Parklands Community Primary School
Durnford Close Chichester West Sussex PO19 3AG Tel: 01243 788630 Email: [email protected] Website: www.parklands.w-sussex.sch.uk Our Vision (what we are trying to achieve)
Parklands will empower children to become happy, confident, successful citizens by providing a well- rounded education where everyone is valued.
Our Values (what we believe in)
We believe: • Everyone should be inspired to achieve their full potential through challenge, support and high expectations. • In nurturing an understanding and respect for all individuals. • All children learn best when actively involved in rich, creative and relevant learning experiences. • In promoting independence and responsibility. • That the school should be a safe, happy, and caring community that fosters friendships, trust and integrity. • That effective partnerships between children, staff, parents, governors and the local and international community will promote pride in the school and a successful learning environment. • All children are entitled to a rich variety of learning experiences that will meet their emotional, social, physical and intellectual needs. • That each child should understand the value of a healthy lifestyle.
Our Aims (what we will do to make all of this a reality)
• To enable all children to achieve their full potential through high quality teaching and learning in a happy, safe, caring environment, where children are listened to and feel empowered as learners. • To provide a creative, exciting and inspiring curriculum with strong cross-curricular links; a curriculum that is broad, balanced and relevant; that has a strong emphasis on personal and social development and one that is enriched by first hand experiences. • To recognise that every child is an individual with differing needs, cultures and beliefs. To provide opportunities that respect, support and celebrate these differences. • To make Parklands a truly community school, one in which the pupils, staff, parents, governors and the community are encouraged to play an active role.
PARKLANDS COMMUNITY PRIMARY SCHOOL Durnford Close, Chichester, West Sussex PO19 3AG Tel: 01243 788630 E-mail: [email protected] Fax: 01243 530681 Website: www.parklands.w-sussex.sch.uk Headteacher: Mrs Alesa Henham Scott B.Ed (Hons), NPQH
September 2018
Dear Parents/Carers
We would like to welcome you and your child to our school!
We are really proud of our school. It is a happy, lively and dynamic place with a team of enthusiastic, hardworking and talented staff who are all dedicated to doing the very best for your child. Our last inspection stated that “Parklands has gone from strength to strength… Pupils are overwhelmingly positive about the work of the school… The school is a vibrant and happy place… Pupils behave very well…. Teacher’s have high expectations.’ (Ofsted February 2018).
Our vision for the school is that Parklands will empower children to become happy, confident, successful citizens by providing a well-rounded education where everybody is valued. At this school every child matters and we work hard to ensure that every pupil enjoys and achieves, is healthy and safe, makes a contribution and develops the skills to enable them to achieve future economic and social well-being.
This prospectus provides information on the school, its aims, curriculum and activities. We hope that you find it useful and informative and that it gives you a flavour of our successful and happy school. The best way to find out about the school is to come and visit us. Therefore, please do not hesitate to telephone us and make an appointment to see the school.
We look forward to your visit.
Alesa Henham Scott Headteacher
Facilities & Accommodation
Facilities and Accommodation
The school is situated in the community of Parklands, just a short walk from the centre of Chichester.
Parklands School was opened in 1973. Since then the building has been improved and updated, and we have recently had a large new building, that opened in June 2017, which houses six KS2 classrooms, 2 Special Support Centre classrooms, a resource room, a number of group rooms, a purpose built sensory room, a new staff room, a pupil changing room, a studio and a community room. The whole school is spacious, light and open. There are sixteen classrooms in total with many group rooms for the pupils to work in, a large hall and a beautiful newly refurbished large library. Children in the Early Years classrooms also have access to an outdoor play area. We pride ourselves with up to date technologies including two trolleys of laptops and three of iPads and a wireless network, providing computers, which are used across the curriculum. Computers are also available in each classroom. All classes have visualisers and interactive whiteboards and some classes are equipped with interactive touch screens which are versatile and exciting teaching tools. The iPads can be linked wirelessly to the interactive screens. The hall has a large screen, with projector and up to date sound and lighting system.
The school grounds are extensive, with a large playing field, three playgrounds and a wooded area with a pond. The new trim trail is a popular playtime resource for use by children of all ages. The grounds provide an exciting learning resource, as well as a range of opportunities for pupils during break times.
Access to the school site is easy and safe. There are two gates for pedestrians and cycle and scooter storage is provided. Parking is available along Sherborne Road and beyond. Please do not use St. Wilfrid’s Church car park. There is a school crossing patrol on Sherborne Road at the start and end of the school day.
Many families enjoy the playground facilities in Sherborne Road at the end of the school day.
School Information
General Information
Name Parklands Community Primary School
Address Durnford Close Chichester West Sussex PO19 3AG
Telephone 01243 788630
Email [email protected]
Website www.parklands.w-sussex.sch.uk
Headteacher Mrs Alesa Henham Scott
Chair of Governors Mr Gary Saych
Number on roll 437
School Type 4 – 11 Years Co-educational Community
Local Authority West Sussex County Council
Area Education Office Pupil Admissions Office Centenary House Durrington Lane Worthing West Sussex BN13 2QB 0845 0751007 (Tel)
[email protected] (email) www.westsussex.gov.uk/admissions (web)
Staff List
Headteacher Mrs Alesa Henham Scott (SLT)
Deputy Headteacher Miss Esther Flower (SLT)
Assistant Headteachers Mrs Alison Sole (SLT)
Teaching Staff Miss Jessica Barnes (SLT), Mr Toby Broom, Mrs Madolyn Hickman – currently on maternity leave, Mrs Karen Hill, Mr Martin Jones, Mrs Rowena Kiedyk, Miss Roisin MacGregor – currently on maternity leave, Mrs Lucie Gray, Miss Clare Gray, Mrs Cerys Mainwaring, Miss Natasha Marley (SENCo, SLT), Miss Georgina Mooney, Mrs Nicola Morris, Mr Mike Murphy, Mrs Tanya O’Boyle, Mr Oliver Radlett, Mr John Thornton (SLT), Miss Emma Thurston, Mrs Shani White, Mr Jack Woolgar
Teaching Assistants Mrs Lisa Balmer, Ms Catherine Batchelar, Ms Nicola Carley, Mrs Stacey-Louise Collard, Mr Jez Cheesman, Ms Charlotte Denman, Miss Joanne Emms, Mrs Selina Fancourt, Mrs Margaret Feast, Ms Christine Glanville, Mrs Ruth Hanneman, Miss Kelly Harvey, Mrs Theresa Janman, Mrs Anna Jones, Mrs Sarah Maidment, Mrs Megan Manning, Mrs Jo McKenna, Miss Rebecca Murray, Mrs Donna Nurse, Mrs Joanne Rochester, Mrs Lisa Slattery, Mr Sam Smith, Miss Jessica Thomson, Mrs Julia Travers, Mrs Claire Tunnell, Ms Jessica Venables
Business Manager Mrs Michelle Kamour (SLT) Support Manager Mrs Nicky Lettis Learning Support Officer Mrs Kim Lawes Administrative Assistant Miss Emily Assinder Administrative Assistant SEN Miss Jody Webster
IT Technician Mr Sam Rigby
Premises Manager Mr Patrick Robinson Cleaners Mrs Valerie Green, Mrs Christina Hart, Mrs Jacqueline Mainwaring, Mr Daniel Squires
Mid-day Meals Supervisors Ms Amanda Baker, Ms Donna Cummings, Mrs Emma Evans, Miss Sascha Everett, Mrs Caroline Jefkins, Miss Chloe Parker, Miss Gemma White
SLT – School Leadership Team SENCo – Special Education Needs Co-ordinator
Governors
Governors have a general responsibility for the strategic direction of the school, working closely with the Headteacher and the Local Authority. They support, monitor and evaluate the effectiveness of the school and hold the school to account for the standards achieved and the quality of education. The membership of the governing body is, as determined by law, made up of different types of governor.
The Governing Body is made up of parents, community governors, Local Authority governors, a teacher, a member of the support staff and the Headteacher.
2018/2019
Chair of Governors Gary Saych (Co-opted Governor) Vice Chair of Governors Mark Arnold (Parent Governor)
Co-opted Governors Clare Apel Paul Cusack Declan Hutchings Gary Saych
Parent Governors Mark Arnold Stephen Henman Emily Troeger
Local Authority Governor Heather Cheesman
Associate Governor Rowena Kiedyk
Staff Governors Patrick Robinson (support staff)
Headteacher Alesa Henham Scott
Clerk to Governors Jody Webster [email protected]
Admissions
Admission Arrangements
For New Starters (Early Years): In the autumn term of the year before your child starts school, the Local Authority (LA) will send you a preference form for you to apply to the school of your first choice. Children are able to start school at the beginning of the school year in which they reach their fifth birthday. All children may begin school in September. You may choose if you wish your child to start full time or part time and you can defer entry. Children must be in full time education in the term following their 5th birthday.
The Local Authority policy is outlined in the booklet ‘Information for Parents in the Southern Education Area’. If you have not received a copy of this publication, or require any other admissions information, please contact the Admissions Officer at Education Office (South) Pupil Admissions Office
Centenary House Durrington Lane Worthing West Sussex BN13 2QB
0333 014 2903 (Tel)
[email protected] (email) www.westsussex.gov.uk/admissions (web)
For in-year admissions: Please contact the Admissions Office (above).
Induction Arrangements
In Early Years, there is close liaison and communication between parents and school. By sharing our ideas about your child, we believe that parents and teachers can help each other to gain an accurate picture of each child’s early development.
Parents of children who will be starting school in Early Years are invited, without their children, to an evening at the school, where they are introduced to the team and hear about the way in which their children will learn. At this meeting, which usually takes place in June, information will be available about school routines and expectations and about what parents can do to prepare their child for school. A booklet is also available.
Also in the June or July before they start school, children visit Early Years with their parents and then visit the school again to spend some time in the classroom with the staff and other children who will be joining the school. We also aim to visit every child in their nursery school or playgroup, usually after they have already made a preliminary visit to the school. Staff will also visit you and your child at home.
For the first few weeks of school, parents and carers are welcome to come into the classroom with their child first thing in the mornings to settle them in. We encourage the children to be as independent and confident as possible as soon as they start school. At the same time, we recognise that for some of them it is an uncertain time and we try to make the transition as easy as possible.
Preparing your child for starting school
We want children to enjoy coming to school and to feel confident and happy. The following are a few ways that parents and carers can help to make the move to school an enjoyable experience.
• Ensure that your child is used to being separated from you for short periods • Teach him/her to dress and undress, change shoes, and organise their clothes with as little help as possible. • Ensure that they can use the toilet unaided. • Talk about school positively. • Provide scissors, crayons, pencils, paints, jigsaws and construction toys at home to help develop manipulative skills. • Talk about things together as you shop, cook, do gardening, clean, go on car journeys or walks and encourage questions about everything that they observe. • Visit the library and provide lots of books to read and enjoy together. • Sing songs, and recite poems and nursery rhymes. • Make your child aware of numbers in the environment, count toes, count fingers, count and sort toys, sing number rhymes. • Encourage outdoor games; with balls (throwing, catching, kicking); climbing and running; and cycling etc. • Listen to your child and encourage him/her to listen to you.
Remember that the best thing you can give is often the hardest thing to give… your time!
Changing Schools
If your child is joining at any other time you and your child will be invited to meet with the Headteacher and to view the school. We will usually contact your child’s current school so that we have all the information we need to help us to ensure your child settles quickly and happily.
A Partnership with Parents
We believe in a partnership between home and school and that parental support is crucial to children’s learning and to overall success at school.
We aim to promote a strong partnership between home and school. We welcome and encourage parents to take a full and active role in the school and in their children’s education and we seek to create a climate of trust and co-operation.
Opportunities for Home School links include: • ‘Meet the Teacher’ meetings. These are held at the start of each new academic year and are a chance for you to meet your child’s new teacher, visit the classroom, hear about the timetable and how the class will be run. There is also the opportunity for you to ask questions • Parent/Teacher consultation meetings are held twice a year. This is an opportunity to see your child’s work • Curriculum information meetings and workshops • Opportunities for parents to help in school • Information letters – including the termly “Hedgehog Herald”. We are able to send all letters by email or you may elect to receive a paper copy • Open Days • Parklands School Association • School events and activities • A weekly “Family Assembly” • Family Learning Courses
Homework
It is the school’s policy to give homework to children. The amount and nature of the homework given depends on the age and stage of development of the child. Arrangements are shared with parents at the start of each academic year, at the ‘Meet the Teacher’ meeting. Homework is an important way in which children can share their learning with you. In addition to regular homework tasks set to enhance and consolidate learning in English and mathematics there are opportunities for open-ended and creative tasks each term.
Curriculum
We place great value on bringing the curriculum to life. We believe that children are engaged by, and learn best from, first hand practical experiences, which are relevant to their lives. Learning across different subjects is linked where possible and is delivered through exciting themes such as Superheroes, Food Glorious Food, River Adventure and Ancient Egyptians. Each theme begins with a “Wow” event, often a visit or a visitor. Visitors to the school include storytellers, museum staff, artists and theatre groups. Recent visits include: The Weald & Downland Musuem, Fishbourne Roman Palace, West Dean Gardens, West Wittering Beach, Portsmouth Dockyard, Butser Ancient Farm, Chichester Canal, the River Lavant, Beaulieu, West Sussex Council Chambers the end of a unit of work children share their learning in a variety of ways for example through plays, presentations or special books.
Regular whole school events also take place and enrich the curriculum. These have included a World Book Day, the European Day of Languages and a Bike week. Each year we support Unicef’s “Day for Change”, Children in Need and Comic Relief.
In Year 6, children also have the opportunity to experience a residential visit. This provides an opportunity to undertake outdoor activity and adventure experiences.
Organisation
Children are taught in mixed ability classes that may include more than one year group. Most lessons are whole class lessons and work will be differentiated by class teachers to ensure that there is support for those who need it and work to challenge and extend the more able. A variety of approaches to teaching and learning are used. Children work as individuals, in small groups or as a whole class as appropriate to the nature of the learning involved. Classes are named after trees. Currently classes are:
Early Years Apple Class Ash Class Year 1 Beech Class Birch Class Year 2 Chestnut Class Cedar Class Year 3 Hawthorn Class Hazel Class Year 4 Maple Class Mulberry Class Year 5 Poplar Class Pear Class Year 6 Walnut Class Willow Class SSC Orchard Class Forest Class
The class structure is reviewed annually.
Teaching Time
The time spent on teaching during a normal week, excluding the statutory daily act of collective worship, registration and lunch and other breaks is 23 hours and 45 minutes in Key Stage 2 and 22 hours and 30 minutes in Early Years and Key Stage 1.
Foundation Stage
Children in the Early Years classes follow the Early Years Foundation Stage curriculum. This sets out the early learning goals (the knowledge, skills and understanding which young children should have acquired by the end of the academic year in which they reach the age of five) and the educational programmes (what should be taught to young children). There are six areas of learning covered by the early learning goals and educational programmes:
• Personal, Social and Emotional Development
• Communication, Language and Literacy • Problem Solving, Reasoning and Numeracy • Knowledge and Understanding of the World • Physical Development • Creative Development
All are equally important. These areas of learning are delivered through planned, purposeful play, with a balance of adult-led and child-initiated activities, both indoors and outdoors.
Key Stage 1 and Key Stage 2
Children in Years 1 and 2 are in Key Stage 1. Children in Years 3 to 6 are in Key Stage 2.
The range of subjects taught and the time allocated for them follow national and local authority guidelines, to ensure the curriculum is broad and balanced. Work is planned to meet the requirements of the National Curriculum and the locally agreed syllabus for Religious Education. Where appropriate, subjects are linked to provide exciting and purposeful lessons in a context relevant to the children.
English is taught daily, as specified in the National Curriculum. This includes phonics, spelling, vocabulary, grammar and punctuation, comprehension and composition. A neat, joined style of handwriting is encouraged. We ensure children have access to quality texts and aim to develop an enjoyment and a love of reading.
Mathematics is taught daily, using the framework of the National Curriculum. There is an emphasis on mental maths and using maths across the curriculum. We promote basic numeracy skills through a sticker and certificate reward system.
Science is concerned with developing knowledge and understanding but we also aim to encourage an attitude of enquiry. Investigative work promotes the development of skills needed including observation, reasoning, experimentation and recording.
Computing is taught as a subject in it’s own right, but computers are also used to assist learning in all areas of the curriculum. Each class has access to computers in the classroom and the school has a mobile trolley of laptops to enable whole classes to be taught together.
Design Technology is an exciting practical activity where children explore, design, make and test their different creations.
In Geography children learn about the local area and then the wider world. It will often involve trips out into the environment and field work.
In History children learn about similarities and differences between the past and present, visit places of historical interest, evaluate historical evidence and try to understand the impact of change. They begin by looking at their own family history.
In Art and Design children are able to experience drawing, painting, three dimensional work and textiles. They learn new techniques and experiment with a variety of media to extend their creative talents. They are introduced to the work of artists.
Physical Education is timetabled at least twice a week to ensure coverage of dance, gymnastics, games and athletics. Children go swimming once a week in Years 5 and those from Orchard Class. Matches are played against other schools and teams are entered into local competitions for netball, football, swimming and cricket. Opportunities are available to learn various team games and experience a wide range of physical activity. The pupils participate in the ‘Daily Mile’ initiative.
Music – each class has a weekly lesson, with lessons taught by a music specialist. There is a choir. All children will have the opportunity to learn an instrument at some time in the school. Visiting teachers currently offer small group violin, woodwind and singing lessons.
Modern Foreign Languages – All children in Key Stage 2 have a weekly French lesson.
Personal, Social, Health Education and Citizenship – Please see the section on well-being.
Community Links
The school has good links with a range of pre-school settings. We work closely with other schools in the locality through “Chichester Schools Working Together”. Headteachers and teachers meet regularly with staff from other schools. Children enjoy meeting pupils from other schools at sports fixtures. Pupils in Years 5 and 6 visit Bishop Luffa School for Science and Computing classes and staff from Bishop Luffa and the Chichester High Schools visit Parklands to teach some lessons.
The school hosts a range of different activities with the community. We have just begun a new extra curricular club called “New and Old Friends” where our school will each week receive special visitors from Marriot House & Lodge Care Home so that different generations will come together. We also hold events such as Macmillan Coffee Mornings and Year 6 discuss war time memories with local residents.
The priest in charge of St Wilfrid’s Parish Church visits the school regularly to take assemblies and support work being done in class. Representatives of the Baptist Church also visit the school.
The school takes part in community activities in Parklands, such as the “Greening Parklands” initiative and events in Chichester, for example productions in the cathedral. The school summer fair is an important community event. Each year children are involved in charity activities for international and local charities such as Comic Relief, Jeans for Genes and Chestnut Tree Children’s Hospice.
School Procedures
The School Day
School starts and finishes at: Early Years and Year 1: start at 8.45am and finish at 3.10pm. Year 2 to Year 6: start at 8.50am and finish at 3.15pm (children are able to enter their classrooms from 8.35am)
Early Years Timetable Year 1 Timetable 8.45 - 9.00am Registration 8.45 - 9.00am Registration 9.00 – 10.00am Teaching Session 9.00 – 9.20am Assembly 10.00 – 10.15am Assembly 9.20 – 10.20am Teaching Session 10.15 – 10.30am Break 10.20 – 10.35am Break 10.30 – 11.45am Teaching Session 10.35 – 11.55am Teaching Session 11.45 – 12.45pm Lunch / Break 12.00 – 1.00pm Lunch Break 12.45 – 12.55pm Registration 1.00 – 3.10pm Teaching Session 12.55 – 3.10pm Teaching Session
In Key Stage 1 a 15 minute afternoon break will be taken each day.
Year 2 Timetable Year 3 – Year 6 Timetable
8.50 - 9.00am Registration 8.50 - 9.00am Registration 9.00 – 9.20am Assembly 9.00 – 9.20am Assembly
9.20 – 10.20am Teaching Session 9.20 – 10.45am Teaching Session
10.20 – 10.35am Break 10.45 – 11.00am Break 10.35 – 12.00noon Teaching Session 11.00 – 12.25pm Teaching Session 12.00 – 1.00pm Lunch Break 12.25 – 1.15pm Lunch Break 1.00 – 3.15pm Teaching Session 1.15 – 3.15pm Teaching Session
Arrangements for the start of the school day
Reception and Year 1 Early Years and Year 1 pupils should wait on the playground outside the Early Years classroom. At 8.45am a bell will be rung and children line up in class groups. A teacher will lead each class into the building.
Arrangements for Year 2 to Year 6 The school gates are opened from 8.35am – 8.50am. Children and their parents can walk around the building and the children are encouraged to go straight into their classroom where their class teacher will be waiting for them.
The gates will be closed at 8.50am and the register will be taken. Any pupil arriving after this time must be brought to the main school reception and must be signed in.
Break time There is a fifteen minute mid-morning break. Children may bring a healthy snack, such as a piece of fruit, which should be separate from their packed lunch. Drinking water is available at all times for all pupils and pupils do not need to bring a drink in addition to this.
The main playground is divided into different zones. Children can choose to play with a range of games and equipment, or enjoy a quiet zone. There is a separate playground for the Early Years children and children have plenty of space in which to play safely. Older pupils are allowed to play games on the field throughout the year, on a rota basis, subject to ground conditions.
On wet days games and activities are provided for the children in the classroom.
Lunchtime The school is able to provide a hot meal at lunchtime. The tasty and nutritionally balanced meals are cooked daily on the school premises. Details of how to order the meals, which needs to be done two full weeks (14 days) in advance, can be obtained from the school. Alternatively, children can bring a packed lunch, in a clearly named lunch box. Fizzy drinks, sweets and chocolate are not allowed. Also from time to time we have pupils with certain allergies in school and we may ask, for example, that children do not bring nuts or any nut based product into school. Please do not send drinks in cans or breakable containers. Water is available. Lunches are eaten in the school hall.
All children in Early Years and KS1 (Years 1 & 2) are entitled to have ‘Universal Infant Free School Meals’. Parents of children in KS2 may be entitled to a free lunch for their children. Please let us know if you think that you may qualify and we will give you the appropriate forms. All details are treated in the strictest confidence.
At lunchtime all children have the opportunity to play outside. In good weather they are able to play on the extensive school field. Play equipment, such as balls and skipping ropes, is provided.
On wet days there are games and activities provided for the children indoors.
A lunchtime club runs once a week to support vulnerable pupils or children who experience difficulties. Staff will be on duty to ensure the safety and well-being of the children at lunchtime.
End of the School Day Parents should wait on the appropriate playground to collect their children. Children in Early Years and Year 1 may be collected from 3.10pm in the Early Years playground, so parents are able to meet older children at 3.15pm. The classes in Years 2, 3 and Year 4 will be bought out onto the main playground and will line up by their teachers where parents can collect them. The children in Years 5 and 6 can be collected from the far playground (near the trim trail). Parents are requested not to come onto the main playgrounds before 3.10pm. Children are told to return to their teacher and then wait by the office if there is no one there to meet them at the end of school.
Religious Education and Collective Worship
Assemblies are an important aspect of school life and an act of worship takes place daily, usually lasting for fifteen minutes. The main emphasis is on Christianity but other world religions may be mentioned or discussed. Assemblies include moral issues, current affairs and festivals and provide opportunities for children to show their work. Assemblies are led by the Headteacher, other staff, groups of children and sometimes invited visitors. They contain hymns, prayers and songs. Parents are invited to “Family Assembly” on Thursdays at 9.00am.
Religious Education is taught in all classes and takes account of the West Sussex locally agreed syllabus. Where possible, links are made to other curriculum areas and contexts for learning.
Parents have the right to withdraw their child from religious education and collective worship. If any parent wishes to do so they should contact the Headteacher so that suitable alternative arrangements can be made.
Extra Curricular Activities
The school provides a wide range of activities out of school hours. Depending on the interests and availability of staff, parents and others, we organise a range of clubs that are held before and after school, or during the lunch hour. Activities available recently have included netball, football, choir, art and craft, karate, film club, old and new friends, stay and play and dance.
Uniform
Girls Boys Red Parklands sweatshirt Red Parklands sweatshirt Grey skirt, pinafore dress or Grey trousers, short/long Grey trousers White polo shirt White polo shirt A pair of black plain/sensible Red and white checked dress in summer shoes – NOT TRAINERS A pair of flat black plain/sensible shoes – NOT TRAINERS
Open-toe sandals are not recommended in the Summer.
Physical Education Parklands PE shirt or white t-shirt Trainers are needed for outdoor games Red shorts Optional tracksuit (KS2) PE kit should be kept in a drawstring bag which is clearly named.
Jewellery should not be worn in school (with the exception of stud earrings). Please provide tape to cover earrings in PE. If watches are worn they are NOT the responsibility of the school.
Please make sure that your child’s clothing (including PE kit and watches) is MARKED WITH THEIR NAME either by using name tapes or permanent marker pen.
Our uniform may be ordered online from www.yourschooluniform.com. Alternatively, it can also be purchased at Game, Set & Match, Quarry Lane, Chichester. Second-hand uniform is available from the Parklands School Association (please ask in the school office).
Mobile Phones/Other Electronic Items Mobile phones may only be brought to school in exceptional circumstances. A form must be completed, the phone should be clearly labelled with the child’s name and handed in to the office first thing in the morning and collected at the end of the day. If a phone is not handed in to the school office the school cannot be held responsible if the phone is lost/stolen. Other electronic items such as ‘ipods’, ‘Gameboys’ etc. should not be brought into school at any time and the school will not be held responsible if any of these items are lost/stolen.
Well-being
Personal and Social Development
Our curriculum has a strong emphasis on personal and social development. Personal, social, health education and citizenship are taught throughout the school. We seek to promote a healthy and safe lifestyle and moral and social responsibility. We aim to develop self-awareness, motivation, empathy, social skills and enable pupils to manage their feelings. Social and emotional learning is often taught through circle time, with games and activities appropriate to the age group of the children.
The school seeks to develop pupil responsibility in a number of ways. Class councils provide a structured forum for discussion and decision-making and a school council meets at least once a month. The council is made up of two children from each year group, who have been elected by their peers. Pupils in Year 6 act as play activity leaders and support younger children at play times. Children also take responsibility for a variety of tasks around the school, such as tidying the library, gardening and arranging equipment for assemblies.
Discipline and Behaviour
The general behaviour of pupils is a matter of great importance in the running of the school and to the well-being of the community. Our policy promotes good behaviour and positive relationships so that all members of the school community feel valued and respected and are able to live and work together. All members of the school community have the right to be treated well and fairly in an environment that is happy, safe and secure. Qualities of honesty, kindness and fair dealing are constantly encouraged, whilst politeness and thought for others are regarded as the basis of relationships between pupils and teachers. Children are expected to be responsive to discipline and to observe the “Parklands Golden Rules”:
ü We respect and support each other. ü We respect everyone’s belongings and property. ü We are kind and thoughtful and play nicely together. ü We listen carefully and think before we act. ü We are happy and enjoy learning because learning is fun.
In addition to these rules each class has a set of class rules negotiated at the start of the year.
Parents are consulted at an early stage if a pupil’s behaviour causes concern.
Celebrating Achievements
We believe it is important to recognise and celebrate children’s achievements. Every child belongs to one of four “Houses”. House points are awarded regularly for good work and behaviour and the running total is announced weekly in assembly. At the end of each term a cup is awarded to the house with the most house points. We also organise a weekly Headteacher’s Tea Party, where pupils are rewarded for good work/attitudes. They have tea and cake on a Friday afternoon where their achievement is celebrated with the Headteacher. “Star Awards” and Good Behaviour certificates are presented by the teachers in an assembly. There is also the opportunity to share and celebrate successes that children have had outside the school.
Healthy Schools
The school has been awarded Healthy School Status and is committed to promoting a healthy lifestyle. This relates not just to the school curriculum but to every aspect of the school’s emotional and physical environment. We have policies in place to promote healthy eating, physical activity, emotional health and well-being and personal, social and health education (including age- appropriate sex and relationships and drugs education). All our policies are available from the school office.
Food Policy
• Clean fresh water is available for all pupils at all times of the day. On special occasions other drinks with some nutritional value may be provided, for example fruit juice or milk. Semi- skimmed milk is available daily at break time through the Cool Milk scheme for parents who choose to pay for it. • Sweets are not used by staff as a reward. Food used as part of class rewards or celebrations will only include food which meets new food-based standards. Foods that are restricted at most times, such as cakes, biscuits and sausage rolls, will be allowed at parties or celebrations to mark religious or cultural occasions and at fundraising events, although healthier options will also be offered. This also applies to food brought in on an occasional basis by parents or pupils. • Children may bring a piece of fruit for a mid morning snack. Other snacks are not allowed. The younger pupils have an additional piece of fruit provided through our participation in the Free Fruit and Vegetable scheme. • Lunch provided by the school meets new government standards for nutrition. • We promote healthy lunchboxes as part of a balanced and varied diet. Chocolate, sweets and fizzy drinks are not allowed. • We request that nuts or any products containing nuts are not brought into school, as we may have children with life threatening allergies. We are a NUT FREE school. • Please notify the school in writing of any special dietary medical needs.
Medicines
No medicines are administered in school. Children with asthma may have access to an inhaler, which can be kept by the child in Key Stage 2 or will be available at any time during the school day for children in Key Stage 1. In exceptional circumstances special support arrangements may be made for children with long term medical needs. The children must not bring medicines, throat sweets or ointments of any kind to the school. Please do not send your child to school if they are unwell. If your child has been unwell, please do not send them to school for 24 hours, or in the case of sickness and diarrhoea, 48 hours.
The school nurse can be consulted on any issue relating to the health of children, via the school office or the Headteacher.
Child Protection
The school has a duty of care to its pupils. Procedures are in place to ensure the safety and well- being of pupils. The school will work closely with parents and outside agencies, including Social and Caring Services if there are concerns about a child’s welfare. Detailed checks are carried out on all staff and other adults who work in the school. If you have any concerns about the safety or well- being of a child, please do not hesitate to contact the Headteacher who is the designated member of staff for Child Protection.
Attendance
Regular attendance and being at school on time are very important for educational and social reasons. We ask that parents inform the school office if a child is not in school and confirm the reason for absence in writing upon the child’s return. On the first day of absence, if no message has been received, we will telephone to check the absence. We do this to ensure the safety of the pupil.
For the academic year 2017/2018 the percentage of half days (sessions) missed was:
Authorised Absence 3.7 Unauthorised Absence 0.8
Attendance and punctuality are monitored regularly and concerns will be referred to the Pupil Entitlement Office.
In line with other Chichester Locality schools, any holiday taken during term time will be unauthorised. Any absence from school, for anything other than illness or medical appointments, must be agreed by the Headteacher.
Security
To ensure the safety of pupils a security system controls entry to the school building. At times other than the normal start and end of the school day visitors to the school must use the main entrance and sign in at the school office. Visitors are required to wear an identification badge. All gates not visible from the school office are locked during the day. The school has several CCTV cameras on site.
Travel
Walking and cycling to school are encouraged as part of an active and healthy lifestyle. A safe cycling permit is in place to promote the safe use of bicycles.
Equality & Inclusion
Equality Policy
The school is committed to equal opportunities and aims to be a school where everyone: ¨ achieves to their full potential through challenge, support and high expectations ¨ is encouraged and able to participate fully in school life ¨ can have different needs, cultures and beliefs which are respected, supported and celebrated ¨ has rights which are respected.
We believe that no-one should receive less favourable treatment on the grounds of: race, disability, physical ability, age, income, religion/belief, colour, ethnic or national origin, marital status, gender, gender reassignment, sexuality, nationality.
Special Educational Needs
Our school aim is to enable all pupils to achieve their full potential. We recognise that every child is an individual with different needs. This section provides an overview of the ways staff at Parklands Community Primary School work to ensure that a pupil’s special educational needs are effectively met through a four step; assess, plan, do and review cycle. Staff at Parklands School will use their best endeavours to ensure pupils with special educational needs are able to join in the activities of the school together with pupils who do not have special educational needs, so far as is reasonably practical and compatible with the child receiving the learning opportunities their individual needs demand.
Accessibility and inclusive practice in the school Parklands Community Primary School is committed to equal opportunities and aims to be a school where everyone is encouraged and enabled to participate fully in school life so they can achieve their full potential through challenge, support and high expectations. It is a place where different needs, cultures and beliefs are respected, supported and celebrated.
The school is committed to ensuring equal treatment of all its pupils, employees, and any others involved in the school community. The school will not tolerate harassment of disabled people with any form of impairment.
Inclusive learning will be achieved through… The creation and delivery of a dynamic and relevant curriculum designed to promote a full range of learning, thinking and life skills.
• Providing a broad, balanced and relevant curriculum • Using flexible and responsive teaching and learning styles
• Equipping pupils with the skills, knowledge and attitudes necessary to succeed as individuals and as responsible and valued members of society • Developing a close partnership with the whole school community, particularly parents • Providing a differentiated curriculum that meets the needs of all pupils, individuals and groups by setting suitable learning challenges, responding to pupils' diverse learning needs and overcoming potential barriers to learning and assessment • Creating an environment and resources that enable access to the learning opportunities on offer
Identification of pupil needs At Parklands School, we identify children with SEN as early as possible, through regular contact with our feeder Early Years settings and through ongoing assessment in the Foundation Stage Year.
Throughout the school we monitor and track the progress of all children through an ongoing process of planning, teaching and assessment. Children with SEN may be identified at any stage of this process during their school life. The identification and assessment of the special educational needs of children whose first language is not English, requires particular care. Where there is uncertainty about an individual child teachers will look carefully at all aspects of a child’s performance in different subjects to establish whether the problems they have in the classroom are due to limitations in their command of the language that is used there or arise from special educational needs.
The graduated approach to SEN support Early Help • If a teacher is concerned about some aspect of a child’s progress, behaviour or well-being (s)he will decide what action to take within the normal daily classroom routine. If the child has difficulties learning in one or more areas, the teacher will adapt resources or change the teaching method being used, to suit that child. • If a child is having behavioural problems the teacher will take note of the frequency and severity of the incidents and, if possible, adapt the classroom environment to help the child overcome the problems • When a teacher is concerned about a child’s learning, progress or attainment (s)he will share her concerns with the SENCo and detail these concerns on the ‘Sharing Concerns’ form • If necessary the teacher will invite the parents/carers of the child into school to discuss the concerns • The teacher will inform the SENCo of the concerns. The SENCo will work with staff to agree the best approach for pupils with identified concerns
Class Action Plans When it is established that a child is not making expected progress, the class teacher will create a plan to detail support targeted toward the child’s identified area of weakness. This is additional to that provided as part of the school’s usual differentiated curriculum. This will be recorded in a class action plan. The triggers for intervention through a Class Action Plan will be… • Identified concern, underpinned by evidence, about a child who, despite receiving differentiated learning opportunities, makes little progress • If a pupil shows signs of difficulty in developing literacy or mathematics skills, which result in poor attainment in some curriculum areas
• Persistent emotional or behavioural difficulties which are not reduced by the behaviour management techniques usually employed in the school • Has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment • Has communication and/or interaction difficulties, and continues to make little or no progress despite the provision of a differentiated curriculum
In some cases outside professionals from health or social services may already be involved with the child. Where these professionals have not already been working with the school staff, the SENCo may contact them if the parents/carers agree. The child’s class teacher will remain responsible for working with the child on a daily basis and for planning and delivering an individualised programme. Parents/carers will always be consulted and kept informed.
Intervention • The SENCo and the child’s class teacher will decide on the action needed to help the child to progress in the light of their earlier assessment. This may include… • Different learning materials or special equipment • Some group or individual support • Extra adult time to devise the nature of the planned intervention and to monitor its effectiveness • Staff development and training to introduce more effective strategies • Access to support services for one-off or occasional advice on strategies or equipment
SEN Support Where progress continues to be less than expected the class teacher, working with the SENCO, should assess whether the child has SEN. Evidence is gathered including the views of the pupil and their parents /carers alongside formative and summative SEN assessments. The pupil’s response to such assessment can highlight their particular needs so they are more effectively targeted. A request for support from external services is likely to follow a decision taken to provide SEN support. Pupils requiring SEN support will often benefit from the advice of external support services to advise provide specialist assessments to inform planning and the measurement of a pupil’s progress, give advice on the use of new or specialist strategies or materials, and in some cases provide support for particular activities.
The triggers for SEN Support will be that, despite receiving targeted support through the class action plan, the child: • Continues to make little or no progress in specific areas over a long period • Continues working at National Curriculum levels substantially below that expected of children of a similar age • Continues to have difficulty in developing literacy and mathematics skills • Has emotional or behavioural difficulties which substantially and regularly interfere with the child’s own learning or that of the class group, despite having an individualised behaviour management programme • Has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service • Has an ongoing communication or interaction difficulty that impedes the development of social relationships and cause substantial barriers to learning
When school seeks the help of external support services, those services will need to see the child’s records in order to establish which strategies have already been employed and which targets have been set and achieved. The external specialist may act in an advisory capacity, or provide additional specialist assessment or be involved in teaching the child directly. The resulting personal learning plan for the child will set out fresh strategies for supporting the child’s progress. These will be implemented via targeted support in the normal classroom setting and through out of class intervention groups.
Personal Learning Plans Details of specific barriers to learning and the associated strategies employed to remove these barriers and enable the child to progress will be agreed in collaboration with the parents/carers, class teacher and SENCo. The agreed targets will be recorded within a Personal Learning Plan. (PLP)
The PLP will only record that which is additional to, or different from, the differentiated curriculum. It will focus upon three or four individual targets that match the child’s needs and have been discussed with the child and the parents / carers. The PLP will be reviewed each term and parents’/ carer’s views on their child’s progress will be sought. Wherever possible, the child will also take part in the review process and be involved in setting the targets.
Statutory Assessment If the child continues to make very little or no progress, the school, though the Headteacher and SENCo or the parents / carers may request that the LA consider carrying out a statutory assessment of the child’s SEN. If the LA agrees, it will collect information from all the people who have been involved with the child. From this the LA decides whether the child would benefit from an Education Health and Care Plan (EHCP) or whether their needs can be met with SEN Support.
The Special Support Centre (SSC) Parklands Community Primary School has a Special Support Centre (SSC) for 16 children with a statement of SEN/EHCP specifying social communication needs. The overall aim of the provision is to support each pupil’s development academically, socially and emotionally through a balanced exposure to life in mainstream classes and individual or small group support from Special Support Centre staff, in order to maximise inclusion. In the SSC, the children are taught according to the National Curriculum and all aspects of teaching and learning are planned and personalised ensuring the children have learning targets to support their specific needs. Lessons are taught in small groups, one to one with other professionals such as the speech and language therapist. Each child has a supported integration programme giving them as much time as possible to work within mainstream classes every week. As the SSC is a Local Authority (LA) additionally resourced base, admission to the SSC is through the LA and children come from a wide geographical area.
Supporting pupils at school with medical conditions Most pupils will at some time have a medical condition that may affect their participation in school activities. For many this will be short-term; perhaps finishing a course of medication.
Other pupils have medical conditions that, if not properly managed, could limit their access to education. Such pupils are regarded as having medical needs. Most children with medical needs are able to attend school regularly and, with some support from the school, can take part in most normal school activities. However, school staff may need to take extra care in supervising some activities to make sure that these pupils, and others, are not put at risk.
If a pupil has identified medical needs an individual health care plan will be used to identify the necessary safety measures to support them and ensure that they and others are not put at risk.
Parents or guardians have prime responsibility for their child’s health and will need to provide the school with information about their child’s medical condition. Parents, and the pupil if he/she is mature enough, should give details in conjunction with their child’s GP or paediatrician, as appropriate. The school doctor or nurse and specialist voluntary bodies may also be able to provide additional background information for school staff. The School will work closely with the Health Service to ensure pupils with medical needs and school staff have effective support in schools.
How the school is doing
School Results
Below shows the Summer 2018 assessments (including SATS results from Year 2 and Year 6). The data has been compared to the National and Local authority data.
Year Children Achieving Parklands Local Authority National 2018 Group 2018 2018 R Good Level of Development 79% Figures Not Figures Not Available Yet Available Yet 1 Phonics Screening Check 84% Figures Not Figures Not Available Yet Available Yet 2 Age Expectations in Reading 76% Figures Not Figures Not Available Yet Available Yet 2 Age Expectations in Writing 65% Figures Not Figures Not Available Yet Available Yet 2 Age Expectations in Maths 75% Figures Not Figures Not Available Yet Available Yet 6 Age Expectations in Reading 83% 76% 75% 6 Above Age Expectations in Reading 30% 28% 28% 6 Age Expectations in Writing 76% 75% 78% 6 Above Age Expectations in Writing 20% 13% 20% 6 Age Expectations in Maths 87% 73% 76% 6 Above Age Expectations in Maths 20% 20% 24% 6 Age Expectations in Grammar, 80% 75% 78% Punctuation and Spelling 6 Age Expectations in Reading, Writing 76% 61% 64% and Maths combined 6 Above Age Expectations in Reading, 10% 7% 10% Writing and Maths Combined
We are very proud of our Key Stage Two results, which have been above the National Average since the introduction of the new SATs tests.
Ofsted Report
Some of the things Ofsted said about the school when it was last inspected in February 2018:
‘Short inspection of Parklands Community Primary School
Following my visit to the school on 28 February 2018, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the inspection findings. The visit was the first short inspection carried out since the school was judged to be good in 2014.
This school continues to be good.
The leadership team has maintained the good quality of education in the school since the last inspection.
Under your determined leadership, Parklands has gone from strength to strength. You and your team have successfully created an inclusive school that celebrates learning and progress for all. Your staff are proud to be part of Parklands. They share your high expectations and work hard to achieve your vision to provide the best possible for your pupils and their families.
Pupils are overwhelmingly positive about the work of the school. The pupils I spoke to told me that they ‘love’ school because of the fun learning and ‘great teachers’. They described a community where everyone knows each other and works well together to support each other’s learning. Pupils were, rightly, proud of the work of the special support centre (SSC) and the way that the pupils attending these classes are fully integrated into the wider activities of the school. The school is a vibrant, happy place. Pupils behave very well and are keen to share their achievements, for example, their writing, trumpet-playing and charity work. The relationships in the classrooms are positive and help to create the nurturing and purposeful atmosphere.
Parents and carers are also very happy with the school’s work, with many commenting extremely positively on the contribution that the school makes to the local community and the way that every individual is valued. They are also pleased with the way you have ensured that the nurturing culture of the school has been maintained even though the school has grown in size. One parent commented: ‘The school has grown recently but managed to pull off the rare trick of maintaining the feel and atmosphere of a smaller school for both the parents and pupils … it’s not through luck. It’s pure hard work from all.’
You have maintained and developed the strengths of the school that were identified in the previous inspection report and achieved the recommendations for improvement. The most able pupils throughout the school are challenged well and are making rapid progress. Teachers have high expectations, and the new strategies to improve pupils’ writing support many pupils to make good progress with their writing. The plans to refine this work are well considered and based on close analysis of pupils’ progress. You are clear that the improvements seen in writing need to be sustained and developed further so that rapid progress is secured across the school, especially for boys.
Governors are dedicated and proud of all that the school has achieved. They have worked hard to develop their understanding and skills. They look at school information and financial decisions closely. They have held leaders to account for pupil premium and sports funding well and are making sure that this money is making a positive difference for pupils. They are aware that they need to be timelier when updating documentation.
Safeguarding is effective.
School leaders have ensured that safeguarding arrangements are fit for purpose and that records are accurate. There is a clear culture of safeguarding. Staff are trained well and use the school systems effectively so that all small worries about pupils are captured. Leaders use this information well to secure a clear picture about pupils and make good use of external agencies when appropriate.
The governor responsible for safeguarding meets with the designated safeguarding lead regularly to ensure that processes are being followed properly. However, he is aware that it would also be useful to check the single central record as part of this work.
Pupils have a good understanding of how to keep themselves safe, including when online. School leaders have worked well with parents in order to help them understand potential risks related to social media and online gaming. Leaders’ plans to continue this important work are secure.’
The full report is available at www.ofsted.gov.uk.
Additional Information
Secondary Transfer
The children normally transfer to the Chichester High School for Boys, Chichester High School for Girls or Bishop Luffa at the end of the school year in which they are eleven. Each year a few pupils transfer to other local secondary schools. We do all that we can to ensure children are supported through the transition process. We meet with staff from the schools and will accompany children on additional visits if necessary.
Procedures for Making Complaints
Parents are always encouraged to approach the school if they have any concerns. Most issues can be dealt with informally and every effort will be made to deal with complaints promptly. In the first instance, parents are advised to contact the teacher concerned, usually the class teacher. More serious concerns, or those which remain unresolved, will be referred to the Headteacher. If the matter is still unresolved the Headteacher will refer the matter to the Chair of Governors or a nominated Governor. If the complainant is still not satisfied they may make a formal complaint, in writing, to the Chair of Governors.
Useful Links www.primarycontact.co.uk to receive electronic communication from school (please apply at the school office) www.mealselector.co.uk to order hot meals (see section School Procedures) www.ofsted.gov.uk to view the school’s full Ofsted Report www.coolmilk.com to order milk www.yourschooluniform.com to purchase school uniform www.parklands.w-sussex.sch.uk our school website – for school information including the latest newsletters