricular planned with some ‘discrete’ modules of learning. The Foundation Stage implement their curriculum focused on 'desirable outcomes'. Some of the curriculum subjects are taught discretely as subjects standing by themselves, whilst others are taught through an integrated approach where links are made with other subjects.

Social, emotional aspects of learning (SEAL) We have a significant focus upon supporting children’s wider education, helping them to develop confidence, self-respect, and self esteem and establish effective relationships with adults and other children. The children are encouraged to work with others and have respect for their peers, to share and take turns, to take care of living things and demonstrate good behaviour. During our previous two school inspections we have been judged as ‘outstanding’ in these areas.

• Creative Development Through artwork, music, dance, stories and role-play the children are encouraged to be imaginative and responsive to creative activities. They have the use of musical instruments, tools and materials to help them to express their own ideas.

• Key Stage 1 Officially this begins in Year One, but in fact the children begin preparatory work when it is felt they are ready in the Nursery and Reception years. In Year 2 the children are assessed using the National Standard Assessment Tasks (SATs). These are a legal requirement and form part of the end of summer term and end of key stage feedback to parents.

• Key Stage 2 This second stage of a child's Primary education begins in Year 3 and continues to the end of Year 6 when again the children will be tested and the results reported to parents. The school assesses pupils across Key Stage 2 in English and Mathematics using optional SATs tests.

• What do we teach in the core subjects?

English English is taught within an integrated programme of speaking and listening, reading and writing. The children’s ability in English is developed across the curriculum. They are taught to communicate and express themselves clearly in reading and writing, and great emphasis is placed on the ability to listen and understand. The children experience a wide range of reading material at appropriate levels of complexity and interest so they become competent, enthusiastic and fluent readers.

Reading development is seen as a partnership between home and school and children are encouraged to choose books to take home to read to their parents. The school has fully adopted the National Literacy Strategy.

Mathematics In mathematics we develop a child’s ability to solve problems, to understand numbers, shapes and relationships, and to predict likely results. All these skills are applied in a range of practical tasks and real life problems. The programmes of study are taught using a range of resources including calculators and computers.

Science In science children are engaged in practical investigation which will involve working individually and as a group. The development of scientific skills will be in the context of the programmes of study relating to: life processes and living things; materials and their properties; and physical processes.

The core subjects are the building blocks of knowledge to which children relate and attach knowledge from other areas of learning. We develop skills and knowledge in our efforts to promote independence of learning, objectivity and self assessment of attainment.

Information and Communication Technology (ICT) The provision of ICT across the curriculum is second to none, with each class having access to 3 networked PC’s, an Interactive Whiteboard and a multitude of multi-media resources.

Pupils are given the opportunities to use a variety of ICT equipment and software to carry out a variety of functions in a range of contexts. They are taught to generate and communicate their ideas, retrieve, process and display information and later, to interpret analyse and check information held on ICT systems pupils will also have the opportunity to examine the internet and the whole host of resources it holds.

• What do we teach in the Foundation Curriculum Subjects?

Design and Technology In technology we encourage the children to understand the significance of design and technology to the economy and equality of life. This involves planning, making things and evaluating outcomes.

History and Geography Whilst there are strong and obvious links between these subjects, in our school we teach them individually.

Geographical enquiry focuses on an understanding of the school environment and neighborhood initially, and spreads out to look at wider aspects of the area and contrasting localities. Studies in map work and wider world issues are developed in Key Stage 2.

In History the school again starts with the child's own experiences to help children understand and have an appreciation for the past. The children look at homes in the past, study lives of famous people and at key Stage 2 are taught about local history as well as studying the historical cultures of Invaders and Settlers, the Tudors, Greeks, Victorians etc.

Music, Art and PE We regard these creative arts as an essential aspect of our school life. These subjects contribute to the 'whole' development of the child and in Carr Hill we can see children participating with enthusiasm in these areas of the curriculum. The school is provided with extra support in teaching music with children attending and developing understanding of the guitar and violin, with peripatetic teachers. In art we strive to provide children with experience of new and varied art forms and techniques. In PE children receive a balanced programme throughout the year and take part in ball games, gymnastics, athletics and dance. In addition the school enjoys coaching in basketball, football, hockey, netball and skipping.

Religious Education The school's programme of study is based on the Gateshead Agreed Syllabus for Religious Education which is broadly Christian and is available for parents to examine. The school is committed to teaching RE from a multi-faith stance to enhance understanding, tolerance and respect of other faiths.

Parents may withdraw their children from collective worship in part or in whole and/or from Religious Education. Parents are asked to first approach the Headteacher if such arrangements are to be put in place. The school has excellent links with St Alban's Church through Reverend Mark Rowe,

Personal, Social and Health Education Within each day of our school life we implicitly teach children through our values and conduct, to respect themselves and others. The school has a programme of work related to the PE and science curriculum which allows children to appreciate the control they have over their own health. The school has a Drugs Education Policy which identifies our stance on the use and misuse of legal and illegal substances. The school is proud of its contribution towards our children's Personal and Social Education.

19. Sex and Relationships Education (SRE) The Governing Body have consulted with parents and teaching staff (2003 and 2007) to adopt a SRE policy which defines our curriculum for this important developmental area. Copies of this policy are available from the school. Any parent wishing to withdraw their child from this element of our curriculum provision is asked to contact the Headteacher.

This area of our work is closely linked to our health education, and our aim is to prepare children for the opportunities, responsibilities and experiences of adolescent life. SRE in Carr Hill School is regarded as being part of a developmental framework emphasising the importance of developing self-esteem and good relationships. We see our work as a partnership with parents. Parents have the right to withdraw pupils from all or part of the sex education programme and are informed when the school nurse joins the class teacher to discuss puberty issues in Year 6.

Our children are taught about individual differences, individual choices and respect. We do not tolerate homophobic behaviour or homophobic bullying.

Learning about our bodies is perhaps best achieved within the security and trust of the home as well as with the sensitive support of the school. Parents should feel confident to approach the school for support to allow them to take part responsibly in the sex education of their children.

20. Special Educational Needs The school has a policy which explicitly identifies the commitment and support to children who have been identified as having a special educational need. We work closely with colleagues in the local authority in identifying and providing support to children on our SEN register. The school adheres to the Code of Practice for Special Needs. We are committed towards sharing our work with parents to enable them to appreciate the progress their child is making or to recognise the additional support their child may need.

21. Swimming As part of our National Curriculum PE arrangements children in years 3, 4 and 5 have swimming lessons during the course of the year. Please note that swimming is part of the PE entitlement and not an optional activity.

22. Sporting Aims and Provision for Sport The school regards sport to be a valuable part of children's education. Physical activity is promoted at every opportunity with pupils participating in LA local festivals and tournaments. Our school has a good name within the LA for our sporting participation. A significant number of our extended schools activities are sports related. Each year all pupils in Key Stage 2 participate in an outdoor education residential visit. This week long experience has become a key element in our physical education and SEAL curriculum.

Our sporting aims are: - 1. To promote enjoyment and fitness through sport. 2. To teach a variety of games skills. 3. To put skills into games situations. 4. To foster a healthy competitive attitude. 5. To increase staff's skill and knowledge. 6. To allow for 1½ hrs PE teaching time each week. 7. To cover all areas of PE as set out in the National Curriculum.

Facilities Whilst the school does not have its own playing field we do have access to a large fully equipped and suitable sports hall based in The Elgin Community Centre, adjacent to the school. We make us of 2 multi use games areas which have all weather surface and floodlighting. Our school yards are also used for physical activity.

Achievements • Staff have taken 'Top Play' and 'Top Sport' qualifications • Major games are taught in Years 4, 5 and 6 • Our soccer team plays competitive games • We have hockey, netball and a skipping team who play against other schools • We participate in Gateshead school's swimming gala • We have entered teams into Gateshead Schools' Dance Festival • Two staff members have nationally accredited P.E Leadership qualifications • We have sporting partnerships with Gateshead Leisure Services, Newcastle United FC, Newcastle Eagles Basketball Team, and Newcastle Falcons Rugby Club. All of these organisations support our sports development.

23. Safeguarding Children Parents should be aware that by law the school has a responsibility to take reasonable action to ensure the safety of children. Carr Hill has a child protection policy and a nominated person for safeguarding issues (the Headteacher).

Parents need to note that if there is a concern for the well-being of any of our children the Headteacher, as the nominated person for child protection, will determine if it is appropriate to approach the parent/carer with the concern, or directly contact the Council’s child protection team based in Social Services.

All members of staff and any adults volunteering to help in school have to undergo a criminal records check before they are allowed contact with our children.

24. Pupil Progress All teachers use continuous assessment to ascertain the progress children are making throughout the year. Our school maintains a portfolio of the core curriculum subjects which is updated annually. Other records are kept by teachers and these are shared with parents during our termly parents' meetings. We have a system of 'target setting' for Literacy, Numeracy, ICT and social development. This is updated termly and shared with pupils. This allows children to identify the next steps in their learning and to appreciate realistic goals for their own success.

Teachers track pupil progress using the school’s ‘Pupil Tracking’ system where discrete curricular targets are identified for each of our children and their progress monitored and recorded to show individual and class progress.

We report pupil achievement inline with national requirements, at the end of KS1 and KS2, and individually for each pupil at the end of the academic year in the form of an annual report of achievement.

25. Homework We encourage our children to see their home as an extension to their school learning environment. The school's homework policy identifies that children will be given a piece of homework on average once per week in Key Stage 1 and no more than two pieces in Key Stage 2. The homework will be Literacy and/or Numeracy based. In addition, children are encouraged to learn their multiplication tables and high frequency words at home.

Additionally we have introduced 1:1 support for pupils with writing and reading across the school.

26. Assessment / Reporting to Parents In our school we have adopted a Baseline Assessment Scheme. The Baseline Assessment evidence is collected during the child's final term in Nursery and then completed during the first seven weeks of the Reception year. This evidence is collected during the child's everyday activities at school.

We hold Parents consultation meetings once per term providing parents with the opportunity to discuss their child's progress. A report in line with legislation is provided in the Summer Term.

These interviews are a very important element of our ‘Partnership with Parents’ and we urge parents to attend. We try to be flexible with the times we offer, but are always willing to accommodate parents who find it difficult to attend at the appointed time.

IF YOU HAVE SOMETHING YOU WOULD LIKE TO DISCUSS WITH STAFF OR THE HEADTEACHER, PLEASE CONTACT THE SCHOOL AND WE SHALL DO EVERYTHING WE CAN TO HELP.

27. School Clothing We have a school dress code which encourages the wearing of a 'uniform' by all of our children. A copy of this code is available for all parents to view upon request. We are proud of our identity, which has contributed towards achieving a positive school ethos and high standards of behaviour.

The basic uniform consists of:

- Bordeaux coloured sweatshirt/cardigan which can be purchased from school;

- White polo shirt;

- Black or grey trousers for boys (optional for girls);

- Black or grey skirt/pinafore dress for girls;

- Black shoes (no heels and training shoes are not allowed as children’s feet cannot remain healthy if they wear training shoes all of the time).

We do not have a 'uniform' PE kit. Children must wear a change of clothing for PE and training shoes are permitted for this activity.

Please help us to take care of your child's property by writing their name on the label of the clothing.

Children are required to remove earrings for PE and swimming.

28. School Rules We aim to have an atmosphere of co-operation within our school and therefore our school rules are kept to a minimum. Our prime concern is the happiness and safety of all children and staff who work in Carr Hill Community Primary School, and as such the following rules help to achieve that goal:

1. Children should not wear jewellery in school because of the danger it may cause in the playground. 2. We discourage children from bringing money to school and we will not accept liability for any money which may go missing as a result of a child bringing it into school. All 'school' money will be collected from the child at administration office. 3. Sweets and toys should not be brought into school. 4. Children are not permitted to wear denim jeans, tracksuits or highly 'fashionable' clothing in school. (See our school dress code) 5. Children are not allowed to leave school during the course of the day unaccompanied and we will not allow children to be put into taxis on their own. 6. Highly fashionable hair cuts, including shaving of patterns into the head is NOT allowed. Pupils will be asked to remain at home with work provided until their hair is of an acceptable style/length.

We strongly discourage children from having their ears pierced and do not permit any other body piercing.

29. School Discipline We expect all children to have respect for their school and take responsibility for their actions. The school has a five-point behaviour plan which provides consistency when behaviour becomes an issue in preventing teachers from teaching and children from making progress.

Our school has a good reputation within our community and we expect children to show the same regard for others whether that is within or outside of school hours.

30. Lunch Time Arrangements Reception Class children are urged to stay in school over the lunch break and have a hot meal in our dining area rather than going home for lunch or eating a packed lunch. A two-course meal is provided each day. We believe that the social interaction, which our children experience whilst they eat together, is an important part of a child's development. As such we encourage all children to stay in school and eat a meal provided by the kitchen staff here on the premises.

Dinner monies are collected on Monday for the whole of the week.

However, if this is not possible, we ask parents to make sure meals are paid for daily. The school does not have a credit system for school meals, and to avoid a build up of unpaid monies the Administration Officer will correspond with parents who owe the school money.

If a child is entitled to a free school meal as a result of a parents income support arrangements, it is important that the parent liaises with both the school and the Council to ensure that there is a record of entitlement. We do all we can to ensure that all of our children receive a meal each day.

The telephone number to make enquiries regarding free school meals: 4333000 Ext 3729

31. School Attendance The school attendance figure for the academic year 2013/14 was 96.6%

We believe that every child has a basic entitlement to attend school regularly and as such we actively promote the need to achieve good attendance. The school works closely with the Education Welfare and Social Services Departments. This allows us to identify and encourage those children who for some reason are being denied their entitlement to a full time education. The school has an electronic register system, which enables parents to monitor their child's attendance, and we provide feedback to parents regarding punctuality and attendance when requested and in the end of year report.

Our school operates a scheme to encourage the children to attend regularly. Any class with 100% attendance throughout the course of a week is recognized in a whole school assembly and awarded merit stickers and a class book.

We ask parents to endeavor to make appointments to visit the dentist, doctor or hospital after school hours or in the holidays, so that children do not miss their school entitlement. If you child is going to be absent, please contact the school office and advise my administration officer on the day.

Parents are asked to complete a holiday form to request permission from the Headteacher for any holidays to be taken during term time. Whilst children are allowed ten days’ authorised holiday during term time, the guidelines issued to Headteacher’s state that they should take into account the pupil’s general absence/attendance record before authorising such requests.

A copy of the schools attendance policy is available from our administration office.

32. Complaints We hope to resolve any complaints that parents may have. In the first instance complaints should normally be made to the Headteacher, and in most cases we find that complaints can be dealt with successfully at this informal level.

Curriculum Complaints You have particular rights in making a complaint about: • Curriculum provision, including RE and collective worship; • The implementation of the national curriculum; • Exemptions from the national curriculum; • The operation of charging policies.

The complaint must first go to the school, ideally by talking to your child’s class teacher and only then to the Headteacher. If the complaint cannot be resolved it may be necessary for it to be considered by the governing body. If the governing body does not resolve the complaint it may be referred to Gateshead Local Education Authority where it will be considered. If that fails, the complaint can be referred to the Secretary of State.

Note: This procedure does not apply to complaints on matters like pupil discipline or individual teachers. Full regulations are available in the LEA, information booklet.

33. Pastoral Care Children cannot learn unless they feel secure and have good self-esteem. We encourage children to inform an adult in our school if they are unhappy for any reason. The relationship between staff and children in our school is excellent with an atmosphere of trust and co-operation. The school has a Child Protection Policy which is closely linked to Gateshead LA's safeguarding children procedures. Any parent upon request can view this policy.

Additionally we have a School Council where pupils are able to have their voices heard and participate in the running of the school. Pupils are encouraged to share with the school councilors issues related to their own well being.

34. Parental Help As we regard the education of children as a partnership between school and home, we welcome assistance from parents in classrooms and during educational visits. Some parents may have a particular skill they would like to share with children; we also welcome the opportunity to provide time for parents to work alongside our children.

35. Fund Raising The school has a fund raising committee that organises events throughout the year with the intention of raising money to help fund events for children in our school each year. If you would like to be involved in our fund raising please contact

your child’s class teacher.

36. School Documentation LEA and DfES documents, subject guidelines and Programmes of Study are available from the Headteacher for inspection.

All documents listed below are also available for viewing at the school:

• Any Statutory instruments, circulars and administrative memoranda relating to powers and duties under the ‘curriculum’ section of the Education reform Act; • Any published HMI or OFSTED reports on the school; • Any schemes of work currently used by teachers in school; • The LEA agreed syllabus for R.E; • School policies on SEN, Child Protection, Behaviour Management, Freedom of Information Act, etc.

37. Managing Racial Incidents The school has adopted the LA guidelines in handling incidents where there has been clear evidence of racial abuse.

Our policy is clear:

This school will not tolerate pupils, parents or visitors to the school who make comments, show behaviour or express views that can be construed as racially abusive. As a matter of immediate action the Headteacher will become involved in the situation to determine the context of the offence caused then make the necessary referral using the Council’s equal opportunity and racial equality guidelines.

We have a wonderful school where our children and adults work together without prejudice. Each person is a precious individual with much to offer to others socially and culturally. Our school will defend this stance by using our Council’s guidelines and providing education of equal opportunities.

Appendix 1

Gateshead Council Community and Voluntary Controlled Primary Schools Admission Policy 2014/15

We allocate places at our Community Primary Infant and Junior Schools using our policy below and co-ordinate admissions to our schools using our co-ordinated admission scheme.

The policy is as follows: • Your child will start school at the beginning of the academic year in which they will reach the age of five. (An academic year lasts from 1 September in one year to 31 August in the following year). However In many schools the first year will include an induction period, (a period for your child to get used to school life). This period may last from September until no later than the end of the October half term holiday. Parents who wish to defer their child’s entry beyond this period must make this request in writing at the time of application for admission to school. Deferred entry must not extend beyond the beginning of the term after the child’s 5 th birthday, or beyond the academic year for which the application was accepted. Deferred entry will be considered by us the local authority (LA) in consultation with the Head Teacher and governors of the school. • We will accept pupils up to the school’s agreed Planned Admission Number for the year group unless we feel there are lawful grounds not to do so.

Oversubscription Criteria We will consider applications from parents who have named the school as any ranked preference on their application form this is called the Equal preference system. If there are more applications for the number of places available at the school we will than allocate places by using the following order of priority:

1. Children in Public Care (and as deemed under Section 22 of the Children Act 1989) including a child who was previously “looked after” but immediately after being “looked after” became subject to an adoption, residence, or special guardianship order (see definition*). 2 Children who live in the school’s catchment area and who will have a brother or sister at the school, or at the feeder junior school during the coming academic year. (see definition*) 3 Other children who live in the school’s catchment area. 4 Other children who will have a brother or sister at the school or at the feeder junior school during the coming academic year. 5 Other children who have exceptional medical or social grounds see point 1 below 6 All other children.

(*see definitions of our criteria in priority 1, 2 and 4 above in our parent’s information booklet and at www.gateshead.gov.uk )

Point 1 -We can consider exceptional individual applications, particularly in cases involving medical or social needs. If you wish to apply on medical or social grounds you must provide written evidence from relevant registered health professionals i.e. a doctor or social worker. The evidence must demonstrate why the chosen school is more appropriate and what difficulties would be caused if they were to travel to and attend alternative schools. We will not consider such applications if the relevant professional evidence is not provided. The evidence will be assessed by the LA Admission Panel. No assumption should be made that submission of the relevant evidence will, in itself, be sufficient to allocate a place.

Whickham Parochial Church of England Controlled Primary School This school has the same oversubscription criteria as priorities 1 to 6 above except that criteria 3 and 4 above are reversed. Priority 1, 2, 5 and 6 remain in the same order however for this particular school their oversubscription criteria places priority 4 children above those children in priority 3.

Address For the purposes of deciding whether a child lives in the catchment area of a school we will use the parent or legal guardian's address or the address of a relevant adult who has parental responsibility, as defined under the 1989 Childrens Act, for the child.

Tie breaker If, within any of the above criteria, there are more applicants than places available priority will be given to those children based on the distance they live from the school, measured ‘as the crow flies’ i.e. in a straight line from the centre of the home residence to the school’s main entrance. Children living nearest to the school will have priority. We measure the distance using a geographical information system (GIS).

Waiting list If places become available we will consider all relevant applications based on a waiting list. The waiting list will be maintained by the council from the start of the academic year and be kept for the rest of the academic year. All applicants on the waiting list are placed according to the admission criteria and priorities set out above. However children who are the subject of a direction to admit by the LA or who have been referred for admission and have been allocated a place through the Fair Access Protocol will take precedence over any child on the waiting list.

Important Dates

The closing date for the return of applications is 15 January 2015.

From 12 September 2014 you can apply for a place in a reception or Junior class for admission in September 2015 by applying on-line at www.gateshead.gov.uk you must submit your application by no later than 15 January 2015. Alternatively parents requiring a paper application form must ensure that they request it in sufficient time for them to complete and return it by no later than 15 January 2014 to The School Admissions Team Gateshead Civic Centre, Regent Street, Gateshead, NE8 1HH .

If you live outside of Gateshead and want to apply to a Gateshead school you must obtain an application form from your own Council and return it to them by their closing date or apply through their on-line application system. However you must still consider the information in Gateshead Council’s “Admission to Primary school” booklet so that you know what the admission arrangements are to Gateshead schools. This information is available at www.gateshead.gov.uk . Your own Council will send us notification of your application and they will let you know the final allocation of a school place for your child.

Offer Date The offer day is 16 April 2015 a letter will be sent to parents who are Gateshead residents by 2 nd class post informing them of the school they have been offered for their child. Gateshead residents who apply on-line are informed by email on 16 April 2015.

General Information and definitions For information on our admission arrangements and definitions of the terms used in this policy please refer to our “Admission to Primary school” booklet for 2015 available at www.gateshead.gov.uk The co- ordinated admission scheme and Catchment areas referred to in this policy can also be viewed at Civic Centre, Regent Street, Gateshead, NE8 1HH and on the website above.